ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Practical Item Analysis Program for Indonesian Teachers
Author: Muhson, Ali
Date: 2017-04-00
Type: Journal Articles
Subjects: Item Analysis,Questionnaires,Interviews,Test Items,Research and Development,Foreign Countries,Computer Software,Delphi Technique,Teacher Attitudes,Achievement Tests,Student Evaluation,Test Theory,Feasibility Studies,Secondary School Teachers,Academic Achievement

Item analysis has essential roles in the learning assessment. The item analysis program is designed to measure student achievement and instructional effectiveness. This study was aimed to develop item-analysis program and verify its feasibility. This study uses a Research and Development (R &amp; D) model. The procedure includes designing and developing a product, validating, and testing the product. The data were collected through documentations, questionnaires, and interviews. This study successfully developed item analysis program, namely AnBuso. It is developed based on classical test theory (CTT). It was practical and applicable for Indonesian teachers to analyse test items.
Expediency of Study of the Scientists' Biographies in Physics Course
Author: Korsun, Igor
Date: 2017-04-00
Type: Journal Articles
Subjects: Biographies,Scientists,Physics,Science Instruction,Teaching Methods,Emotional Response,Individual Characteristics,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Grade 7,Grade 8,Grade 9,Questionnaires,Quasiexperimental Design,Cognitive Processes

The aim of this article is a justification of the expediency of study of the scientists' biographies in physics course. Study of the biographic materials is one of the ways of motivation of learning and development of morality, humanity, internationalism. The selection criteria of biographic material have been allocated and method of study of the scientists' biographies has been described. Biographical data, scientific achievements and character traits are the components of &quot;scientist's image&quot;. Results proved that the use of the biographic materials raises the level of emotional component of learners' cognitive activity in physics teaching. Method of study of the scientists' biographies can be used in teaching of other school subjects.
Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia
Author: Hardianti, Tuti
Date: 2017-04-00
Type: Journal Articles
Subjects: Science Instruction,Science Process Skills,Inquiry,Foreign Countries,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Statistical Analysis,High Schools,Secondary Education,High School Students,Secondary School Science,Active Learning,Instructional Effectiveness

The objective of the research concerned here was to discover the difference in effectiveness among Levels 2, 3, and 4 of inquiry learning in improving students' process skills. The research was a quasi-experimental study using the pretest-posttest non-equivalent control group research design. Three sample groups were selected by means of cluster random sampling. They were three SMA (&quot;sekolah menengah atas,&quot; Indonesian senior high school) classes respectively serving as Experimental Group 1 were treated with inquiry learning of Level 3 (ILL-3), Experimental Group 2 were treated with inquiry learning of Level 4 (ILL-4) and Control Group were treated with inquiry learning of Level 2 (ILL-2). The research results indicate that there is significant difference in effectiveness among Levels 2, 3, and 4 of inquiry learning in improving students' process skills. Inquiry learning of Level 3 (ILL-3) is more effective than inquiry learning of Level 2 (ILL-2) and Level 4 (ILL-4) in improving students' process skills, as shown by the gain scores. It, therefore, indicates that, in improving students' process skills, the teacher could apply inquiry learning of the levels that are appropriate for their scientific experience and competence, which are then to be raised to higher levels.
Playing with the Language: Investigating the Role of Communicative Games in an Arab Language Teaching System
Author: Al-Bulushi, Ali H.
Date: 2017-04-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Content Analysis,English (Second Language),Questionnaires,Positive Attitudes,Teacher Attitudes,Educational Games,Teaching Methods,Role,Foreign Countries,Course Descriptions,Vocabulary Development,Intercultural Communication,Language Teachers,Elementary School Students,Statistical Analysis,Textbook Content,Arabs

