ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Deductive and Inductive Grammar Instructions in Communicative Teaching
Author: Shirav, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,Pretests Posttests,Teaching Methods,Comparative Analysis,Undergraduate Students,Preferences,Vocational Schools,Foreign Countries,Logical Thinking,Instructional Effectiveness,Student Attitudes,Language Tests,Private Schools,Communicative Competence (Languages)

A quasi-experimental study investigated the effectiveness of inductive and deductive types of instruction in the acquisition of a complex grammatical structure, the passive voice. The participants were two groups (n = 34) of second-year Japanese students from a vocational school who had three treatment lessons designed for each group embedded into the course curriculum. The quantitative and qualitative data were gathered to seek possible connections between students' preferences and learning gains. Using a pretest and posttest design, we compared the results of recognition and production tests for inductive and deductive instruction groups. Both types of instructions were found beneficial for learners and yielded a significant effect between the production part of the pre- and post-tests, however, the inductive group significantly outperformed the deductive group on the recognition test. The qualitative data indicated students' preferences toward deductive instruction, as it is traditional and well-known in Japan. The results of the study suggest using the inductive type of instruction with simpler grammar and deductive instruction with more complex grammatical structures. The authors advocate the importance of practicing both types of instructions. The study also shows the benefits of using CLT for teaching English in Japan.
An Evaluation on the Human Voice and the Act of Singing
Author: Ekici, Tülay
Date: 2022-07-00
Type: Journal Articles
Subjects: Singing,Musical Instruments,Research,Holistic Approach,Biology,Aesthetics,Self Expression,Music Activities,Intonation,Performance

The human voice is an alive, natural instrument belonging to the human body and most beautiful tool for the individual to express himself. When evaluated from a musical point of view; the human voice, the first known musical instrument in the history of music, is the oldest, most natural and most valuable of musical instruments. This privileged instrument bestowed upon man is different for every human being, like a fingerprint. This makes it a single and unique instrument unique to a human being. The human voice, which is used for simpler (primitive) situations (crying, laughing, screaming, etc.), turns into a more complex ability, to speaking and an even more complex ability, to singing. Although all three forms of voice are formed instinctively and/or for a reason arising from necessity, they are also used to express a higher artistic expression. The voice, which is basically used for self-expression and communication, turns into a tool of higher expression in the oral arts and the art of singing. The act of speaking is the basis of the act of singing. Accordingly, it can be said that the act of singing is an enhanced and expanded speaking skill. The correct, beautiful and effective use of the human voice, especially in the art of singing, is based on both technical and artistic skills. Therefore, not only technical skills but also technical skills and artistic skills should be considered together for the development of singing skills in vocal training, and technical skills should support artistic skills. The researches on the human voice and the singing act until today have generally only dealt with the sound from a scientific, biological-acoustic perspective. As far as can be reached, no study has been found in the literature in which voice is considered as a multidimensional phenomenon, in a holistic way, including its biological, spiritual, emotional and aesthetic dimensions. In this context, the aim of this research is to make an evaluation and make suggestions by considering the human voice and the act of singing with its artistic and philosophical aspects. It is hoped that the research will contribute to filling the gap in the literature and set an example for new research to be conducted in this direction. In the research, which is based on the literature review, the domestic and foreign literature on the subject has been tried to be examined.
Designing, Development, Implementation and Assessment of the Accessible Mass Open Learning Platforms for the Visually Impaired Individuals
Author: Sahin Kölemen, Cansu
Date: 2022-07-00
Type: Journal Articles
Subjects: Visual Impairments,Students with Disabilities,Accessibility (for Disabled),Usability,Student Satisfaction,Open Educational Resources,Barriers,Program Effectiveness,Assistive Technology,Computer Assisted Testing,Blindness,Online Courses,Foreign Countries,Visual Aids,Auditory Stimuli

