ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Tool in Digital Learning Ecosystem for Adaptive Online Learning Performance
Author: Meepung, Tippawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Interaction,Program Design,Program Effectiveness,Program Development,Program Content,Teaching Methods,Educational Games,Video Games

The objective of this research was as follows: 1) to develop an interactive tool in a digital learning ecosystem for adaptive online learning performance; 2) to carry out a suitability assessment of this process. The documentary research method was used in this study. The results showed a model of an interactive tool in a digital learning ecosystem for adaptive online learning performance consisted of two phases. Phase 1: The development of an interactive tool in a digital learning ecosystem for adaptive online learning performance. This includes the following four design steps: 1) Reviewed literature and previous studies regarding an interactive tool, a digital learning ecosystem, and adaptive online learning performance to study the model, characteristics, and previous research. 2) Studied relevant research of an interactive tool in a digital learning ecosystem for adaptive online learning performance. 3) Designed an adaptive online learning performance model using an interactive tool in a digital learning ecosystem. 4) Developed a digital learning ecosystem. Phase 2: Evaluated the appropriateness of the interactive tool for an adaptive online learning performance model; this was checked for suitability by twelve experts and resulted in a conclusion. The results of the suitability evaluation revealed that the interactive tool for adaptive online learning performance was at the highest level.
Effects of the Instructional Model Based on Creative Problem-Solving Principles with Social Media to Promote the Creation of Educational Innovation for Pre-Service Teachers
Author: Seechaliao, Thapanee
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Creative Thinking,Problem Solving,21st Century Skills,Technology Integration,Educational Technology,Educational Innovation,Social Media,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Student Attitudes,Teaching Methods,Foreign Countries

The main research purpose focused on the effects of conducting the instructional model based on the principles of creative problem solving with social media to promote the creation of educational innovation for pre-service teachers. The participants consisted of twelve pre-service teachers. Research instruments were 1) the instructional model based on the principles of creative problem solving with social media, 2) the test of knowledge and creation of educational innovation, 3) the creation of educational innovation's evaluation form, and 4) the questionnaires' conducting this instructional model. Collected data were analyzed with statistics and categorized into key issues based on literature. The results were presented through the form of Shapiro-Wilk, Wilcoxon signed-ranks test, arithmetic mean, standard deviation, and descriptive analysis. The research findings were presented as follows: 1) the effects of conducting the instructional model that was conducted sixteen weeks on the course 0537211 Innovation in Educational Technology and Communications in the first semester of 2020. The research hypothesizes were followed the established as follows; 1.1) the pre-service teachers had post-test scores' the knowledge and creation of educational innovation higher than pre-test with statistical significance at the 0.01 level. 1.2) they had post-learning scores for creating educational innovations' processes at the overall excellent level (M = 92.83, S.D. = 11.78), and their educational innovations were be post-learning at the overall good level (M = 48.33, S.D. = 7.45) 2) the opinions' pre-service teachers toward conducting this instructional model that they have positive opinions to this conduct at the overall excellent level (M = 4.92, S.D. = 0.25).
Confirmatory Factors Analysis Practice Level and Guidelines for Developing Teachers&apos; Performance Standards and Conduct Standards
Author: Phusee-orn, Songsak
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Guidelines,Standards,Performance Based Assessment,Teacher Evaluation,Teacher Effectiveness,Compliance (Psychology),Pedagogical Content Knowledge,Content Analysis,Teacher Behavior,Foreign Countries

The objectives of this research are 1) to analyze the confirmatory factors performance standards and conduct standards of teachers who have been certified through the Teachers' Council of Professional Knowledge Standards training 2) to study the level of compliance with performance standards and conduct standards, and 3) to study the development guidelines according to performance standards and conduct standards. The samples consisted of 348 persons who passed the teachers' professional knowledge training standard of the Teachers Council of Thailand by Multi-Stage Random Sampling. The instruments used to collect data are: quality-validated questionnaires from experts and try out before use. Analyze data with Second-Order Confirmatory Factor Analysis, S.D., and Content Analysis. The results of the research were as follows: 1) The second-order confirmatory factors analysis on performance standards showed that the model was consistent with the empirical data. It shows that the performance standard consisted of 12 factors. In terms of conduct standards, it found that the model was consistent with the empirical data additionally. It showed that the standard of conduct consisted of 5 factors. 2) Compliance with overall performance standards is at a high level and conduct standards are at a very high level. 3) There are seven development guidelines according to performance standards and six guidelines for development according to the conduct standards which the experts have approved.
The Development of Scientific Reasoning Ability on Concept of Light and Image of Grade 9 Students by Using Inquiry-Based Learning 5E with Prediction Observation and Explanation Strategy
Author: Choowong, Kittipak
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Achievement,Science Instruction,Instructional Effectiveness,Teaching Methods,Prediction,Observation,Science Process Skills,Thinking Skills,Scientific Concepts,Light,Concept Formation,Junior High School Students,Grade 9,Active Learning,Inquiry,Foreign Countries