Language learning games combine a number of linguistic, psychological and social elements that have been found to have considerable advantages and powerfully impact language learning and teaching. They are incorporated into language curricula to promote interactive engaging learning. This study investigates the role of games in the Omani ELT syllabus through conducting a thorough content analysis of Basic Education System English language textbooks across all grades as well as seeking the attitudes of teachers and students of three public schools representing the three teaching cycles in the educational system. A content analysis form and a questionnaire were used to collect data. Results showed that the Omani ELT syllabi endorsed a modest number of communicative games across grades, the majority of which focus on teaching vocabulary with a very timid focus on the language skills. Moreover, students hold highly positive attitudes about the role of games in improving their language whereas teachers have moderately positive attitudes about their role. Implications of these results on the language learning and teaching context are outlined.
Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy
Author: Yusnaeni
Date: 2017-04-00
Type: Journal Articles
Subjects: Creative Thinking,Metacognition,Grade 10,High School Students,Statistical Analysis,Foreign Countries,Problem Solving,Student Attitudes,Comparative Analysis,Teaching Methods,Low Achievement,High Achievement,Skill Development,Thinking Skills,Learning Strategies,Pretests Posttests,Quasiexperimental Design

This research was carried out to analyze the effectiveness of the Search Solve Create and Share learning integrated with metakognitive strategy [SSCS + MS] on the creative thinking ability of low academic students. A quasi experimental design has been used to compare the effect of traditional learning, SSCS, and SCCS + MS learning on the creative thinking ability of tenth grade students in Kupang, Indonesia, conducted in three schools. The research data were analyzed by ANCOVA and Least Significant Different test. The results of the research showed that the SSCS + MS learning improved the creative thinking ability of the low academic students ability as much as 36.18% higher than that of the high academic students. These findings also showed that the SSCS + MS learning had the potential in improving the creative thinking ability of the low academic students, as well as the potential to equalize the low academic students and those of high academic ability. Teachers need to implement SSCS + MS learning because this learning can improve the student creative thinking ability especially of those of low academic ability. SSCS + MS learning uses problem solving so has the potential to empower student confident attitude.
The Interplay between Teacher-Centredness and Self-Critical Tendency among Malaysian ESL Learners: New Insights for the Asian Context
Author: Thang, Siew Ming
Date: 2017-04-00
Type: Journal Articles
Subjects: Correlation,Mixed Methods Research,Questionnaires,English (Second Language),Second Language Learning,Second Language Instruction,Collectivism,Teacher Student Relationship,Asian Culture,Language Proficiency,Language Teachers,Foreign Countries,English for Academic Purposes,College Faculty,College Students,Student Attitudes,Semi Structured Interviews,Factor Analysis

Over the last decade, issues regarding attributions for success and failure in the learning of English have garnered much interest among Asian researchers. Of particular interest is the tendency of Asian learners to be self-critical when it comes to attributions for failure in the learning of English. This tendency has commonly been linked to the influence of the socio-cultural context in which the learners have grown up and has been described as a prevalent trait among collectivist societies such as those that exist in many Asian countries. More recently, it has been suggested that a contributory factor for this behaviour is the students' high respect for teachers. The present study was an attempt to investigate to what extent that claim is true. The researchers examined whether or not there is a relationship between self-critical tendency and teacher-centeredness between students of different proficiency levels in the learning of English in a Malaysian context. A mixed-method design comprising questionnaires and individual group interviews was employed. The findings revealed that in general learners who displayed teacher-centred tendency were likely to be self-critical by attributing failure to personal factors. However, difference in proficiency levels did account for some variation in results. Although both tendencies should be seen in a positive light, recommendations with regard to educational implications are outlined.
Influence of Counselling Services on Perceived Academic Performance of Secondary School Students in Lagos State
Author: Bolu-Steve, Foluke
Date: 2017-04-00
Type: Journal Articles
Subjects: Academic Achievement,Sampling,Secondary School Students,Counseling Services,Foreign Countries,Religion,Gender Differences,School Counselors,Correlation,Measures (Individuals),Statistical Analysis,Likert Scales,Student Attitudes,Academic Advising