The aim of this study is to design, develop, implement and evaluate an accessible mass open learning platform for visually impaired individuals. The study group consists of experts in the field who want to contribute to the study voluntarily with the snowball sampling method and have not used the platform before, with or without visual impairment. Thirty-eight visually impaired individuals and ten field experts participated in all stages of the study, a total of forty-eight volunteer users. At the analysis stage, it was tried to reach the features that an open and freely accessible learning platform should have. In this process, interviews were held with visually impaired individuals and subject matter experts. During the implementation phase, usability testing was conducted for the learning platform with visually impaired individuals. Within the scope of the usability test, the effectiveness and efficiency of the learning platform and the satisfaction levels of the participants were revealed. Visually impaired individuals were observed through the observation form for effectiveness and efficiency. In addition, semistructured interviews were conducted with visually impaired individuals and subject area experts for satisfaction after the completion of the tasks. Content and document analysis was carried out according to the characteristics of the data obtained during the research. In the evaluation phase, the open and freely accessible learning platform developed lastly was evaluated by the automatic test tool. The design principles of the study for an accessible mass open learning platform for visually impaired individuals were revealed.
The Influence of Mathematical Knowledge for Teaching towards Elementary Teachers&apos; Mathematical Self-Efficacy
Author: Alshehri, Khaled Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Elementary School Teachers,Self Efficacy,Mathematics Teachers,Knowledge Base for Teaching,Foreign Countries

This research study investigates how elementary teachers' mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers' MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs. The implications for teacher preparation and developmental programs are further discussed.
The Effect of Situated Learning Environment in Enhancing Mathematical Reasoning and Proof among Tenth Grade Students
Author: Fraihat, Maha Abdul Kareem
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Mathematical Logic,Validity,Grade 10,Mathematics Instruction,Geometry,High School Students,Foreign Countries,Situated Learning,Females,Mathematics Skills

This study investigated the effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. To achieve the aim of the study, a pre-posttest of mathematical reasoning and proof was used, and its validity and reliability were verified. The sample of the study consisted of 50 female students who were distributed equally into two groups; the experimental who were taught the circle unit in geometry by situated learning environment, and the control group who were taught by the traditional method. The results indicate a significant improvement in the students' ability of reasoning and proof in favor of the experimental group. Moreover, a diversity of mathematical reasoning and proof strategies were used by the experimental group.
A Corpus-Based Comparison of Inclusiveness in L2 Reading Materials for Refugee Children
Author: Simsek, Meliha R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Disadvantaged,Comparative Analysis,Grammar,Grade 3,Inclusion,Equal Education,Teaching Methods,Reading Materials,Cross Cultural Studies,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Computational Linguistics,Sexual Orientation,Cultural Background,Language Usage,Difficulty Level,Gender Differences,Word Frequency,Turkish,Foreign Countries,Stereotypes,Illustrations,Sex Role,Occupations,Tourism,Cultural Awareness,Instructional Material Evaluation

Despite increased emphasis on the role of inclusive practices and materials in post-COVID-19 classrooms and warnings about implicit biases against disadvantaged groups, the textbook problem has rarely been approached with equity measures in mind. This multimethod study aimed to investigate to what extent L2 reading materials, locally produced and used for refugee education in Turkey and New Zealand, include all children with different proficiency levels, gender identities and cultural backgrounds using corpus-driven methods. All verbal and nonverbal texts from ten thematically similar third-grade storybooks were subjected to qualitative and quantitative analysis. Comparisons against measures of grammatical and lexical complexity, and of gender and cultural equity revealed that despite both being far from achieving the ideal composition for creating inclusive learning-friendly environments, TSL materials were lagging further behind ESL counterparts. They depended on almost uniform sets of easy-to-read narratives embodying simpler grammatical features and high-frequency words, and thus needed extension with relatively elaborate ones to accommodate mixed-abilities. Gender disparities were institutionalised through male overrepresentation in hero-making, negative stereotyping, familial and occupational identification, and engagement in monetary and mobility activities, but occasionally ameliorated, in the ESL case, by reversing conventionally-gendered domestic, technical and intellectual skills in texts and illustrations. The widest gap was observed in cultural representations because TSL materials, written from a tourist's perspective, focused on imposing superficial knowledge of target-culture elements, and ESL materials on ensuring relevance through greater use of elements from diverse cultures. Therefore, egalitarian representations in gendered and cultural contents are required for their rehabilitation.
Online Assessment in the Digital Era: Moroccan EFL University Students&apos; Experiences, Perceptions and Challenges
Author: Menyani, Nourreddine
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Change,Online Courses,COVID-19,Pandemics,Student Experience,Learning Processes,Teaching Methods,Undergraduate Students,Student Attitudes,Cheating,Computer Assisted Testing,Student Evaluation,Feedback (Response),College Faculty,Teacher Student Relationship,Distance Education,Educational Experience

