ethanporcaro/eric-fulltext-meta huggingface dataset:
Is COVID-19 the Gateway for Digital Learning in Mathematics Education?
Author: Mulenga, Eddie M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Distance Education,Mathematics Education,Social Media,Secondary School Teachers,Preservice Teachers,Telecommunications,Handheld Devices,Technological Literacy,Disease Control,Foreign Countries,COVID-19,Pandemics

Digital learning has reshaped education in many ways. The purpose of this study is to respond to the question of whether COVID-19 is the gateway for digital-learning in mathematics education. To this end, this study explores some uptakes of social media platforms by prospective secondary school teachers. Data was collected from 102 prospective mathematics teachers from the Copperbelt University (CBU). Cluster analysis approach was used. Results revealed that participants' scores for digital learning in mathematics in cluster 2 were higher than those in both cluster 1 and 3. This is a clear indication that prospective teachers in clusters with low scores are more likely to exhibit low skill levels in the use of mobile technology and the adoption of social media in relation to mathematics pedagogy during the COVID-19 crisis. Results show different patterns. However, overall results show that digital learning could be a positive response to COVID-19 closure period.
Effects of Different Video Modalities on Writing Achievement in Flipped English Classes
Author: Umutlu, Duygu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Video Technology,Homework,Teaching Methods,Writing Instruction,College Students,Essays,Lecture Method,Program Effectiveness,Animation

This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants' scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.
Technology-Enhanced Feedback Profiles and Their Associations with Learning and Academic Well-Being Indicators in Basic Education
Author: Oinas, Sanna Elina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Well Being,Feedback (Response),Gender Differences,Positive Reinforcement,Behavior Problems,Student Attitudes,Teacher Student Relationship,Grade 9,Self Esteem

As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers' efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.
A Case Study of the Design Practices and Judgments of Novice Instructional Designers
Author: Zhu, Meina
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Public Health,Teaching Methods,Curriculum Development,Case Studies,Lesson Plans,Visual Aids,Decision Making,Novices,Undergraduate Students,Majors (Students),Advertising,Printed Materials,Student Attitudes,Learning Activities,Computer Games,Video Technology,Computer Software,Health Promotion

Instructional design and training skills have become a key competency that is expected of public health professionals. However, the research on educating public health students as instructional designers (ID) is lacking. The purpose of this study is to better understand how novice IDs design trainings using their design judgment in an authentic instructional design project in order to provide them with effective educational supports. The data sources of this case study include 11 training lesson plans generated by 37 students through a semester and six semi-structured interviews. The findings reveal that: (1) online games, (2) instructional videos, (3) handouts, (4) PowerPoint presentation slides, and (5) infographics were designed and used by novice IDs. In the midst of the various challenges that were encountered, framing judgment, core judgment, instrumental judgment, navigational judgment, and appearance judgment were manifested in the design process of novice IDs. Based on the findings, practical implementations are recommended to develop effective instructional design curricula for novice public health student designers.
Adaptation of Modified Gamification User Types Scale into Turkish
Author: Taskin, Necati
Date: 2020-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Turkish,Games,Media Adaptation,Translation,Classification,Test Reliability,Test Validity,College Students,Factor Structure,Foreign Countries,Goodness of Fit

Marczewski (2015) has introduced a new classification model for different user types. Tondello et al. (2016) developed and later revised (Tondello et al., 2019) &quot;The Gamification User Types Hexad Scale&quot; based on this model. The aim of this study is to adapt this scale into Turkish. The validity and reliability study of the scale was conducted on 330 university students. Confirmatory factor analysis (CFA) on the model also showed that the fit indices were acceptable. The Cronbach's alpha coefficients of the factors were also within the acceptable range. Additionally, it was found that there was a significant difference between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores. As a result, it can be concluded that this valid and reliable scale composed of 24 items and 6 factors can be used as an effective tool in the gamification solutions considering the characteristics of the target group.
Affinity Groups: Fostering Community and Interdependence in a College Reading Class
Author: Kelley, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Remedial Reading,Public Colleges,Urban Schools,Two Year Colleges,Two Year College Students,Cooperative Learning,Sense of Community,Program Effectiveness,Student Attitudes,Teacher Attitudes,College Faculty,Accountability,Peer Groups,Intervention

