ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Analysis of Face to Face Instruction vs. Telegram Mobile Instruction in Terms of Narrative Writing
Author: Heidari, Jamshid
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Conventional Instruction,Teaching Methods,Computer Assisted Instruction,Telecommunications,Handheld Devices,Instructional Effectiveness,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Computer Simulation,Language Proficiency,Learning Processes,Essays,Foreign Countries,Translation,Majors (Students),Language Tests,Writing Tests,Scoring,Evaluators,Interrater Reliability,College Students,Personal Narratives

The emergence of computer technology in English language teaching has paved the way for teachers' application of Mobile Assisted Language Learning (mall) and its advantages in teaching. This study aimed to compare the effectiveness of the face to face instruction with Telegram mobile instruction. Based on a toefl test, 60 English foreign language learners with intermediate level of language proficiency were selected and randomly assigned to the class attendees group, which received the intended treatment program in a classroom environment, and the Telegram group which received the treatment in a virtual environment. Two pre-tests and posttests were administered before and after the treatment. Related non-parametric statistics were applied, and the results were encouraging for the Telegram group. Moreover, the findings of the study might support the claim that innovative instructional approaches and Telegram mobile-learning/teaching specifically could provide new opportunities for the teaching-learning process and that teaching/ learning through new mobile-based methods, Telegram m-learning/teaching in particular, helped Iranian students to perform better on narrative writing tasks. The result of this study would be valuable for methodologists, teachers, and learners.
Factors Influencing Teachers&apos; Intentions to Integrate Smartphones in Language Lessons
Author: O'Neill, Saskia
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Higher Education,Teacher Attitudes,Social Attitudes,Behavior,Ownership,Technology Integration,Language Teachers,Second Language Instruction,Foreign Countries,Teaching Methods,English (Second Language),College Faculty

Research has shown that mobile technology could enhance the effectiveness of common language learning activities but in practice, few teachers are using mobile devices. Fishbein and Ajzen's (2010) reasoned action approach was used to identify to which extent certain personal factors influenced teachers' intentions to integrate smartphones in their language lessons. Data were collected from 63 teachers at language centres connected to 15 institutes for Higher Education in the Netherlands. Four subgroups were distinguished based on two variables: first basic versus smartphone owners and second non versus frequent phone users. The subgroup of basic phone owners had less favourable feelings, and a subgroup of frequent phone users had more favourable feelings towards integrating smartphones in their lessons compared with the whole group. Differences in the number of hours teachers worked and age were not significant. Some differences were found in the role of perceived norm and perceived behavioural control for the whole group and for the subgroup of smartphone owners (n = 49). This study contributed to the growing number of studies that found Fishbein and Ajzen's model suitable for predicting technology acceptance in an educational context.
Analysis of the Abstraction Process of Continuity Knowledge
Author: Memnun, Dilek Sezgin
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 12,Cognitive Processes,Abstract Reasoning,Prior Learning,Concept Formation,Cognitive Development,Mathematics,Developmental Continuity

This study aimed to analyze the abstraction process of twelve-grade students' continuity knowledge through the RBC+C abstraction model. With this aim, a semi-constructed interview was conducted with two twelfth-grade students and recorded with a video camera. Two different research problems were addressed in the interview, and the students were asked to think about these problems loudly by discussing each other. As a result, it was understood that these students found difficult to build-with some prior knowledge that is required for abstracting continuity knowledge even though they recognized them. Nevertheless, it was observed that the students constructed continuity knowledge to some extent.
Smartphones and CLT: Threat or Opportunity?
Author: Walsh, Rupert
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Second Language Instruction,Teaching Methods,English (Second Language),Student Attitudes,Technology Integration,Teacher Attitudes,Barriers,Interpersonal Communication