After the scientific consensus on the proliferation of COVID-19, a lethal virus, educational institutions worldwide have swiftly migrated to online learning. This upheaval has propelled online evaluation and assessment to be the norm during this period. The principal objective of the study and research is to explore students' experience with online emergency learning as well as online evaluation. This paper also investigates how Moroccan English as a foreign language (EFL) university learners perceive online assessment in comparison to face-to-face assessment. Data were collected from a sample of 93 Moroccan EFL university students using a self-designed questionnaire. The findings of this research revealed that the students experienced technical issues while submitting their exams. They have also expressed their disappointment with the lack of feedback provided by their professors, not to mention their constant worry about academic honesty. This has led them to lose interest in their studies and possess doubts about reliving this dissatisfactory experience. Therefore, the results implied that participants perceive online assessment as an insignificant factor for performance improvement. This unprecedented experience has had an unadulterated negative impact on students as it has left them both dissatisfied with their experience regarding distance learning and apprehensive about their future educational experiences. It is, then, recommended that the notion of online assessment should be given much attention in higher education in the Moroccan context.
Teachers&apos; Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas
Author: Getenet, Seyum Tekeher
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Interdisciplinary Approach,Knowledge Level,Pedagogical Content Knowledge,Learning Activities,Curriculum,Instructional Design,Teacher Competencies

There is a consensus that numeracy is important for students to develop logical thinking and reasoning strategies in their everyday activities. As a result, teachers are encouraged to design numeracy rich tasks that incorporate real-life contexts across non-mathematics curriculum areas. However, it is not clear what types of knowledge teachers require to design such tasks. In this study, the authors used the stepwise generalization method and developed a framework for the knowledge required by teachers to design numeracy rich tasks across non-mathematics curriculum areas. The study begins with a brief introduction to numeracy and its definition in various contexts. The nature of knowledge required to design numeracy rich tasks (mathematics content knowledge, a non-mathematics curriculum area knowledge, activity design skills and knowledge of context)) are further described. In the later section of the study, each element of teacher knowledge and the framework to design numeracy rich tasks across non-mathematics curriculum areas are described. The knowledge framework developed in this study can be used to analyze teachers designed numeracy-rich tasks and identify their professional learning requirements.
Mobile Learning for Malay Language among Foreign Workers: A Preliminary Study
Author: Osman, Nur Izzah binti
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Indonesian Languages,Foreign Workers,Cultural Awareness,Knowledge Level,Second Language Learning,Adult Learning,Andragogy,Independent Study,Language Proficiency,Language Skills

This study aims to understand the learning process and language acquisition of Communicative Malay Language (CML) among foreign workers in Malaysia. A total of 10 foreign workers who were randomly selected in Kuala Lumpur and volunteered to participate were interviewed individually. The interviews were recorded, transcribed, translated and interpreted to enable the researcher to conduct content analysis. The analysis revealed that most of the respondents were not adequately supplied with general knowledge about the country, and especially the language, when they arrived in Malaysia for the first time. Although only half of them specifically reported the utilization of mobile applications in learning CML, all of the respondents were aware of mobile applications in general and agreed that this would be a good instrument to help them learn the language, especially the listening aspect.
The Effect of ICT-Enhanced Blended Learning on Elementary School Students&apos; Achievement in English and Attitudes towards English Lesson
Author: Assylzhanova, Danagul
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Elementary School Students,English (Second Language),Second Language Instruction,Grade 4,Computer Uses in Education,Foreign Countries,Blended Learning,Instructional Effectiveness,Academic Achievement,Positive Attitudes,Conventional Instruction,Language Skills

