ethanporcaro/eric-fulltext-meta huggingface dataset:
Directed Motivational Currents: An Agenda for Future Research
Author: Muir, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,Learning Theories,Teaching Methods,Futures (of Society),Individual Differences,Student Motivation,Learning Experience,Positive Attitudes

Directed motivational currents (DMCs) encapsulate a unique motivational phenomenon. DMCs are highly positive, potent motivational experiences which can carry individuals or groups forwards to achieving valued goals at both a remarkable rate, and with a perceived feeling of seemingly 'effortless effort'. Although research into DMCs began under a decade ago (Dörnyei, Ibrahim &amp; Muir, 2015; Dörnyei, Muir &amp; Ibrahim, 2014; Henry, Davydenko &amp; Dörnyei, 2015; Muir &amp; Dörnyei, 2013), the motivational experience DMCs encapsulate is, in and of itself, certainly not novel. DMCs appear to be widely recognizable in diverse contexts, and may even be relatively widely experienced (Muir, 2020). The theoretical underpinning of DMC theory draws together findings from a broad range of well-established motivational disciplines in related areas of psychology (including cognitive and educational psychology), alongside motivation research rooted more fully in the context of language learning (LLing) and teaching. We begin by overviewing the DMC construct itself, outlining key cornerstones and primary theoretical principles that underpin our understanding of each. We go on to lay out a broad agenda for further study, continuing the discussion in the final chapter of Muir (2020), by foregrounding six avenues for future research. Viewed together, they are demonstrative of the scope of future research potential surrounding DMC theory, incorporating both theoretical and applied (pedagogic) directions for inquiry. For each future avenue that we propose, we foreground several more specific directions in which research effort might begin.
Exploring Motivational Strategies in Higher Education: Student and Instructor Perceptions
Author: Erdil-Moody, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Motivation Techniques,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Student Motivation,Test Reliability,Test Validity,Second Language Learning,English (Second Language),Foreign Countries,Factor Analysis

This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second language (L2) learning motivation has long been demonstrated to have a substantial impact on second language acquisition; L2 teachers play a major role in learner motivation with their use of motivational strategies in classes (Dörnyei, 2001; Dörnyei &amp; Kubanyiova, 2014). Motivational strategies vary in their effectiveness and appropriateness in different EFL contexts (e.g., Dörnyei, 2001; Guilloteaux &amp; Dörnyei, 2008). There is little research, however, in combining the theory and practice in motivation research; in other words, there are few studies that examine motivational strategy research in conjunction with the L2 Motivational Self System (L2MSS). To fill this gap, the current study examined college EFL instructors' motivational teaching practices, informed by the ideal L2 self guide in Turkey, from both instructors and students' perspectives. Quantitative data were collected via a motivational strategies questionnaire that was created and validated specifically for this study -- &quot;Teachers' Use of Motivational Strategies Scale&quot; (TUMSS). Descriptive statistics, independent samples &quot;t&quot;-tests, and an exploratory factor analysis (EFA) were conducted to analyze the data (N= 454). Results indicated that instructors frequently used a variety of motivation-enhancing strategies; group comparisons of perceptions and EFA results via the three latent variables raised some important issues; independent samples &quot;t&quot;-tests indicated a statistically significant group difference for the strategies in Factor 3, those related to the ideal L2 self, while showing no difference for the other two factors. Pedagogical implementations are discussed.
Exploring the Role of Strategy Instruction: Young Learners&apos; Listening Performance and Strategy Use
Author: Irgin, Pelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Listening Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Self Evaluation (Individuals),Self Esteem,Grade 4,Elementary School Students,Comparative Analysis,Pretests Posttests,Metacognition,Listening Comprehension Tests,Foreign Countries

This paper reports on an exploratory investigation into the impacts of implicit instruction of listening strategies on strategy use and listening performance of young EFL learners in Turkey. Data from 34 lower-intermediate learners of English in two-4th grade-classes in a primary school were analysed to investigate to what extent their employment of listening strategies varied after 12-week-strategy instruction integrated into their listening activities, and whether there was any change in their awareness of top-down and bottom-up processes in listening comprehension. Qualitative instruments of listening interviews were employed in the experimental and control groups to explore young learners' listening strategy use. Also, self-assessment grids and a pre- and post-test provided evidence of how the experimental group class had changed their reported strategy use and performance in listening comprehension. Analysis of the data revealed a difference in young learners' listening performance and strategy use over the examined time period, including a reported change in awareness of listening, increase in self-confidence, and a greater willingness to engage in strategy use. These findings are discussed in terms of the development in listening comprehension in English. This study implies that listening strategy instruction should be integrated in second language listening classroom to better young learners' listening.
&quot;I Am Just Shy and Timid&quot;: Student Teachers&apos; Explanations for Their Performances of Their Presentations
Author: Aksoy-Pekacar, Kadriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teachers,Second Language Learning,Second Language Instruction,Shyness,Language Teachers,English (Second Language),Teacher Education Programs,Oral Language,Scores,Attribution Theory,Content Analysis,Undergraduate Students,Self Evaluation (Individuals),Psychological Patterns,Learning Strategies,Student Motivation,Student Attitudes,Learning Processes,Locus of Control,Teaching Methods,Classroom Environment,Classification,Speech Communication,Majors (Students),Foreign Countries

