ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Experience with Digital Storytelling Help Students to Critically Evaluate Educational Videos about History?
Author: Barsch, Sebastian
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Grade 7,History Instruction,Story Telling,Foreign Countries,Teaching Methods,Political Attitudes,Information Literacy,Deception,Critical Thinking,Credibility,Student Attitudes,American Indians,Whites,Social Bias,Identification,Aesthetics,Media Literacy,Decision Making

Educational videos are becoming increasingly important for schools. More and more often, students consume videos on YouTube in order to carry out school tasks. At the same time, the digital world is increasingly influencing perceptions of history. The internet contains numerous examples of how history is instrumentalized. Counterfeiting and manipulation distort historical information and abuse it for political purposes. This article presents the results of a research project on history teaching in a seventh grade (age 12-14) class in Germany. The study's aim was to find out if creating one's own videos using the method of digital storytelling generally leads to a more critical evaluation of educational videos. Students produced short videos on the subject of 'European expansion in the early modern period'. One group was secretly commissioned to portray the Europeans as superior to the indigenous societies of America, thus creating a manipulative video. At the end of the lesson, the students rated the credibility of the videos. In addition, interviews with students were conducted. The aim was to investigate whether students trained in digital storytelling could easily identify biased information. The data were analysed using qualitative text analysis. Findings show that students primarily judge videos based on aesthetic features, rarely adopting a media-critical perspective.
History Teaching as a Designed Meaning-Making Process: Teacher Facilitation of Student-Subject Relationships
Author: Knudsen, Heidi Eskelund
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Teaching Methods,Teacher Student Relationship,Classroom Communication,Cognitive Processes,Foreign Countries,Secondary School Students,Secondary School Teachers,Dialogs (Language)

This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions. A micro-dialogic study is presented in this article to document a paradoxical teaching situation where history as subject-related content all but disappeared from a group of students' meaning-making processes because they were preoccupied with figuring out their teacher's intentions. History teaching thus turned into 'just teaching' without the teacher or the students being aware of it. A strong emphasis on history teaching as a communicative process and dialogue as a key pedagogical tool have potential with regard to pedagogical decision-making and strategies on the one hand, and for relationships between students and history as subject-related content on the other. The analysis presented in this article contributes to a growing field of studies on dialogic history teaching, of which the focus on students as an important part of classroom dialogues is central.
National-European Identity and Notions of Citizenship: A Comparative Study between Portuguese and Greek University Student Teachers
Author: Apostolidou, Eleni
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Nationalism,Citizenship,Cross Cultural Studies,Foreign Countries,Teacher Education Programs,Universities,Identification,Immigrants,Prediction,Futures (of Society),Comparative Analysis,Attitude Change,Economic Climate,Trust (Psychology),History,Political Influences,Student Teachers,Student Teacher Attitudes,Longitudinal Studies

This paper reports a study of prospective teachers' views about Europe, and European and national identity, in Greece and Portugal. The paper analyses written responses to a closed multiple-choice questionnaire provided by 33 Greek and 35 Portuguese prospective teachers following courses in Ioannina and Braga universities in early 2018. First, students were asked to answer 15 closed questions related to their perceptions of national, European and other identities. More specifically they were asked to choose among different associations of Europe and different levels of how their country is integrated into Europe. Also, they were asked to choose their preferred 'identification with particular identities' (Villaverde Cabral and Machado Pais, 1998) and to articulate their notions of citizenship by commenting on different criteria for the naturalization of immigrants. Finally, they were asked to predict the future of the European Union by answering an open question. Data analysis focused on the 2018 data and on comparisons with existing data sets, collected in Greece and Portugal since 1994, relating to perceptions of national and European identity and to notions of citizenship. The authors expected to find change over time in data on attitudes in the two countries, reflecting the impacts of the recent economic crisis in both Portugal and Greece and the refugee crisis, particularly in Greece. Portuguese participants were found to manifest a more positive perspective on Portuguese-European integration than had been the case in earlier data sets, while at the same time wishing to preserve some specific aspects of national identity. The Greek students were found generally to be consistent with their pro-European viewpoints, but at the same time there seems to have been an increasing distrust of the European Union after the experience of the 2010-18 economic crisis -- indications of which were apparent in some earlier findings.
Qualifying Counterfactuals: Students&apos; Use of Counterfactuals for Evaluating Historical Explanations
Author: Wendell, Joakim
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Secondary School Students,Logical Thinking,Foreign Countries,Modern History,Generalization,Comparative Analysis,Historical Interpretation