The purposes of this research were 1) to develop student's scientific reasoning ability on the concept of light and image at a criterion of 70 using inquiry-based learning 5E with prediction observation and explanation strategy and 2) to compare students' scientific learning achievement on the concept of light and image after using inquiry-based learning 5E with prediction observation and explanation strategy. The target groups were 22 students of grade 9 selected by a purposive sampling method. The research instruments were lesson plans, achievement test, scientific reasoning ability test, scientific reasoning ability observation form, and scientific reasoning ability interview form the statistics used in data analysis were mean, percentage, and t-test. The results showed that 1) the scientific reasoning ability in cycles 1, 2, and 3. There were 6, 13, and 21 students who passed their criteria of 70% of the full score in each learning cycle, respectively. 2) Students' learning achievement after learning with the learning management was significantly higher than the establishment at a criterion of 70 at a statistical level of 0.05.
Using Constructive Alignment to Support Metaliteracy in International Classrooms
Author: Schuster, Kristen
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy,Foreign Students,Graduate Students,Learner Engagement,Cooperative Learning,Alignment (Education),Student Evaluation,Foreign Countries,Information Science Education,English (Second Language)

This paper discusses strategies for promoting literacy and metaliteracy development in international and multicultural classrooms. Drawing on the first author's observational research and the second author's expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. Our discussion describes curriculum design and redesign strategies and contextualizes observations about student success. The authors' observations provide a basis for proposing methods for using metaliteracy to implement constructive alignment and LOA methods for promoting collaborative and truly diverse learning.
Toward a Framework for Preparing Leaders in a Global Information Context
Author: Singh, Rajesh
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Training,Information Science,Library Science,Curriculum,Instruction,Evaluation,Information Science Education,Global Approach,Foreign Countries,Holistic Approach,Employment Qualifications,Professional Associations

This article addresses a framework for conceptualizing the preparation of leaders for the library and information science (LIS) profession. The framework has three components: curriculum, pedagogy, and assessment (CPA). Moreover, this framework is mirrored in examples from two LIS programs (one in Finland and one in the United States) and discusses how the future expertise of library and information professions can be foreseen in educational programs. This study demonstrates how LIS programs can utilize this framework in developing an intentional and holistic approach to guide, review, and impart leadership education in a global information context.
The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners
Author: Tsiriotakis, Ioanna K.
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Strategies,Grade 5,Grade 6,Teaching Methods,Writing Instruction,Essays,Persuasive Discourse,Self Management,Writing Skills,Conventional Instruction,Spelling,Grammar,Program Effectiveness,Foreign Countries,Cognitive Processes,Writing Difficulties,Elementary School Students

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.
The Katateeb Al-Bidoon Initiative: Repurposing the Past to Build a Transformative Future
Author: Mansoor, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Futures (of Society),Foreign Countries,After School Programs,Activism,Expulsion,Access to Education,Educational History,Teaching Methods,Nontraditional Education,Social Media,Crisis Management,Children,Childrens Rights,Islamic Culture,Migrants,Arabs

The Katateeb al-Bidoon initiative was an after-school teach-in combined with a series of government protests against the sudden expulsion of stateless &quot;Bidoon&quot; children from any official Kuwait school. Considered illegal residents, the &quot;Bidoon&quot; status in Kuwait has deteriorated over the past generation, and their exclusion from Kuwait society is nearly complete. Regardless, many educational activists and teachers still continue to support &quot;Bidoon&quot; access to education, and the Katateeb al-Bidoon initiative is one example of their work. The name Katateeb refers to the archaic casual school system that was prevalent in Kuwait before the era of oil urbanization. Though its lifespan was one brief semester, from October 2014 to February 2015, a close examination of the initiative provides insight into how an improvised pedagogy based on an educational model from the past can develop beyond expectations and support a transformative future.
Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District
Author: Baghoussi, Meriem
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Competency Based Education,Barriers,Secondary School Teachers,Class Size,Classroom Environment,Time Factors (Learning),Conventional Instruction,Teacher Role,Classical Conditioning,Learning Theories,Operant Conditioning,Student Behavior,Language Teachers,Knowledge Level

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher's role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.
Teaching Short Stories through the Use of the Reader-Response Theory: Second-Year Students at Dr. Moulay Tahar University-Saida
Author: Boubekeur, Sihem
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,Reader Response,Literary Genres,Second Language Learning,Second Language Instruction,English (Second Language),Writing Assignments,Academic Language,Prior Learning,Undergraduate Students,Instructional Effectiveness,College Faculty,Language Teachers,Thinking Skills,Creativity,Foreign Countries