As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners' future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their &quot;mood and lack of effort,&quot; both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to &quot;effort,&quot; &quot;mood,&quot; and &quot;strategy use,&quot; all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners' effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.
Effective Collaboration of Entrepreneurial Teams--Implications for Entrepreneurial Education
Author: Krawczyk-Brylka, Beata
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Entrepreneurship,Business Administration,Cooperation,Scores,Teaching Methods,Foreign Countries,Group Dynamics,Comparative Analysis

In the situation of a permanent change and increased competition, business ventures are more and more often undertaken not by individuals but by entrepreneurial teams. The main aim of this paper is to examine the team principles implemented by effective entrepreneurial teams and how they differ in nascent and established teams. We also focused on the relationship between the implementation of these rules by entrepreneurial team members and their evaluation of venture performance and personal satisfaction. The quantitative method was used: a list of nine items describing the principles important for the entrepreneurial teams' collaboration was included in a questionnaire conducted in a group of 106 Polish entrepreneurs who run their businesses as members of entrepreneurial teams. The results of the research showed that all the collaboration principles included in the prepared scale are implemented by the tested entrepreneurial teams; in the case of two particular items, the obtained scores were higher in nascent teams. The correlation between principle implementation and venture performance as well as the correlation between principle implementation and entrepreneurs' professional satisfaction was confirmed. In addition, the goal was to emphasize the importance of the entrepreneurial team's collaboration due to its effectiveness, and propose the prepared scale as a tool for entrepreneurial reflective learning. Finally, statements by members of two entrepreneurial teams concerning team collaboration are presented to deliver case studies that can be used during entrepreneurship courses.
A Study on Military Spouse Licensure Portability in Legislation and Practice
Author: Ballard, Jaime
Date: 2020-00-00
Type: Journal Articles
Subjects: Spouses,Military Personnel,Employment,Barriers,Relocation,Best Practices,Underemployment,Unemployment,State Legislation,Guidelines,Web Sites,Money Management,Occupations,Certification,Employment Qualifications

Military spouses face employment obstacles such as relocations, leading to un- or underemployment. The Department of Defense (DoD) proposed three best practice guidelines for transfer of licenses for military spouses. In this study, we (a) reviewed state legislation on military spouse licensure portability and identified how states addressed DoD best practices, and (b) interviewed staff and reviewed websites at six occupational boards of each state. Most states have implemented at least two guidelines, while occupational boards have implemented only some of the legislated guidelines. Thirty-seven percent of boards in states with legislation supporting expedited applications for military spouses did not offer them, and not all accommodations are publicly displayed. Financial counselors should recommend military spouses call regulatory offices about accommodations.
Use of Advisors and Retirement Plan Performance
Author: Yao, Rui
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Retirement,Planning,Investment,Case Studies,Decision Making,Benchmarking,Counselors

As defined contribution (DC) plans become more popular than defined benefit (DB) plans, American workers are increasingly responsible for their retirement savings. Because retirement plan participants' portfolio allocation is constrained by the available funds in the plan, the construction of a plan's investment menu has become extremely important. No research has evaluated fund selection in retirement plans or compared plans involving an advisor with self-directed plans. To fill this research gap, this study employs cross-sectional, nationwide data that include 5,570 retirement plans with 100 or more participants in 2013, 2014, and 2015. Results show that in most cases, using advisors is not related to plan performance. Plan sponsors should require advisors to periodically evaluate the performance of plans under their management using objective measures.
Use of Visualization Tools to Improve Financial Knowledge: An Experimental Approach
Author: Kothakota, Michael G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visualization,Money Management,Online Surveys,Adults,Intervention,Comparative Analysis,Synchronous Communication,Telecommunications,Handheld Devices,Instructional Effectiveness,Counseling,Planning,Participant Characteristics,Test Items,Tests

This study examined the use of data visualization to improve financial literacy in adults. Using financial knowledge questions as test items this study used an experimental approach. Poisson regression was conducted on responses from 1,797 participants to an online survey via SurveyMonkey. Approximately one-third of respondents were assigned to a text-only group explaining a financial concept, one-third to a group that received a visualization plus text explanation of the concept, and one-third to a control group with no intervention. The findings suggest visualization of data assist in assimilation of financial knowledge compared to no intervention and to text interventions. The study has implications for financial education programs attempting to implement interventions in order to improve financial knowledge.
Intercultural Language Teaching Practice in EFL Classroom China--College English Instruction Based on Film &quot;The Proposal&quot;
Author: Liu, Fang
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Communicative Competence (Languages),Foreign Countries,Films,Cultural Awareness,Intercultural Communication,Language Skills,Critical Thinking,Conflict,Skill Development