This study aimed at looking at the influence of counseling services on perceived academic performance of secondary school students in Lagos State. At the first stage, the researchers purposively selected Ikorodu L.G.A in Lagos State. At the researchers selected two schools (1 Private schools, &amp; 1 Public schools), using simple random technique. Thus, a total of two schools were picked in each of the L.G.A. Finally, simple random sampling was used in selecting eighty students in each L.G.A, thus making a total of two hundred and forty Senior Secondary students that participated in the study. Six hypotheses were generated for the purpose of this study. Data were gathered using a researcher designed instrument tagged &quot;Influence of Counselling Service on Academic Performance of Students Questionnaire (ICAPSQ). The findings of this study showed that there was no significant difference on the basis of age, class level and school type. However a significant difference was found on the basis of respondent's religion, gender and the number of times the students visited the counselor. It was therefore recommended that the ministry of education should ensure that guidance and counselling units are established in all public and private secondary schools in Nigeria.
Computer Tablet Games&apos; Effect on Young Children&apos;s Self-Concept
Author: Moawad, Ruba Abdel Matloub
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,Handheld Devices,Young Children,Self Concept,Low Income Groups,Play,Experimental Groups,Control Groups,Pretests Posttests,Self Concept Measures,Foreign Countries,Cognitive Tests,Freehand Drawing,Projective Measures,Personality Measures,Scores,Hypothesis Testing

Playing in general has a positive effect on child development; yet with the advancement of technology, the way children play has changed, and the effects of their play have changed as well. Some studies have shown an overall negative effect of electronic games, while others have reported the opposite. This study aims to investigate the effects of tablet-based electronic games on the child's self-concept. Twenty-six children between the ages of 4 and 6 years from low-income backgrounds participated. They were divided into two groups; in the experimental group, children were given a tablet device with 10 educational electronic games on it, and the mothers were instructed to let them play the games for less than three hours a day in a normal home situation. The control group was not given any electronic devices. A pre- and post-pictorial measure of self-concept was used. The overall results showed no gains in self-concept for the experimental group and no differences between the groups, except in the domain of curiosity, where the control group children experienced a pre- to post-test increase.
Using Computer-Mediated Corrective Feedback Modes in Developing Students' Writing Performance
Author: Al-Olimat, Sabah Ibrahim
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Feedback (Response),Error Correction,Control Groups,Experimental Groups,Teacher Attitudes,High School Students,Grade 10,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Student Attitudes,Peer Relationship,Foreign Countries,Writing Skills,Females,Secondary School Students,Secondary School Teachers,Statistical Analysis,Quasiexperimental Design,Pretests Posttests

This study explored the effect of computer-mediated corrective feedback on the 10th grade EFL students' performance in the writing skill. Seventy-two 10th grade female students at Al Hammra secondary school for girls situated in Mafraq (Jordan) were selected as the study sample. They were randomly assigned into four groups, three experimental groups (18 in each) and one control group (18 students). The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers' feedback (students who received feedback only from the teacher), students' feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher). The control group was taught using computer-mediated communication. However, it neither provided nor received corrective feedback. Findings of the study reveal that there were significant differences between the mean scores of the control group and the experimental groups due to the method of teaching in favor of the experimental groups which received corrective feedback. Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers' feedback, students' feedback or both, in favor of both where students received corrective feedback from their peers and the teacher.
Skype-Based English Activities: A Case for Compelling Input? Correlational Changes before and after Skype Exchanges
Author: Ockert, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Videoconferencing,Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Statistical Analysis,Linguistic Input,Longitudinal Studies,Elementary School Students,Intercultural Communication,Foreign Countries,Computer Mediated Communication,Student Surveys,Likert Scales,Student Attitudes,Intervention

This paper reports the results of a small, longitudinal study involving a group of Japanese elementary school students (N = 29) involved in exploratory research using foreign language activities, including two Skype exchanges between these students and students in Australia. The purpose of the research was to test for the impact of a series of Skype exchange activities with students in Australia on Japanese elementary school students' affective variables toward EFL. The results show that the students had statistically significant increases in foreign language activities, international posture, and motivation. This tech-based language activity arguably supplied compelling comprehensible input. The student participation in the preparations leading up to the exchanges would have encouraged them to work diligently to be able to speak so as to be understood. The results are discussed regarding future directions in this line of research.
Iranian EFL Teachers' Perception, Familiarity and Use of Web 2.0 Tools in TEFL
Author: Shahrokni, Seyed Abdollah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Technology Uses in Education,Educational Technology,Teacher Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Familiarity,Teaching Methods,Questionnaires,Likert Scales,College Faculty,Technological Literacy,Statistical Analysis,Semi Structured Interviews