The Reader-Response Theory considers the learner as an active participant in extracting meaning from a literary work depending on his/her prior experience. Teaching literature critically allows the reader to create a sense, and compare the previous experience with the written text. Second-year students cannot decode and scrutinize a short academic text, which unveiled that they are unaware of the different types of readings. The research question arises in this vein is: To what extent does the Reader-Response Theory contribute to the development of the EFL students' skills? The piece of work aims at introducing and applying the Reader-Response Theory to teaching short stories to second-year university students. The current study was conducted on students taught by the teacher-researcher at Dr. Moulay Tahar University-Saida, Algeria. A questionnaire, observation, and the analysis of students' written assignments employed in the present work for the overarching aim of gathering data in a timely period. Yet, the results revealed that after implementing this approach, EFL students become aware of how to undertake an academic written piece. It also reinforces their thinking skills, and boosts their creativity.
The Place of Arabic in English as a Foreign Language University Level Classes in Jordan
Author: Abu-Snoubar, Tamador Khalaf
Date: 2021-06-00
Type: Journal Articles
Subjects: Semitic Languages,English (Second Language),Second Language Instruction,Student Attitudes,Language of Instruction,Language Proficiency,Bilingual Education,Foreign Countries,Language Teachers,Native Language,Preferences,Teacher Attitudes,College Students,College Faculty

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students' attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students' target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.
What about Private Kindergarten Teachers&apos; Authentic Leadership? The Role of Personality Traits
Author: Yue, Xiaoyao
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Schools,Preschool Teachers,Kindergarten,Teacher Leadership,Leadership Styles,Personality Traits,Personality Measures,Foreign Countries,Correlation

The improvement of teacher leadership is the key to promote the quality of kindergarten education. As a kind of teacher leadership, authentic leadership is related to the teacher's personality traits. This paper collects data on the authentic leadership and personality of 157 teachers in three private kindergartens in Kunming, Yunnan Province of China, and validates the research hypothesis that teacher personality can affect teachers' authentic leadership through SPSS analysis. Based on the descriptive analysis and linear regression analysis, it can be seen that the authentic leadership of private kindergarten teachers in Yunnan Province needs to be further improved, and personality as an inseparable part of predicting leadership needs to be re-emphasized. Results also indicate that when testing personality traits, future researchers must use complete questionnaires instead of short questionnaires.
Foreign Language Learners&apos; Attitudes and Perceptions of L1 Use in L2 Classroom
Author: Almohaimeed, Maram S.
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Students,Semitic Languages,Language of Instruction,Student Attitudes,Language Proficiency,Native Language,Foreign Countries

Whether to avoid learners' first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners' attitudes and perceptions towards incorporating their L1 (Arabic) in English class. This study also sheds light into the relationship between students' perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.
The Influence of Lecturers&apos; Language Style toward Higher Students&apos; Psychological Condition in Indonesia
Author: Batmang, Batmang
Date: 2018-12-00
Type: Journal Articles
Subjects: Islam,Language Styles,Grounded Theory,Foreign Countries,Psychological Patterns,College Faculty,Language Usage,Teacher Student Relationship,Linguistic Theory,Teaching Methods,Self Efficacy,Learning Motivation,Interpersonal Relationship,Cultural Influences,Ethnicity,Sentence Structure,Theses,Student Evaluation,Undergraduate Students

Human beings need to interact and communicate with each other in their life. This interaction and communication may appear in different language styles. This is much more influenced by a situation or place where communication takes place. In class, for example, the language utilized by lecturers in the class room is different from others. This research aims at exploring lecturers' language style and its implication to student's psychological condition in Indonesia. The main question in this research is what kind of language style used by the lecturer in the learning process? Does the using of lecturers' language style influence students' psychological condition? What are the factors that affect the presence of lecturers' language style? This research used the grounded theory method by Keraf language style theory (2006), perlocutionary act theory of Austin (1962), and Leech's politeness theory (1983). This research was conducted at Institut Agama Islam Negeri Kendari, Indonesia. Observation, in-depth interviews, and documentation were used as data collection. The results indicated that: (1) there were two kinds of lecturers' language styles which are always delivered to students, namely language style based on sentence structures and language style based on directness and indirectness of meaning; (2) the using of that language style has a great influence on students' psychological condition. There are three psychological conditions of the students, they are motivation, self-efficacy, and interpersonal relation. Each of them creates a positive and negative condition; and (3) the using of language styles were influenced by some factors, namely culture and ethnicity.