The findings from this multiple case study research project on the use of cooperative learning (specifically affinity groups) among developmental college students demonstrate that students benefited from from building community and becoming interdependent. Four themes that emerged from this study, (a) accountability, (b) building community/interdependence, (c) perspectives on group work, and d) challenges, demonstrated that though there were difficulties in implementation, overall students and instructor-researchers found grouping students into affinity groups to be an effective tool that helped student performance and success.
Utilizing Flipgrid Application on Student Smartphones in a Small-Scale ESL Study
Author: Petersen, Jacob B.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Video Technology,Foreign Countries,Undergraduate Students,Student Attitudes,Teaching Methods,Social Media,Online Courses,Communicative Competence (Languages),Management Systems,Computer Software

The purpose of this study is to evaluate the efficacy of utilizing 'Flipgrid,' a PC and mobile device video recording and social media application, as a means of practice in an English communication class. The present small-scale study was conducted at a Japanese national university in a first-year ESL classroom. The practical implications of this study inform on innovative ways to improve communicative English engagement in higher learning education. In this case, student presentation videos and online video discussion tasks were recorded using the Flipgrid application on student smartphones. The data collection methods consisted of teacher observations, video data and student responses recorded via a questionnaire. For the researchers, taking these first steps impacts broader language and technology research in the future.
The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students&apos; Academic Writing Performance
Author: Chaleila, Wisam
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Language,Writing Instruction,Teaching Methods,Pretests Posttests,Writing Difficulties,Instructional Innovation,Arabs,Foreign Countries,Semitic Languages,Language Classification,Grammar,Cultural Differences,Vocabulary,Plagiarism,Teacher Education Programs,Undergraduate Students,Intervention,Spelling,Critical Thinking,Error Patterns,Instructional Effectiveness

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher &amp; Frey's explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students' academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.
Saudi Gender Emotional Expressions in Using Instagram
Author: Bajri, Ibtesam AbdulAziz
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Gender Differences,Computational Linguistics,Foreign Countries,Social Media,Social Networks,Language Usage,Semitic Languages,Sex Stereotypes,Computer Mediated Communication

There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis' expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.
The Effect of L2 Experience on the Perceptual Assimilation of British English Monophthongs to Thai Monophthongs by L2 Thai Learners
Author: Kitikanan, Patchanok
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,Thai,Pronunciation,Language Patterns,Auditory Perception,Learning Experience,Vowels,Comparative Analysis,Speech Communication,Phonemes,Phonology,Native Language,Foreign Countries,Second Language Instruction,Majors (Students),Identification,Task Analysis,College Students,Computer Science Education,Computer Assisted Testing

Perceptual assimilation is a well-known task; however, there is no study on the assimilation pattern of the English monophthongs by L2 Thai learners. The aims of this study are to explore the perceptual assimilation patterns of the British English monophthongs to Thai monophthongs by L2 Thai learners and to examine the effect of L2 experience on this perception. The target British English sounds were /i:, I, e, ae, [upside down a], a?, [backwards c], [near-close back rounded vowel], u:, [upside down v], 3;/ in /bVt/ context. The Thai listeners performed an assimilation task by matching these British English monophthongs with their L1 Thai monophthongs. The results showed no difference in the assimilation patterns between the high-experienced and low-experienced groups in the perception of the English /I, e, a:, [backwards c], [near-close back rounded vowel], u:, [upside down v], 3:/. The degree of the perceived similarity in the matching of these vowels to the Thai sound categories between these two groups was not significantly different from one another either. However, English /e/ was mostly perceived as Thai /e/ in the high-experienced group to a greater degree than the low-experienced group. The findings also showed the difference in the assimilation patterns between these two groups, i.e. for English ae, i:, u:, [upside down a]/ suggesting the importance of the L2 experience in the exploration of the L2 speech learning research. The implication for L2 sound learning of this study is that having higher number of phonemes in the L1 phonological system than that in the L2 one is less important than the L2 experience.
The Nativelikeness Problem in L2 Word-Association Tasks: Examining Word Class and Trials
Author: Lam, Boji P. W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Variation,Native Speakers,Associative Learning,Task Analysis,Language Usage,Comparative Analysis,Second Language Learning,Form Classes (Languages),Nouns,Verbs,Mandarin Chinese,College Students,Student Attitudes,Professional Personnel,Language Proficiency,English,English (Second Language),Immigrants,Language Tests,Chinese Americans,Asian Americans,Foreign Students,Vocabulary

