ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Metacognitive Awareness: Applying Multiple, Triangulated, and Mixed-Methods Approaches for an Encompassing Measure of Metacognitive Awareness
Author: Hughes, Andrew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Measurement Techniques,Technology Education,Engineering Education,Faculty Development,Teaching Methods,Educational Change,Inquiry,Standards,Teacher Certification,Comparative Analysis,Middle School Teachers,High School Teachers,Teaching Experience,Gender Differences,Measures (Individuals)

The article provides an overview of the quantitative analysis of teachers' metacognitive awareness. The purpose of the overview is to express the need for encompassing measures of metacognition for improving metacognitive awareness in the field of technology and engineering education. The data presented come from using the Metacognitive Awareness Inventory to measure technology and engineering teachers' metacognitive awareness at the end of 2 specific professional development (PD) programs. The study had a sample size of 21. Participants were combined into 3 groups based on their participation in the PD programs. Group 1 consisted of teachers that actively participated in the Transforming Teaching through Implementing Inquiry (T2I2) PD program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 PD program. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards PD program.
A Six-Course Meal for Technology of Design
Author: Subasinghe, Chamila T.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Design,Instructional Design,Educational Technology,Technology Uses in Education,Technological Literacy,Activism,Foreign Countries,Teaching Methods,Vignettes

Entry-level technology studies in architecture often baffle first-year university students, and academic staff in turn tend to resist teaching foundational studies in the technology of design (ToD). ToD has often been considered &quot;high risk,&quot; as evidenced by a high proportion of dropouts and retakes, and has been deemed the least preferred subject among both students and academics. Based on activated awareness of design as a mode of pedagogy, the new learning design transformed technology education, enabling students to learn through technology interaction instead of theory recitals and memory testing. The improved undergraduate ToD unit took on the form of a project hub, and the technology that students studied was immersive and hands on. This new learning design utilized real-world occurrences. When students could apply concepts and gain a clear grasp of their principles, learning outcomes became spontaneous. Design activism, which was conceptualized in the six-course meal model, built excitement around learning and assignment tasks. Backed by established learning and teaching concepts such as the controlled guidance procedure- and scenario-based learning, the ToD unit achieved increased student performance by reducing effort, inhabiting learning, and facilitating memory retention. The increased performance and retention rates among students demonstrated that design activism can help students approach learning via cyclic deductive-inductive learning routes with multiple entry points.
Kindergarten Student&apos;s Approaches to Resolving Open-Ended Design Tasks
Author: Bartholomew, Scott R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Problem Solving,Decision Making,Design,STEM Education,Nursery Rhymes,Task Analysis,Primary Education,Portfolios (Background Materials),Freehand Drawing

Research on children's experiences with designing has emphasized cognitive processes, self-efficacy, and outcomes related to designing. However, efforts have been limited towards identifying approaches children use while designing and making decisions related to design. This study, which incorporated a qualitative analysis of children's design portfolios, explored students' decisions in planning and evaluating designs related to children's nursery rhymes. Differences in design approaches, based on teacher, task, and stage of designing, were identified in the analysis. Understanding how children approach and attempt to solve open-ended design problems may assist in improving student design experiences and pedagogical practices in all levels of education.
An Interlanguage Study of L2 Mental Lexicon
Author: It-ngam, Suparuthai
Date: 2019-00-00
Type: Journal Articles
Subjects: Interlanguage,Second Language Learning,Second Language Instruction,English (Second Language),Psycholinguistics,Phrase Structure,Language Processing,Correlation,Vocabulary,Concept Mapping,Transfer of Training,Native Language,Thai,Foreign Countries,Task Analysis,Undergraduate Students,Decision Making,Comparative Analysis,Reaction Time