The study investigates upper secondary school students' use of counterfactual reasoning when engaging in a task concerning historical explanation. The study analyses student answers to a prompt asking them to evaluate the causal importance of a historical actor for a historical event, aiming to characterize the counterfactuals used, as well as applying possible criteria for what can be considered a qualified counterfactual. The criteria for qualification of counterfactuals are based on theoretical proposals about the potential of counterfactuals in relation to historical explanation. The findings indicate that a majority of the students involved use counterfactuals in their reasoning about explanatory importance, most of them employing counterfactual reasoning in relation to the historical actor. The analysis of qualification indicates that student reasoning becomes more qualified when students instead focus on structural factors, include both structures and actors in their counterfactual reasoning, or support their reasoning by making comparisons.
Teaching Bias in History Lessons: An Example Using Maltese History
Author: Vella, Yosanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Historians,History Instruction,Historical Interpretation,Secondary School Students,Bias,Foreign Countries,Constructivism (Learning),Teaching Methods,Conflict Resolution,Conflict,Violence,Social Values,Prosocial Behavior,State Church Separation,Student Attitudes,Comparative Analysis,Feedback (Response),Scaffolding (Teaching Technique),Intervention,Primary Sources,Controversial Issues (Course Content)

Historians collect and verify evidence and then interpret it in an acceptable way. A general consensus is that history does not present us with an absolute truth -- the most we can hope for is historians' reliable, evidentially based interpretations of the historical topic. History not viewed as interpretation has long raised alarm bells in history pedagogy circles. History educators are acutely aware that history taught as an uncontested body of positivistic knowledge with a canon of given factual information can promote prejudice, bias and bigotry -- it can ultimately fuel civil and international conflict and violence. Alternatively, history teaching as a constructivist process with multiple interpretations can be used to promote positive values -- history pedagogy can be a tool to support peace, reconciliation and conflict resolution. This places a major responsibility on a key objective of history teaching: addressing the concept of historical bias with effective methods of teaching on how to detect and analyse bias in historical sources for both primary and secondary schools. This paper reports an attempt at teaching secondary school students (aged 13 to 14 years) how to detect bias in primary written history sources while learning about a controversial topic in Maltese history -- church -- state relations in Malta in the 1960s. The method employed is qualitative research -- specifically pedagogical research -- which is research into the processes and practices of learning and teaching. In this case, the researcher tries new teaching methods with a small group of students, and their feedback regarding the exercise is examined. The students' ultimate answers after trying out the new scaffolding activities were quite encouraging, and show that breakdown of tasks is the key to helping understanding in history learning. The pedagogy employed is discussed in comparison to other approaches to teaching about bias. The paper also analyses student feedback on their learning about bias. Crucially, the paper addresses the impact of a specific intervention strategy to improve student understanding of, and ability to detect, bias in historical sources.
Using Films in the Development of Historical Consciousness: Research, Theory and Teacher Practice
Author: Donnelly, Debra
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,Mass Media Use,History Instruction,Teaching Methods,Foreign Countries,Learner Engagement,Consciousness Raising,Empathy,Secondary School Students

In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.
Developing the Educational Game Tool to Improve Reading Ability of Early Childhood
Author: Khadijah
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Reading Skills,Reading Improvement,Reading Instruction,Teaching Methods,Learning Motivation,Foreign Countries,Creativity,Innovation,Preschool Children,Language Skills,Emergent Literacy,Material Development,Instructional Design