Mobile Assisted Language Learning (MALL) is one of the fastest growing ELT sectors. To date, the teaching methods of MALL appear overly influenced by the desires of businesses, large institutions and technicians to produce easily measurable outcomes, rather than foundations built on upon pedagogical research that emphasises the importance of developing the communicative competence of learners. Findings from initial studies on MALL indicate not only the feasibility of using mobile devices for communicative purposes within classroom teaching, but also the opportunities they provide to implement a communicative approach more successfully than previously possible. Outworkings of this potential need to be established while the development of MALL remains at the &quot;work in progress&quot; stage.
The Relationship between Physical Conditions of School Buildings and Organizational Commitment According to Teachers&apos; Perceptions
Author: Dagli, Abidin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Buildings,Educational Environment,Teacher Persistence,Teaching Conditions,Elementary Schools,Elementary School Teachers,Correlation,Teacher Attitudes,School Safety,Maintenance

The aim of this study is to determine the relationship between the physical conditions of school buildings and organizational commitment according to the perceptions of teachers in public primary schools. The research population consists of 2450 teachers from 92 primary schools in the central district of Diyarbakir/Turkey in the academic year of 2017-2018. The data collection instrument was applied to randomly selected 534 teachers from 27 schools. &quot;School Buildings Scale&quot; developed by Çaglayan and Yilmaz (2011) and &quot;Organizational Commitment Scale&quot; developed by Meyer, Allen and Smith (1993), and adapted into Turkish by Dagli, Elçiçek and Han (2017) were used in this study. Some important findings of the study are listed below: According to teachers' perceptions, the highest item that is associated with the school buildings was found in the dimension of &quot;General view (M=3,58; Quite adequate), the item with the lowest level was found in the dimension of &quot;Fields reserved for students&quot; (M=2,44; insufficient). The mean of the whole scale was found as (M=2.99) &quot;Partially adequate&quot;. It was determined that the highest mean of teachers' perceptions about organizational commitment (M=3.50; Agree) was in &quot;affective commitment&quot; dimension and the lowest mean (M=2,94; Undecided) in the dimension of &quot;normative commitment&quot;. Teachers participated in the total mean of the organizational commitment scale at the level of (M=3.19; Undecided). Generally, it was found that there was a moderate and positive relationship between the school building scale and organizational commitment scale (r=,561, p &lt;0.01). This shows that, as the physical conditions of the school buildings are improved, the organizational commitment of the teachers is increased.
The Role of Vocabulary E-Learning: Comparing the Effect of Reading Skill Training with and without Vocabulary Homework
Author: Mustafa, Faisal
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Homework,Reading Comprehension,Educational Technology,Technology Uses in Education,Reading Skills,Reading Achievement,Program Effectiveness,English (Second Language),Second Language Instruction,College Seniors,Foreign Countries

Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seen as a way to improve reading comprehension. This study utilized an online learning platform to deliver vocabulary homework to students learning reading skills in the classroom and compare their scores with students given paper-based homework and those who did not receive any homework. The objective of the research was to determine the differences in reading achievement between students who were given either paper-based vocabulary homework or online vocabulary homework, in addition to classroom face-to-face interaction (experimental groups) and those who only participated in face-to-face interaction in the classroom (control group). Two experimental groups were instructed to complete vocabulary homework outside of the classroom. The selected vocabulary for homework consisted of 400 words common to the target academic texts. The data were collected by administering a reading comprehension pre-test and post-test, where five academic texts were used with approximately ten questions for each text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045 for the online vocabulary group, and 0.338 for the control group, which suggests that both experimental groups outperformed the control group in the post-test.
Creativity in Modern Education
Author: Pllana, Duli
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Creativity,Educational Practices,Educational Change,Educational Quality,Equal Education,Barriers,Educational Innovation