This interlanguage study examines the L2 mental lexicon of Thai EFL learners with different degrees of language exposure--i.e., the high exposure group and the low exposure group. The scores from the English Language Exposure (ELE) Questionnaire were used to select the two groups of participants. To explore the lexical processing and the organization of the mental lexicon, two psycholinguistic tasks were employed: lexical decision task (LDT) and word association task (WAT). The LDT was used to investigate the semantic priming effect of the prime on the target words which in this study are the frequently co-occurring words or the lexical collocations of the verb + noun in the Thai learners of English with high and low exposure to English. The results exhibit that the collocational processing is faster than the noncollocation. However, the difference is not outstanding. The WAT (McNeill, 1966) was conducted to investigate the organization of L2 learner's mental lexicon or the association between the words prompted and their networks. The findings indicate that the L2 mental lexicon is mostly meaning-based. The majority of links between words in the mental lexicon engages meaning and concept. The results support the interlanguage phenomenon that the two groups of participants have different mental lexicon and different paths of lexical access. The learners with high degree of language exposure tend to have the stronger links between English words in the lexicon than the learners with low exposure. The high-exposure learners produce more meaningful responses than the low-exposure learners do. The production of phrases and chunks by the high-exposure learners is considered a characteristic of native speakers. On the other hand, the production of the low exposure group exhibits the L1 transfer found common in EFL learners.
Working Together in Learning Analytics towards the Co-Creation of Value
Author: Dollinger, Mollie
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Foreign Countries,Cooperation,Stakeholders,Design,Universities,College Faculty

The value of technology lies not only with the service or functionality of the tool, but also with its subsequent value to the people who use it. New learning analytics (LA) software and platforms for capturing data and improving student learning are frequently introduced; however, they suffer from issues of adoption and continued usage by stakeholders. Scholars have previously suggested that it is not enough to introduce stakeholders (e.g., teachers and students) to LA technologies; they must also be a part of the LA creation and design process. In this paper, we will continue the ongoing work to clarify and compare different approaches of human-centred design through an overview of participatory frameworks in LA (co-design, co-creation). We will also present a case study using an LA tool used and developed within several Australian universities that was utilized over six years as an example of how LA designers can co-create dynamic platforms with teachers. Implications of participatory design frameworks in LA will also be presented through a discussion of the costs, challenges, and benefits of adopting human-centred design.
L1 and Gender Effects in Korean Learners&apos; Production of English /s/
Author: Seo, Misun
Date: 2019-00-00
Type: Journal Articles
Subjects: Native Language,Korean,Gender Differences,English (Second Language),Second Language Learning,Morphemes,Language Proficiency,Vowels,Pronunciation,Articulation (Speech),Comparative Analysis,Native Speakers,English,Speech Communication,College Students,Task Analysis

This study investigated the influence of L1 allophonic rule, L1 segment articulation, and gender in Korean learners' production of English /s/ in two different contexts (i.e., before a high front vowel vs. elsewhere) and at three different proficiency levels in English (i.e., low vs. intermediate vs. high). The influence of the Korean allophonic rule realizing /s/ as [voiceless postalveolar fricative] before a high front vowel was not attested. The low and intermediate groups did not exhibit any significant difference between English /s/ before a high front vowel and English /s/ elsewhere regarding centroid frequency (CF). This result illustrates that the low and intermediate groups did not differentiate the articulation of English /s/ in the two contexts regarding its place of articulation. In addition, the high group illustrated a significantly higher CF for English /s/ before a high front vowel than for English /s/ elsewhere, illustrating that the high group pronounced English /s/ before a high front vowel in a more front region of a vocal tract. All the three groups of Korean learners showed significantly higher CF for English /s/ occurring in the context elsewhere in comparison to the native English group, and this may have been due to the influence of an alveo-dental or dental articulation of Korean /s/ (Lee, 1996; Sohn, 1996). Finally, gender effects were attested in the production of English /s/. Male Korean groups at three different proficiency levels in English showed significantly higher CF and PAF (Peak Amplitude Frequency) than the male native English group when pronouncing English /s/ while there was no significant difference among the female groups. It is required to examine whether an alveo-dental or dental articulation of Korean /s/ is more frequently observed in males' speech than in females' in order to say that the result of English /s/ in this study occurred due to the influence of the articulation of Korean /s/.
Task Affect and Task Understanding in Engineering Problem Solving
Author: Lawanto, Oenardi
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Problem Solving,Introductory Courses,Thermodynamics,Self Control,Task Analysis,Goal Orientation,Self Management,Learning Strategies,Questionnaires