This research aims to developing the educational game tool (word tree) to improve reading ability of early childhood. This is research used Borg &amp; Gall model and has been modified with six steps, they are potential and problem, data collection, product design, design validation, resign revision, and usage trial. The subject is 5-6 years old children in RA Babul Ilmi Rantauparapat. The instrument used is validation questionnaire sheet. Data analysis technique is formulation of mean score percentage and gain score. The research result showed that: (1) the development of educational game too (word tree) is very worthy to be used to improve reading children of 5-6 years old children; and (2) educational game tool (word tree) developed has high level of effectiveness in improving reading ability of 5-6 years old children. This research suggest to the readers, teachers and other researchers to be creative and innovative in designing learning activity, which one of them is developing the product giving real contribution for their students' ability. This research developed educational game tool in form of word tree that did not only improve children's reading ability but also create happiness to learn.
How Do the Women Control Their Language Facing Certain Condition? A Perspective of Psychopragmatics
Author: Rahmat, Wahyudi
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Gender Differences,Psychological Patterns,Speech Communication,Language Usage,Pragmatics,Discourse Analysis,Foreign Countries,Food,Ceremonies,Purchasing,Speech Acts,Social Status,Language Variation,Marriage,Interpersonal Communication,Ethnic Groups,Cultural Traits,Self Control

There has been a growing interest in gender and language in recent decades. This study examines how women control their language facing specific, especially when angry. Minangkabau women are a subject in this research. The gap that underlies this study is that a Minangkabau woman, popular with polite language as a medium for language, is required to manage her anger in a speech in everyday life with its politeness. Conversation analysis is emphasized to explore forming a speech act in gender interactions in wedding cooking sessions and grocery shopping. These data are the words of Minangkabau women when interacting in the cooking process for weddings in several places in West Sumatra, Indonesia. A total of 17 Minangkabau women participated in the conversation. The concept of forming a speech ac related to how Minangkabau women speak the psychopragmatic approach used in analyzing the data. The results revealed four forms of Minangkabau women's angry language when interacting in the cooking area for marriage and grocery shopping. The implication is related to participants' relationships, closeness, and social status. This suggests that those three values are ingrained in Indonesian culture.
Infusing Digital Literacy in Authentic Academic Digital Practices of English Language Teaching at Universities
Author: Iskandar, Ifan
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Multiple Literacies,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Content Analysis,English Literature,Authentic Learning,Audio Equipment,Essays,Audiovisual Instruction,Foreign Countries,Outcomes of Education,Language Proficiency,Educational Technology,Reports,English for Academic Purposes,Higher Education

Digital literacy is a critical element of multiliteracy framework required to thrive in digital era and perceived as cross-curricular competencies, yet it is not adequately addressed in English language teaching. This paper explores the traits of the authentic academic digital practices in the course outlines of English language skills conducive for digital literacy development, examines the extent to which digital literacy are infused in the authentic academic digital practices of the English courses and proposes the procedure of infusing digital literacy in the authentic academic digital practices of English language teaching. The study employs content analysis to address the data--the traits of authentic academic digital practices in fifty-five course outlines of English language skills subjects from six English Language Education and English Literature Study Programs in Jakarta and West Java. The findings recognize the traits of authentic academic digital practices in the digital academic products, such as the answers to open-/closed-ended questions, essays, presentation slides, papers, videos, podcasts, recorded audio-visual presentations, and reports diversely used across the courses. These digital academic products are used merely as the media in which English is used; only English proficiency is highlighted. The underpinning digital competencies to create the media, the media creation process and the media as digital academic products are not sufficiently addressed and measured. Digital literacy is infused in the authentic academic digital practices of English language teaching through five stages of identifying the components of digital literacies and the authentic academic digital practices and products, analysing the descriptors of digital literacies components pertaining to authentic academic digital practices and products, integrating the descriptors of digital literacies into learning outcomes, embedding digital literacies into academic products, employing authentic academic digital practices in the learning process, and assessing digital literacies as cross-curricular competencies.
Self-Efficacy in Speaking Based Activities for Art and Design Students
Author: Abduh, Amirullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Art Education,Design,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Barriers,Speech Communication,Case Studies,Teaching Methods,Interdisciplinary Approach,Grammar,Learning Processes,Foreign Countries,Public Schools,Teacher Attitudes,Self Concept,Cultural Education,Painting (Visual Arts),Sculpture,Artists

