ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Assessment: The Effect on Students&apos; Independence and Writing Competence
Author: Ratminingsih, Ni Made
Date: 2018-07-00
Type: Journal Articles
Subjects: Competence,Self Evaluation (Individuals),Writing Achievement,Student Empowerment,Secondary School Students,Control Groups,Experimental Groups,Evaluation Methods,Questionnaires,Writing Tests,Teaching Methods,Instructional Effectiveness,Intermode Differences,Foreign Countries,Multivariate Analysis,Statistical Analysis

Self-assessment as one of authentic assessments has been currently implemented in EFL teaching pedagogy as to give more opportunity to the students to reflect on their own learning and progress. This study aims at investigating the effect of self-assessment on students' independence and writing competence. In the present study, two groups of junior secondary school students in Indonesia were investigated in their learning of English due to the use of self-assessment towards their independence and writing competence of three genre texts. The research used a post-test only control group design in which one group was given an experimental treatment using self-assessment, while the other received a conventional assessment utilizing teacher's assessment. There were two types of instruments used, questionnaire of students' independence and writing competence test which underwent validity and reliability testing beforehand. The data were analyzed using a one-way ANOVA and MANOVA. Before the inferential statistics analyses were conducted, the data were pre-requisitely tested in terms of normality, homogeneity, and multi co-linearity. The results prove that self-assessment has an effect on the students' independence and writing competence. Thus, teachers are recommended to promote the use of self-assessment to improve the students' independence and writing competence.
The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching
Author: Cimermanová, Ivana
Date: 2018-07-00
Type: Journal Articles
Subjects: Cognitive Style,Academic Achievement,Teaching Models,Teaching Methods,Quasiexperimental Design,Preservice Teachers,Preservice Teacher Education,Control Groups,Experimental Groups,Technology Uses in Education,Learning Strategies,Statistical Significance,Electronic Learning,Conventional Instruction,English (Second Language),College Second Language Programs,Correlation,Influences,Foreign Countries,Statistical Analysis

In recent years, researchers have shown an increased interest in learner styles as one of the key factors influencing learning generally. During the last decade we have also noticed rapid advances in the field of technology enhanced learning and growing trend towards its application in formal education. Introduction of different forms of e-learning (e.g. computer assisted learning, blended learning, massive online open courses (MOOCs), etc.) has become reality at most universities. The principal objective of the research presented in the study was to find out whether learning styles of students and the form of teaching generate interaction effects on their learning achievements. Grasha-Riechmann Student Learning Style Scales (GRSLSS) inventory was applied to define the learner styles of the sample subjects and pedagogical quasi experiment was conducted within the period of one semester. The research used a convenience sample of 81 fifth year university students (pre-service English language teachers) split into control (n = 55) and experimental (n = 27) groups. The results of a two-way analysis of variance (ANOVA) showed no significant findings. The results indicate that the learning styles and form of teaching have no effect on academic achievement.
Herringbone and Tri Focus Steve Snyder Technique: The Techniques for Teaching Reading Comprehension Viewed from Students&apos; Reading Habit
Author: Rosyida, Fathia
Date: 2018-07-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Habits,Teaching Methods,Reading Skills,Instructional Effectiveness,Intermode Differences,Junior High Schools,Quasiexperimental Design,Grade 9,Experimental Groups,Control Groups,Comparative Analysis,Questionnaires,Pretests Posttests,Foreign Countries,Readability Formulas,Readability