Within the self-regulated learning literature, motivation is considered to be an essential feature of students' self-regulatory processes. Additionally, task affect (i.e., personal objectives and task value) is thought to influence students' self-regulatory processes; insufficient task affect may lead to failures to self-regulate effectively. In a school setting, task affect is a form of motivation for completing the course tasks in order to attain course-level goals that are inherently valued. In this study, motivation is operationalized as students' personal objectives and task values, and self-regulation refers to students' understanding of tasks (also called task interpretation skill) involved in a course. This study investigates changes in students' task interpretation skill, personal objectives for learning, and task values, if any, while engaged in engineering problem-solving activities in a 2nd-year introductory thermodynamics course. This study also seeks to explore whether patterns exist between students' task understanding, personal objectives for learning, and task value while engaged in problem-solving activities throughout the course. The findings suggest that, as the semester progressed, both students' task value for the course and their focus on mastering the course material were continuously developed. Similarly, students' explicit and implicit task interpretation skills also improved as they engaged in problem-solving activities. However, it was found that implicit task interpretation skill was not developed as fully as explicit task interpretation when solving a complex problem; students seemed to understand 64-77% of the explicit and 39-49% of the implicit information presented to them.
The Impacts of an Intensive English Camp on English Language Anxiety and Perceived English Competence in the Japanese EFL Context
Author: Noguchi, Tomoka
Date: 2019-00-00
Type: Journal Articles
Subjects: Intensive Language Courses,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Anxiety,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Communicative Competence (Languages),Student Attitudes,Self Evaluation (Individuals),Language Usage,Educational Policy,Camps,College Students,Majors (Students),Outcomes of Education

The purpose of this study is to explore how students' anxiety about learning English and their perception of their English communicative competence change through participating in a five-day English camp. Eighteen first-year university students majoring in English language and cultures participated in the camp. The participants were randomly selected among more than 50 students hoping to participate in this camp. During the camp, they were obliged to communicate only in English with each other as well as the instructors. In this study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Perceived English Competence Scale (PECS) were employed in order to examine students' affective factors toward communicating in English. The FLCAS is a self-report measure of language learners' feelings of anxiety, consisting of 33 statements, which are reflective of language learners' anxiety in the foreign language classroom. The PECS, consisting of 12 items, measures the affective components of language learning. They were asked to complete a background questionnaire, the FLCAS, and the PECS before and after taking part in the camp. They were also asked open-ended questions before and after the camp for exploring factors which the scales might not reveal. The results indicate that participating in an English camp, even just for five days, had an influence on decreasing some students' anxiety factors and increasing their perception of English communicative competence. The findings can be considered to show that learners' English proficiency level has a relatively influence on the way of dealing with English communication. The significance of running English camps is also discussed from the perspective of the governmental policy of English education in Japan.
nStudy: Software for Learning Analytics about Learning Processes and Self-Regulated Learning
Author: Winne, Philip H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Learning Processes,Independent Study,Computer Software,Open Source Technology,Data Collection,Metacognition,Educational Benefits,Educational Research

Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gaševic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne's (1982) characterization of traces -- ambient data gathered as learners study that more clearly represent which operations learners apply to which information -- and his COPES model of a learning event -- conditions, operations, products, evaluations, standards (Winne, 1997). We designed and describe an open source, open access, scalable software system called nStudy that responds to their challenge. nStudy gathers data that trace cognition, metacognition, and motivation as processes that are operationally captured as learners operate on information using nStudy's tools. nStudy can be configured to support learners' evolving self-regulated learning, a process akin to personally focused, self-directed learning science.
The Effects of an Extracurricular English Program in the Improvement of College Students&apos; Core Competencies
Author: Seong, Myeong-Hee
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Intensive Language Courses,Student Attitudes,Outcomes of Education,Communicative Competence (Languages),Independent Study,Information Literacy,Case Studies,Program Effectiveness,Program Descriptions,Teaching Methods,Extracurricular Activities

This study examines the effects of a 2-week intensive English program based on the college students' perceptions of core competencies: English Communication Competency, Self-Directed Competency, Community Competency, and Knowledge and Information Literacy Competency. The program was non-credit and was held in January 2019 for first-year students who had chosen to attend a university in Korea in the upcoming semester. The data for this case study was collected through a questionnaire completed by 33 students and reflection papers from students and was analyzed quantitatively and qualitatively. The results showed that three competencies (English Communication Competency, Self-Directed Competency, and Knowledge and Information Literacy Competency) of the participants were improved after joining the English program. The results also revealed that Community Competency did not improve significantly after joining the program but showed a strong tendency. The results indicated that a short term English program is effective in the aspects of enhancing college students' core competencies. It is necessary to continuously monitor the effects of the program in the aspects of core competencies. The pedagogical implications and future directions of the study were discussed.
The Translation of Thai Standard Amplifiers into English
Author: Bunsorn, Maliwan
Date: 2019-00-00
Type: Journal Articles
Subjects: Thai,Translation,English (Second Language),Contrastive Linguistics,Form Classes (Languages),Indexes,Computational Linguistics,Fiction,Second Languages,Syntax,Figurative Language,Teaching Methods,Second Language Learning,Second Language Instruction,Metalinguistics,Language Usage