Following social-constructivist approaches in education, there has been a growing interest in employing Web 2.0 technologies in language classes. While the effectiveness of these digital teaching crafts has been corroborated in many studies (see Crook et al., 2008, for a survey), there is always doubt if they have reached a normalized state in L2 classes (Bax, 2003). This study, therefore, attempts to investigate the attitude of a group of language teachers towards the effectiveness of these emerging technologies in L2 classes. There were 53 participants in the study affiliated with universities, Ministry of Education, and language schools in Dezful. A questionnaire based on Son (2011) was designed in which Likert-scaled items were used to assess the factors of familiarity, perception, and use of online technologies in the classroom. The results suggested that most of the respondents exhibited low degrees of familiarity and use towards the technologies under investigation despite considering computerized tools as effective in the teaching-learning process. Besides, further explanations in semi-structured interview sessions indicated that most of the participants expected policy makers to incorporate supplementary Information Technology (IT) courses and facilities into teacher education and in-service programs as well as educational settings.
Online Localization of &quot;Zooniverse&quot; Citizen Science Projects--On the Use of Translation Platforms as Tools for Translator Education
Author: Michalak, Krzysztof
Date: 2015-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Computer Software,Web Sites,Science Projects,Teaching Methods,Second Languages,Instructional Effectiveness,Polish,English (Second Language),Second Language Learning

This paper aims at describing the way in which online translation platforms can facilitate the process of training translators. &quot;Zooniverse,&quot; a website hosting a variety of citizen science projects in which everyone can take part, was used as an example of such a concept. The first section of this paper is focused on the history, idea and general description of the website. In section two the online translation platform, which is connected with &quot;Zooniverse,&quot; has been presented in detail with emphasis put on advantages and weak points. Ideas for practical application of &quot;Zooniverse&quot;'s localization platform have been outlined in section three. Results have shown that localization platforms hold a great potential in terms of providing training for trainee translators. This is mostly because they offer basic experience in terms of simple computer assisted translation technologies and access to translations into other languages that have been already submitted. They are also characterized by simplicity and accessibility, as the platform can be used from any place all over the world. &quot;Zooniverse&quot; can, therefore, be the basis for further research on how the potential of such websites can be harnessed for more effective translator training.
Augmenting the Reading Curriculum: Alternative Video Technology Strategies
Author: Hewgley, Gary Dean
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Instruction,Video Technology,Technology Uses in Education,Reading Strategies,Reading Improvement,Reading Processes

Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
EFL Teachers' Perceptions on Using ICT in Their Teaching: To Use or to Reject?
Author: Silviyanti, Tengku Maya
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teacher Attitudes,Information Technology,Foreign Countries,Questionnaires,Student Motivation,Barriers,Technology Uses in Education,Language Teachers,College Faculty,Interviews

This study focused on identifying EFL teachers' perceptions on the use of ICT in their teaching. A number of 42 EFL teachers from two state universities in Indonesia were involved. A closed-ended questionnaire based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, and Warshaw, 1989) was distributed and interviews were conducted. The findings revealed that 31 teacher users were found to have high motivation to use ICT because they believe that it is important in ELT as it makes learning enjoyable, interesting, and effective, among other constructive outcomes. Meanwhile, even though the other 11 teacher non-users were aware that the use of ICT is becoming more essential nowadays, their motivation remains low. Their barriers were rooted from the lack of training and support, either financial or non-financial, from their work environment. Therefore, these barriers should become a priority for institutions to overcome, considering that ICT provides unlimited sources of information in ELT and teachers must be prepared to face new challenges in education and technology that are present today.
Online English Language Learners' Perceptions of Portfolio Assessment
Author: Baturay, Meltem Huri
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,English Language Learners,Student Attitudes,Portfolio Assessment,Foreign Countries,Higher Education,Integrated Learning Systems,English (Second Language),Second Language Learning

Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners' progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners' perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.