There will be elaborated several facts about creativity in Twenty First-Century educational reforms in six countries (The US, India, Chile, Mexico, China, and Singapore). The crucial source of the content in the paper relies on the book, &quot;Teaching and Learning for the Twenty-First Century&quot; (Reimeres and Chung, 2016). Nevertheless, my exploration of creativity in modern education in the six countries has a limited range. Creativity depends on three meaningful factors of education such as equality, quality and implementing modern educational reforms. The paper sheds light on similarities and differences of six countries that they experience with the three factors (equality, creativity, and implementing modern educational reforms). All countries strive to apply equality in the whole country, although, none of the countries has employed equality throughout the nation. Some countries made better progress on applying equality in education, and others are facing many obstacles with equal education throughout the country. Creativity is significant to every educational system, and it is interrelated with equality and applying modern education. The US system of education applies creativity in a few school districts. Other countries state creativity in their curriculum, but they do not use it in the classrooms at all. Six countries have different economic development, and different economic demands; therefore, they have different approaches to implementing modern educational reforms. Despite the fact all countries have dissimilarities with implementing creativity in educational reforms, they all know creativity's weight in modern education. Creativity as a first step of the innovation that defines the progress of education especially accelerates the growth of the entire economy within a society.
Faculty Members&apos; Attitudes towards Using Moodle at Palestine Technical Khadoorie (PTUK)
Author: Salhab, Reham A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Higher Education,College Faculty,Teacher Attitudes,Integrated Learning Systems,Teaching Methods,Evaluation Methods,Computer Mediated Communication,Barriers

Digital education reshaped the teaching and learning processes in higher education worldwide. This study investigates the attitudes of faculty members at Palestine Technical Khadoorie University (PTUK) towards using Modular Object Oriented Dynamic Learning Environment (MOODLE). A questionnaire was designed to conduct the present study at PTUK. A convenient sample of 41 participants from two different colleges, Applied Science and Humanities colleges contributed in this study. Findings revealed that faculty members at PTUK had positive attitudes towards Moodle. Nevertheless, there was a significant difference between faculty member attitudes with regard to no. of training sessions offered by PTUK.
Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs)
Author: Batugal, Maria Leodevina C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Culture,Job Satisfaction,College Faculty,Teacher Attitudes,Private Colleges,Church Related Colleges,Correlation,Faculty College Relationship,Teaching Conditions,Catholics,Foreign Countries,Institutional Environment

This study explored the organizational culture, organizational commitment and job satisfaction of the faculty members of the St. Paul University System (SPUS). This study employed a descriptive and correlational research design. The data gathered were analyzed and interpreted using frequency and percentage distribution to confirm statistical assumptions and to describe the participants' profile in terms of the identified variables. The weighted mean was used to interpret the responses obtained from the use of the Likert's scale. The regression analysis was used to determine the best predictors of job satisfaction and organizational commitment while Pearson and Chi-Square were used to determine the degree of relationship between the variables. The results of this study indicate that there is a significant positive relationship between job satisfaction and organizational culture. It was also found out that job satisfaction predicts organizational commitment. The results of this study will be a basis for the SPUS to strengthen the organizational commitment and explore various ways to raise the level of job satisfaction of the faculty members of the respondent-institutions.
Scoping Review of the Core Elements of Technical Assistance Models and Frameworks
Author: Dunst, Carl J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Technical Assistance,Evaluation Methods,Models,Program Development,Program Implementation,Program Evaluation,Change Strategies,Evidence Based Practice,Human Services,Sustainability,Organizational Change,Systems Approach,Outcome Measures,Outcomes of Education

A review of 25 technical assistance models and frameworks was conducted to identify the core elements of technical assistance practices. The focus of analysis was on generally agreed upon technical assistance practices that were considered essential for planning, implementing and evaluating the effectiveness of technical assistance. Results indicated that there are five major components of technical assistance and 25 different core elements. Analyses of the models and components found considerable variability within and between components in terms of the core elements that are considered most important or essential. Findings were used to define and describe the core elements of the technical assistance models and frameworks and how they can be used in research and evaluation studies to determine if the use of the core elements and practices are related to changes or improvements in program, organizational, or systems practices.
Authentic Use of Technology to Improve EFL Communication and Motivation through International Language Exchange Video Chat
Author: Sevy-Biloon, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Intercultural Communication,Communicative Competence (Languages),International Educational Exchange,Video Technology,Videoconferencing,Oral Language,Learning Motivation,Language Proficiency,Communication Skills,Student Improvement,Outcomes of Education,Technology Uses in Education