This research paper aims to explore a potential model for speaking through which consists of: (a) strategies of using art as a medium for learning English; (b) challenges to use art as a medium for learning English. This qualitative case study uses semi-structured interviews and observation in three schools of South Sulawesi. Data were analyzed through thematic analysis approach. The findings show that there were four strategies of using art as a medium for learning English, namely: (a) using art to learn vocabulary; (b) using art to learn grammar; (c) employing art as a medium for learning process simple writing and; (d) using art as a medium for speaking. In addition, the challenges they face include linguistic and practical challenges. The findings of this study extend the debates of learning English through art media. The implication of this study is that using art as a medium for learning English can be a model for EFL in similar contexts.
Movies as an Authentic Input in L2 Speaking Class: A Dynamic Usage-Based Approach in EFL Teaching in Indonesia
Author: Hoinbala, Festif Rudolf
Date: 2022-00-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Christianity,Religious Colleges,Lesson Plans,Language Usage,Teaching Methods,Video Technology,College Second Language Programs,Undergraduate Students,Pretests Posttests,Speech Communication,Language Tests,Films,Conventional Instruction,Student Attitudes,Outcomes of Education,Authentic Learning,Foreign Countries

One of the characteristics of a Dynamic Usage-Based (DUB) approach to the second language is that schematic patterns emerge through use and interaction where the intense focus is in input. Video or movie as an example of authentic input often provides a natural context for conversations to emerge among the students and teacher in class since students want to know or share their opinions about the characters or events in the movie. This recent study's objective was to demonstrate that movies or videos provide an authentic input in L2 class. This study's population sample was 30 students of the second-year English Education program in 2021 at Artha Wacana Christian University Kupang in Indonesia. A simple random sampling technique was applied to select this sample. The study was conducted over 12 teaching periods using the DUB approach, where the procedure was processed by a pre-test, treatment, and ended by post-test. The instruments used in this study were speaking class lesson plans and English speaking tests (both pre-test and post-test). The Mean and Paired Sample T-Test was employed in the data analysis. The result shows a significant difference between students' English speaking competence taught using movies and those taught using a conventional method. Therefore, using movies in classroom teaching aligns with the DUB approach as one of its principles is authentic input.
Speech Acts or Speech Act Sets of Refusals: Some Evidence from Thai L2 Learners
Author: Khamkhien, Attapol
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Acts,Pragmatics,Oral Language,Undergraduate Students,Vignettes,Sociocultural Patterns,Intercultural Communication,Student Attitudes,Teaching Methods,Taxonomy,Social Status,Foreign Countries,Transfer of Training,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Semantics

Apart from speaking competence and vocabulary used, refusal strategies play an important role in a communication scenario. This paper investigates how Thai students realise the speech act of refusals to the initiating acts of suggestions, offers, requests, and invitations with regard to the status of the interlocutor. To achieve this objective, 157 Thai university students were asked to respond to 12 scenarios listed in an Oral Discourse Completion Test (ODCT) eliciting refusals of three requests, three invitations, three suggestions, and three offers in lower, equal, and higher status scenarios. All responses were systematically collected, transcribed, coded, and classified based on the refusal taxonomy developed by Beebe, Takahasik, and Uliss-Weltz (1990). The results revealed some discrepancies in the frequency, shift, and content of linguistic forms used in the refusals. In particular, most Thai students reported the use of indirectness, and a combination of direct and indirect strategies was used most frequently. Particularly, excuses, reasons, and explanations were the strategies frequently used in refusals with the different interactants, suggesting that refusals should not be treated as a speech act but as speech act sets that include one or more components. The study sheds light on the importance of socio-cultural factors that affect successful communication. It contributes to the knowledge of pragmatic behaviour in the L2 or intercultural pragmatics and also provides suggestions for integrating pragmatic instruction to foster the pragmatic competence of L2 learners.