This study aims to explore cross-language intensification in affirmative sentences by examining the translation of standard amplifiers, words that scale upward towards an assumed norm to emphasize a quality of any entities, from Thai into English. The data comprises 602 parallel concordance lines with 17 intensifying patterns, which were drawn from a corpus of eight works of fiction in Thai and their English translations translated by qualified translators. The analysis of the data found that in the English translation, English amplifiers (e.g. very, really) were found with the highest frequency, followed by intensified lexemes and comparative and superlatives respectively. The findings suggest that the tendency to transfer standard amplifiers was through lexical (TL amplifiers, intensified lexemes, emphasizing adjectives) and syntactic means (comparatives and superlatives, exclamatory constructions, and metaphors), and that the selection was made in accordance with the context. Compared with the Thai standard amplifier maak2 'much-many', the linguistic devices used in the English translations tend to reveal a stronger force of intensity. The findings can provide pedagogical implications in translations. They, for instance, can raise students' awareness of the various linguistic forms used in transferring intensity expressed in the source text and also provide norms in translating amplifiers from Thai to English, which might be useful for students in translation programs. In addition, students may realize that if a literary work loses the expressivity of feelings or emotion, it becomes uninteresting and lacks vivacity, thus losing appeal to the TL reader.
Comparing Summaries of a Narrative Story Produced under Different Conditions
Author: Kamimura, Taeko
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Foreign Countries,Writing Strategies,Writing (Composition),Syntax,Writing Skills,Teaching Methods,Writing Instruction,Narration

The purpose of the present study was to investigate whether Japanese university EFL students produce summaries of a narrative story differently under two different conditions: When they refer to the original text and when they do not do so. Specifically, the study examined the students' use of selection and deletion rules as well as paraphrasing strategies. Both quantitative and qualitative analyses were conducted. The results of the analysis revealed that, when they referred to the original text, the students produced summaries that included more idea units with details, longer and syntactically more complex sentences, and a variety of transitions. On the other hand, without the original passage, the students wrote summaries that were concise, with the focus on main idea units, and that used syntactically less complex sentences, but extensive paraphrases. These results suggest that EFL teachers need to carefully examine the use of the original text in a summarizing task. Producing a summary without an original text is seldom practiced in regular EFL classrooms in Japan. However, EFL teachers need to consider the potential pedagogical effectiveness of producing summaries without an original text if they want to develop their students' spontaneous paraphrasing skills.
What Less-Proficient EFL Learners Tell Us about Their Language Learning: Qualitative Analysis of Self-Regulated Learning
Author: Fukuda, Akiko
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Self Management,Student Attitudes,Learning Strategies,Questionnaires,Help Seeking,Teacher Student Relationship,Learning Motivation,Metacognition,Foreign Countries,College Freshmen,Self Efficacy,Test Anxiety,Coping,Private Colleges

This paper aims to explore the characteristics of self-regulated learning from information gained in post-questionnaire interviews, with special emphasis on the differences between low-proficiency learners and high-proficiency learners. Self-regulated learning is a cyclical process to metacognitively, motivationally, and behaviorally boost learning performance (Zimmerman &amp; Schunk, 2001). Fukuda (2018a) quantitatively revealed the motivational and cognitive differences of self-regulated learning skills between the low- and high-proficiency groups, showing that self-regulated learning significantly influenced language learning achievement, which is consistent with most other studies. However, those have not addressed less-proficient learners enough to understand how they perceive self-regulated learning. Seven low-proficiency learners and ten high-proficiency learners participated and were selected based on a questionnaire regarding self-regulated language learning. The researcher adapted semi-structured interviews based on the factors in the Motivated Strategies for Learning Questionnaire (MSLQ). The results showed the obvious characteristics that the less-proficient learners possessed. Interviews consistently revealed that the less-proficient learners had a peculiar self-regulated learning attitude that was different from the more-proficient learners. Because the less-proficient learners strongly emphasized the outcome of the exams or performance compared to others, they tended to rarely feel successful in their English education experience, which seemed to cause them to give up learning English and make them reluctant to ask teachers for help. These tendencies demonstrated the importance of teacher encouragement of learner motivational satisfaction and the promotion of the use of various metacognitive strategies.