Reading skill plays a pivotal role in the process of acquiring information. An appropriate teaching technique should be implemented in order to improve the students' reading skill. This research aimed at revealing whether or not: (1) Herringbone technique (HT) is more effective than Tri Focus Steve Snyder technique (TFSST) to teach reading comprehension, (2) Students having high reading habit have better reading comprehension than those having low reading habit, and (3) there is an interaction between teaching techniques and students' reading habit in teaching reading comprehension. This research was conducted in one State Junior High School in Indonesia. The research was a quasi-experimental study. The population was 75 students of the ninth-grade. Through cluster random sampling, the samples were chosen. The IX-A class was the experimental group and the IX-B class was the control group. The result of comparing HT and TFSST by using two-way ANOVA shows that Fobs was 436.6268 while the Fa with the significant level of 0.05 was 4.0471. Therefore, it implies that HT is more effective than TFSST in teaching reading comprehension. The result of comparing high and low reading habit by using two-way Anova shows that Fobs was 43.3862 while the Fa with the significant level of 0.05 was 4.0471.
Online Instruction in Large Scale Sport Sociology Courses: A Collective Autoethnography
Author: Clarke, Caitlin
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Sociology,Athletics,Ethnography,Criticism,Undergraduate Students,Teaching Assistants,Graduate Students,College Faculty,Reflection,Doctoral Programs

This article describes major but common pitfalls in teaching undergraduate students to engage in critical analysis of sport through two separate large-scale online sport sociology courses (KIN 142 and KIN 249) at the University of Illinois at Urbana-Champaign (UIUC). Three instructors at varying stages in their careers as graduate students, and one faculty member, offer first-hand reflections--autoethnographies--(Denzin, 2009, 2010) composed of personal experiences. This autoethnography provides some specific critique of the instructors' courses, reflecting on the role of the institution and the instructor as they complement and contradict each other. Each course is tuition generating and has enrolments of 750 students. Both are introductory survey courses in sports sociology; one concerns contemporary issues and the other modern society. Both courses were designed using Blackboard to be intensive--eight weeks--version of existing full semester courses. The courses incorporate multiple short reading reflections and discussion posts that ask students to reflect on their own opinions while simultaneously critically engaging with course material. Both courses utilise discussion groups to which individual graduate students are assigned as graders/markers for the entire semester. Discussion groups comprise between 25 and 30 students. Graduate students are hired as hourly workers and were assigned one discussion group per three hours of work per week (approximately), meaning a graduate student hired for 15 hours of work per week would be responsible for grading/marking five discussion groups. Topics include hegemony, socialisation and authenticity, risk, violence in relation to masculinity and culture, racial inequality and social justice, and invention and tradition in relation to social nostalgia in sport, governmentality, and &quot;agon&quot; (contest). The results of the autoethnographies show that many of the instructors' struggles stem from instructional design choices at various levels, some of which were in their control and some of which were decisions made by their department's leadership or other administrators at their institution. Also, teaching assistants are categorized as 'graders' and paid hourly, resulting in complicated ongoing labour negotiations at UIUC.
Implementing Dialogic Inquiry in Qatari Mathematics and Science Classrooms: Challenges and Provocations
Author: Murphy, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Faculty Development,Interviews,STEM Education,Performance Factors,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teacher Attitudes,Science Teachers,Mathematics Teachers,Aspiration

In relation to an international concern to encourage inquiry-based pedagogies in Science Technology, Engineering and Mathematics (STEM) subjects and the issues of transfer in teacher professional development (PD), we report on the aspirations and perceived challenges of teachers in Qatar as they embark on PD to introduce inquiry-based learning into their mathematics and science classrooms. Data from initial interviews with eighteen teachers, with Grades 4 to 8 mathematics and science classes, were analysed in relation to challenge factors from inside and beyond their classrooms. The findings are used to provoke our awareness and understanding of the issues of shifting pedagogies that might arise during PD programmes.
Manipulatives and Question Series for Elementary School Mathematics Teaching on Solid Geometry
Author: Hidayah, Isti
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Manipulative Materials,Questioning Techniques,Elementary School Mathematics,Elementary School Teachers,Mathematics Instruction,Grade 5,Instructional Effectiveness,Pretests Posttests,Geometry,Outcomes of Education,Elementary School Students,Written Language,Oral Language,Geometric Concepts,Statistical Analysis