University EFL students in Ecuador do not have many opportunities to authentically practice English outside of the classroom. This lack of daily connections decreases students' ability to effectively communicate and improve in language learning. Therefore, an international language exchange program was created with 17 students through video chat platforms. The objective of the research was to give students an opportunity to practice English to increase intrinsic motivation and oral communication. This study followed a mixed method approach using questionnaires, informal interviews and observations over a five-week period. The program showed increased confidence in speaking, students seemed to be more intrinsically motivated to improve and an increase in fluency was seen in overall communication skills.
Learning English Listening and Speaking through BBC VOA Podcasts: An App Review
Author: Abdi, Samaneh
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Social Status,Employment Opportunities,Computer Assisted Instruction,Telecommunications,Handheld Devices,News Reporting,Programming (Broadcast),Audio Equipment,Intercultural Communication,Computer Mediated Communication

Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is &quot;Learning English Listening &amp; Speaking BBC/ VOA News&quot; which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.
Developing English Speaking Skills through Simulation-Based Instruction
Author: Angelini, M. Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Engineering Education,College Students,Computer Simulation,Educational Technology,Technology Uses in Education,Teaching Methods,Oral Language,Language Skills,Vocabulary,Pronunciation,Expressive Language,Grammar

Foreign language teachers and researchers face a major challenge enabling students' learning. Not only must they provide training in the target language, but they must also find ways to optimise class time and enhance students' communication skills in the target language. How does technology intersect with English teaching in ways that benefit learning? A possible approach would align with integrating web-based strategies and optimising class time through new methodologies, techniques and resources. In this study, a group of university engineering students were taught with simulations to aid their learning of English as a foreign language. These engineering students were taught English through both class-based and a large-scale real-time web-based simulation. We present the results of quantitative analysis of students' oral production. The goal was to show whether simulation-based instruction contributes to significant progress in oral language production in English. The results indicate that students progressed significantly in four language-related areas: vocabulary, pronunciation, variety of expression and grammar.
Designing Learning-Skills towards Industry 4.0
Author: Umachandran, Krishnan
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technological Advancement,Teaching Methods,Job Skills,Manufacturing Industry,Information Technology,Computer Uses in Education

The world is shrinking now more than ever due to new scientific and technological breakthroughs that expand the boundaries of human knowledge, resulting in improvements in transportation, communication, space exploration and educational technologies. Today's students will compete in a technological, diverse, multi-cultural world and must be prepared to thrive in this futuristic environment. Therefore, it is vital that today's pedagogy produce lifelong learners, who can succeed in a global pulpit. To ensure our educational technology progresses at the rate demanded by today's ubiquitous digital learners, we review emerging technologies and traditional teaching methods and propose desirable changes. Future companies will need employees with specific Internet of Things connected additive manufacturing skills across the value stream, including computer-aided design, machine operation, raw material development, robotics and supply chain management; but these are only island of excellence in industry 4.0 and not the consummate requirement of the manufacturing process.
Social Relations in Virtual World and Social Media Aggression
Author: Eraslan, Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Computer Mediated Communication,Social Media,Aggression,Socialization,Antisocial Behavior,Behavior Patterns,College Students,Student Attitudes,Student Behavior,Civil Rights

Living in the age of constant technology developments shifted social communication patterns and shifted social relations to virtual environments. The socialisation process that takes place in digital platforms also transferred many negative elements experienced in social life to the virtual environment. That is, the aggression behaviours concerning these negative processes have also been transferred to the virtual communication. The current study examines the effects of social media aggression (SMA) regarding digital platforms on the social relations in human life in the context of various variables. Results of the study revealed that the counter-comments towards participants' values have a significant effect on participants' demonstration of aggressive tendencies. In other notable finding participants reported that they aware of their rights f=75 (33%) against negative SMA, while f=150 (67%) of participants do not know them.