The purpose of the present study was to comparatively examine the effects of ICT-enhanced blended curriculum and traditional teaching practices in elementary school English courses. The research was carried out in accordance with the pretest posttest experimental model with a control group. The study was carried out in a elementary school in Kazakhstan with the participation of 60 elementary school students (30 experiment and 30 control) attending 4th grade. In the research, a pretest was applied to the experimental and control groups before the experimental procedure. As a pretest, the English achievement and attitude scales towards the same course were applied to the subjects. In the study, computer aided blended instruction was used in the experimental group and traditional instruction was applied in the control group. Experimental applications lasted eight weeks. In the study, the same scales were applied to the experimental and control groups as a posttest. Two weeks after the posttest, the English achievement test was administered to both groups as a retention test. According to the research findings, the computer-aided blended teaching application applied in the experimental group enabled the students to achieve higher English achievement, positive attitude and learning permanence compared to the control group in which traditional teaching was applied.
The Effect of Proficiency on Non-Native English as a Foreign Language (EFL) Teachers&apos; Self-Efficacy and Practice in the EFL Classroom
Author: Dewaele, Jean-Marc
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Language Proficiency,Teacher Attitudes,Teacher Motivation,Well Being,Self Efficacy,Foreign Countries,Higher Education,Elementary Secondary Education

The current study addresses the question whether the level of proficiency of teachers who teach a &quot;non-native&quot; language, English, affects their attitudes, motivation, well-being and self-reported classroom practices. This quantitative study is based on a cross-sectional research design in order to investigate the relationship between the actual English proficiency of 376 English as a Foreign Language (EFL) teachers from around the world who learned English as a foreign language and their sense of self-efficacy in the EFL classroom. Statistical analyses showed that more proficient teachers scored higher on the dimensions &quot;Classroom practice&quot; and &quot;Attitudes toward students and institution&quot;. They were also more motivated and happier. Intermediate (B1-B2) teachers scored significantly lower on these measures than EFL educators with Advanced proficiency (C1-C2). No significant differences emerged between teachers at Lower advanced (C1) and Upper advanced levels (C2). An argument is made that all dependent and independent variables are connected, highly dynamic and interacting directly and indirectly, which means that causality is multi-directional. The implication is that educational authorities should organise regular in-service training to maintain and boost teachers' proficiency because investing in teachers' linguistic skills represents a long-term investment in their emotional well-being and will ultimately benefit their students.
Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language
Author: Zammit, Jacqueline
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Learning,Second Language Learning,Social Influences,Cultural Influences,Barriers,Instructional Improvement,Foreign Countries,Adults,Incidental Learning,Direct Instruction,Culture Conflict,Cognitive Style

The pedagogy of language has since time immemorial majored in the use of pens and other printed materials. However, there occurred a separation of the teaching culture into two major categories; the &quot;big C&quot; and &quot;little c&quot;, meaning high and popular culture. Over the years, advancements in various pedagogical techniques have made this boundary separating the two cultures thinner and thinner. It is now blurred with the result that one may not tell which teaching culture is applicable in various circumstances. The leading cause of these changes is sociocultural issues. Present-day evaluations of the humanities have caused a shift towards a broader view to accommodate anthropological and sociological approaches. This shift has also had an influence on the techniques which are used in teaching within the classroom setting. The current study focused on providing a comprehensive picture of various sociocultural problems affecting Maltese as a second language (ML2) pedagogy and the depth to which the reported sociocultural issues are significant to ML2 and any second language teaching and learning. This study investigated the challenges experienced by thirty-five ML2 adult learners. Participant interviews constituted the sole data collection tool. The participants, who came from all walks of life and spoke a variety of first language linguistic systems, including Semitic, Romance, Germanic, Slovanic, Indo-European, Indo-Aryan, and Indo-Iranian, experienced challenges regarding their linguistic abilities, culture shock, personalities, memory, and the teaching method. The current study was required to investigate challenges encountered by adult learners of ML2 and to make some recommendations for improving instruction for adult learners.