Some mathematics concepts, especially geometry, have not been understood well by students. The current curriculum in Indonesia strongly recommends the use of manipulatives in mathematics learning. However, the presence of manipulatives only cannot guarantee the students could construct their knowledge of concepts. This research aims to find out the effectiveness and the practicality of manipulatives use which is integrated with a series of written and oral questions in the solid geometry learning. It was an experiment using one group pretest-posttest design involving 32 students of fifth grade of elementary school and their teacher. The experiment resulted that there was an improvement of the students' understanding of solid geometry concepts by 0.54 in the intermediate category. Furthermore, the students' and the teacher's responses towards the learning were positive. The use of manipulatives and question series still demands the teacher ability to do connectivity and contrast when their students need. The conclusion of this research is that the use of manipulatives which is integrated with the series of written and oral questions is effective and practical to improve the students' concept understanding in the solid geometry learning. In the implementation, it is recommended for the teacher to prepare and to implement the learning appropriately and carefully.
Relooking at the ESL Reading Comprehension Assessment for Malaysian Primary Schools
Author: Lim, Chang Kuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,English (Second Language),Second Language Instruction,Reading Comprehension,Reading Tests,Reading Ability,Student Evaluation,Evaluation Methods,Test Reliability,Test Validity,Cutting Scores,Scoring Formulas,Structured Interviews,Qualitative Research

The purpose of the study is to have a relook at the ESL reading comprehension assessment system for Malaysian Year Five students. Traditionally, the ESL teachers have been assessing and reporting on their primary year's students by merely giving a composite grade with some vague remarks. This process has been used and is still being employed in spite of the numerous advances and progress that have been made in the realm of education. To gauge the students' reading ability there is a need to take a serious look into the way teachers assess the students. In this ESL reading comprehension assessment system, a set of standardised generic reading comprehension test, a reading matrix and reading performance descriptors were developed. The findings revealed that Year Five respondents at reading performance Band 1, Band 2, Band 3, Band 4 and Band 5 have acquired the literal, reorganization and inferential reading sub-skills to a certain extent. The results obtained were found to be consistent indicating that the ESL reading assessment is reliable and valid to a large extent as revealed by a second administration of the test conducted in a few other selected primary schools. This ESL reading comprehension system can provide information on students' reading ability at both the micro and macro levels. At the micro level, ESL teachers can plan their teaching instructions that tailor to the needs of the students. At the macro level, it can assist the district as well as the state education departments in Malaysia to plan reading programmes for primary school students.
A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh
Author: Hoque, Mohammed Shamsul
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Elementary Education,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Lesson Observation Criteria,Teacher Surveys,Administrator Surveys,Educational Assessment,Educational Indicators,Communicative Competence (Languages),Second Language Instruction,English (Second Language),Needs Assessment,Student Needs,Environmental Influences,Family School Relationship,Partnerships in Education,Educational Technology,Educational Resources,Teaching Experience,Self Efficacy,Delivery Systems,Familiarity

Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners' own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners' socio-economic background, teachers' poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.
Graduate Students&apos; Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning
Author: Küçükler, Halil
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Active Learning,Student Attitudes,College Second Language Programs,Second Language Learning,Language Proficiency,Cognitive Style,Learning Strategies,Questionnaires,Personal Autonomy,Likert Scales,Language Tests,Foreign Countries,Statistical Analysis

The aim of the study is to investigate the strategy attitudes of graduate students' proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balikesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students' foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balikesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balikesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.
Innovative Scenarios in the Teaching and Learning Process: A View from the Implementation of Virtual Platforms
Author: Valencia, Heriberto González
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Processes,Instructional Innovation,Vignettes,Virtual Classrooms,Technology Integration,Technology Uses in Education,Synchronous Communication,Asynchronous Communication,Electronic Learning,Instructional Design,Usability,Courseware,Computer Software Evaluation,Educational Practices,Teaching Methods,Intermode Differences