EFL teaching plays a special and important role in development of a country shouldering the responsibility of development of intercultural competence. EFL teaching in China to some extent cannot fully realize the teaching aims due to its narrowed focus on linguistic objectives more than cultivation of interculturality. Integration of intercultural education into EFL and research of how teachers can be oriented with intercultural teaching pedagogy to conduct suitable activities to develop students' intercultural communicative competence are urgently needed. Inspired by the theories of intercultural language teaching, this paper attempts to revise the instructional pedagogy in College English in China by applying the intercultural teaching with the film as the medium, so as to explore the practical way of integrating intercultural communication competence training with language skills training in teaching practice.
How Can Flipped Classroom Approach Support the Development of University Students&apos; Working Life Skills?--University Teachers&apos; Viewpoint
Author: Väisänen, Sanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Job Skills,Soft Skills,21st Century Skills,Communication Skills,Teamwork,Thinking Skills,Lifelong Learning,Social Responsibility,Information Literacy,Skill Development,Instructional Effectiveness,Cooperative Learning,College Students,College Faculty,Teacher Attitudes,Foreign Countries

Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students' working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerning which learning environment features support the development of working life skills. Altogether, 22 higher education teachers from a Finnish university were interviewed with semistructured interviews, and the data was subjected to content analysis. The results indicated that teachers identified several generic and field-specific working life skills, the most important of which were collaboration, communication, information literacy, and skills related to career and responsibilities. The flipped classroom appeared to support students' active role and facilitate versatile ways of learning. Especially, cooperative and active learning were identified to be the key means to support the development of students' working life skills in flipped classroom environments. Facilitating students' opportunities to develop their working life skills can be seen as an integral part of flipped classroom environments in many ways. However, it is important that the opportunities are actively promoted, and conceptual and practical tools are provided for the student through university studies.
After the Move to a New Campus--Effects on Students&apos; Satisfaction with the Physical and Learning Environment
Author: Costa, Andreia P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Undergraduate Students,Psychology,Physical Environment,Educational Environment,Campuses,Educational Quality,Gender Differences,Foreign Countries,Grouping (Instructional Purposes),Educational Facilities Design

Few empirical studies in higher education consider the importance of the physical environment on students' satisfaction with the learning environment. The present study first examined the effects of a move to a new campus on students' satisfaction with the physical and learning environments. Then, it examined how students' satisfaction with a physical environment affects students' satisfaction with the learning environment. It was hypothesised that the move to a new and modern university campus with better study facilities would increase students' satisfaction both with the physical and learning environment, and that these two would be linked. Results contained 771 students' assessments of the Bachelor Evaluation Questionnaire, which included students' satisfaction with five aspects of their learning environment as well as five items assessing satisfaction with the physical environment. Findings showed that students were overall more satisfied with the physical environment in the new campus than in the old campus. These differences were even greater when comparing only students in their last study year than students of all study years. Furthermore, results showed that students' satisfaction with lecturers and teaching was predicted by increased satisfaction with classrooms. The implications of these findings for the need to design physical learning environments are discussed.
Project-Based Teaching of the Topic &quot;Energy Sources&quot; in Physics via Integrated e-Learning--Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia
Author: Gerhátová, Žaneta
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Science Instruction,Physics,Energy Conservation,Instructional Effectiveness,Instructional Materials,Electronic Learning,Technology Integration,Computer Simulation,Virtual Classrooms,Laboratory Experiments,Scientific Attitudes,Negative Attitudes,Attitude Change,Grade 9,Foreign Countries

This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education--Integrated e-Learning (INTe-L)--through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic &quot;Energy Sources&quot;. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic &quot;Energy Sources&quot; in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils' attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.
Exploratory Factor Structural Model of the Perception of Mobility in Bikeways
Author: Campas, Celia Janeth Quiroz
Date: 2020-00-00
Type: Journal Articles
Subjects: Mobility,Transportation,Urban Planning,City Government,Sustainable Development,Public Health,Climate,Public Policy,Attitude Measures,Reliability,Validity,Risk,Intention,Voting,Political Candidates,Public Support,Foreign Countries,Local Issues,Life Style

In the framework of policies against the effects of climate change on public health, mobility policies based on zero carbon dioxide emissions have focused their interest on the implementation of bicycle lanes, the bicycle motor subsidy and restriction of automobiles. In this sense, the objective of this paper has been to establish the reliability and validity of an instrument that measures the perceptions of risk and utility, as well as the intentions of voting in favor of electoral proposals and candidates that support the urban sustainability policy in Subject d mobility. A non-experimental, cross-sectional and exploratory study was carried out with a non-probabilistic sample selection of 250 residents of the metropolitan area of Mexico City. From a structural model. The factors cited were found to correlate positively and significantly, but it is recommended to extend the study to the contrast of the model in other scenarios with local elections and mobility policy based on the use of the bicycle.