Significant variation exists in how native speakers respond to word association tasks and challenges the usage of nativelikeness as a benchmark to gauge second language (L2) performance. However, the influence of word class and trials of elicitation is not sufficiently addressed in previous work. With controlled stimuli from multiple word classes, repeated elicitations, and analytic approaches aiming to tease apart their interactions, this study compared the extent to which native speaker controls and late L2 learners generated associates that converged to a large-scale association norm, and examined the influence of word class and trial on the likelihood to elicit idiosyncratic responses within the two language groups. During initial elicitation, only adjectives elicited greater convergence to the norm among native speakers than L2 learners. Furthermore, native speakers were more likely to generate synonyms whereas L2 learners were more likely to generate antonyms to adjectives in the initial elicitation. For nouns and verbs, 30% of associates produced by the native speaker controls failed to converge to the norm. In fact, the native speaker controls were not more &quot;nativelike&quot; than L2 learners for nouns and verbs until later elicitations. Finally, despite reports of significant variation among native speakers in previous work, the amount of response idiosyncrasy was consistently lower in native speakers than in L2 learners, regardless of word class or elicitation trial. By revealing the effects of word class and trials on association performance, findings from this study suggest potential means to ameliorate the issue with nativelikeness in L2 word association studies.
Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties
Author: Romero, Yanilis
Date: 2020-00-00
Type: Journal Articles
Subjects: Multisensory Learning,Learning Problems,Dyslexia,English (Second Language),Foreign Countries,High School Students,Adolescents,Public Schools,Grade 9,Grade 10,Second Language Learning,Low Achievement,Performance Factors,Instructional Effectiveness,Second Language Instruction,Grammar,Color,Difficulty Level,Reading Instruction

An investigation was conducted to help weak academic English learners in a public high school in Colombia, as they seemed to be facing a learning specific difficulty called dyslexia. A focus group of ten students from ninth and tenth grade was the beneficiaries of the design, implementation, and assessment of five multisensory activities to help students decrease their struggles while learning the foreign language (English). For the present action research, five activities were applied during two academic terms (six months) where students were taught verbs, grammar rules, question words, and minimal pairs to help them do better while reading. Outcomes showed that low academic students tend to have a better performance when teachers target multisensory activities to assist them in their learning process related to grammar within the English sessions. Color-coded activities help low achieving students to exercise and remember more easily as senses are engaged while learning, reading exercises are better approached if their workload is split into smaller quantities compare to regular learners.
Morphological Integration of Urdu Loan Words in Pakistani English
Author: Khan, Tania Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Borrowing,Fiction,Novels,Authors,Foreign Countries,Semantics,Vocabulary,Language Usage,Urdu,Word Lists,Newspapers,Dictionaries,Grammar,Language Research

Pakistani English is a variety of English language concerning Sentence structure, Morphology, Phonology, Spelling, and Vocabulary. The one semantic element, which makes the investigation of Pakistani English additionally fascinating is the Vocabulary. Pakistani English uses many loan words from Urdu language and other local dialects, which have become an integral part of Pakistani English, and the speakers don't feel odd while using these words. Numerous studies are conducted on Pakistani English Vocabulary, yet a couple manage to deal with morphology. Therefore, the purpose of this study is to explore the morphological integration of Urdu loan words in Pakistani English. Another purpose of the study is to investigate the main reasons of this morphological integration process. The Qualitative research method is used in this study. Researcher prepares a sample list of 50 loan words for the analysis. These words are randomly chosen from the newspaper &quot;The Dawn&quot; since it is the most dispersed English language newspaper in Pakistan. Some words are selected from the Books and Novellas of Pakistani English fiction authors, and concise Oxford English Dictionary, 11th edition. The results show that, when the Urdu language loan words are morphologically integrated in Pakistan English, they do not change their grammatical category. Moreover, four distinguished morphological process are identified in integration of these loan words. The results also reveal that deficit hypothesis is the main reason of this lexical borrowing.
Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University
Author: Chaovanapricha, Khacheenuj
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Interdisciplinary Approach,Teacher Collaboration,College Faculty,English Teachers,Teacher Role,Affordances,Barriers,Positive Attitudes,Self Efficacy,Time Management,Foreign Countries,Team Teaching,Business English,Undergraduate Students

The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students' attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four sources of data. The findings revealed the extensive roles taken on by both teachers involved in the ITCs. Roles for the English teacher involved being a lesson planner, teacher, learning organizer, and class activities designer. The subject teacher's role was identified as a consultant or informant, supporter, monitor, and facilitator. The benefits were that an English teacher gained confidence, reduced worry in teaching ESP subjects, and received instant feedback from the subject teacher. The drawbacks were that it was challenging to balance the different schedules of both teachers and that lesson planning was time consuming. Students showed positive attitudes towards this method of teaching. They liked to study because of the enjoyable and knowledgeable activities and the teacher's confidence.