In this research article an analysis and evaluation of virtual learning spaces is carried out. To address this process, three (3) academic virtual platforms were selected, Moodle, Blackboard and Jimdo. The methodology used was of a descriptive type, applying the synchronous and asynchronous methods of virtual teaching established in each of the Institutions. A description and evaluation of each virtual platform was carried out taking into account four identified criteria: the technical and material design; instructional design; tutorial action and the virtual class. The evaluation using educational platforms generated scenarios of innovation from the social view since it allowed both the teacher and student to rethink the evaluation not only as an instrument but as a transversal process linked to different fields such as: social, cultural, economic, etc.
Community of Practice: An Effective Way to ESL Teacher Professional Development in Vocational Colleges
Author: Kong, Shan
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Vocational Education,College Second Language Programs,English (Second Language),Second Language Instruction,Faculty Development,Training Methods,Educational Practices,Foreign Countries

Teacher professional development is essential to English teaching reform in vocational colleges. Community of practice presents a new way for professional development of ESL teachers in vocational colleges in China. This paper introduces and discusses the process of creating and exploring ESL teacher community of practice in a vocational college. And it points out that teacher community of practice is an effective way to teacher professional development.
An Instrument for Examining Elementary Engineering Student Interests and Attitudes
Author: Lachapelle, Cathy P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Interests,Student Attitudes,Engineering,Technical Occupations,Student Surveys,Science Interests,Scientific Attitudes,Elementary School Students,Elementary School Science,Questionnaires,Grade 3,Grade 4,Grade 5,Control Groups,Experimental Groups,STEM Education,Science Careers,Gender Bias,Elementary School Teachers,Curriculum Implementation,Comparative Analysis,Formative Evaluation,Statistical Analysis,Factor Analysis,Maximum Likelihood Statistics,Goodness of Fit

Engineers and policymakers have expressed concern that too few students enter the engineering pipeline. This has led to many efforts to engage students in engineering in after-school programs, summer programs, and more recently, in school curricula. The expectation is that, through these efforts, greater numbers of more demographically diverse children will become aware of engineering as a possible career option, and some will decide to pursue it, thereby increasing and diversifying the population pursuing engineering careers. This expectation makes the assumption that students will become more interested in and form more positive attitudes towards engineering as they encounter it in formal and informal settings. To measure this assumption, we have developed an Engineering Interest and Attitudes (EIA) survey, drawing from earlier surveys used to measure student interest in and attitudes toward science. We show that the subscales developed from EFA and CFA are reliable, and considerable evidence is present for the validity of use of EIA for measuring young students' engineering interests and attitudes. We also present evidence that EIA can be used by researchers and curriculum developers with students ages 8-11 to measure change in student interests and attitudes towards the goal of evaluating engineering activities, programs, and curricula.
Promotion through Claiming Centrality in L1 and L2 English Research Article Introductions
Author: Abdi, Jalil
Date: 2018-00-00
Type: Journal Articles
Subjects: Marketing,Commercialization,Research Reports,Journal Articles,Applied Linguistics,Discourse Analysis,Foreign Countries,English (Second Language),Writing Skills,Comparative Analysis,Native Speakers,Language Usage,English for Special Purposes

Marketization in all public spheres, including academic discourse, has led to the increased importance of promotion. One of the promotional tools usually used in Research Articles Introductions (RAIs) is claiming centrality. In this study, we aimed to explore differences between native and non-native writers in the use of strategies for claiming centrality in Applied Linguistics RAIs. To this end, a corpus of 50 English RAIs (25 L1 and 25 L2) was analyzed in terms of the strategies used for claiming centrality. The analysis of the two sets of texts revealed that they are similar in the mean occurrence of centrality claims in general while in terms of the specific strategies used for claiming centrality, there are differences between them. The findings of this study can be used by instructors of writing courses to address promotion better as well as by article authors to report their research findings more convincingly.