ethanporcaro/eric-fulltext-meta huggingface dataset:
Authentic Materials in Classroom: A Case Study on Students of Faculty of Social Sciences -- Kuwait University
Author: Al-Shammari, Abbas Habor
Date: 2021-00-00
Type: Journal Articles
Subjects: Authentic Learning,Instructional Materials,Instructional Effectiveness,English (Second Language),Second Language Learning,Social Sciences,College Students,Student Motivation,Time on Task,Foreign Countries

This paper examines the influence of authentic materials on the motivation of the Faculty of Social Sciences, Kuwait University. The target population is male and female students of two intermediate levels at the Faculty of Social Sciences, Kuwait University. All students received both artificial and authentic materials. Data from two observation sheets as well as self-report questionnaires showed that on-task behavior and observed motivation increased when authentic materials were used, but self-reported motivation increased for all classes only in the last two to three weeks of the experiment. On the other hand, students believe that artificial materials are more enjoyable than authentic materials. The result of this experiment generally found that artificial materials are more interesting than authentic materials.
Language Teaching Application to English Students at Master&apos;s Grade Levels on History and Macroeconomic-Banking Management Courses in Universities and Colleges
Author: Ngu, Duong Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,History Instruction,Economics Education,Educational Quality,Second Language Learning,Second Language Instruction,English (Second Language),Language Role,Language of Instruction,Case Method (Teaching Technique),Information Technology,Technology Integration,Teaching Methods,Banking,Finance Occupations,Foreign Countries,Islam,Religious Factors

The purpose of this paper is presenting 2 examples of using English to teach history and economic subjects in universities and colleges. Another goal of this study is that we aim to enhance teaching quality in schools, colleges and universities through case teaching methods which can help students to expand discussion via open mind method. Al-Issa (2006) stated that for five decades there is an important international activity, that is English language teaching (ELT), which became a big business. And dominated by USA, it shows that English roles has been increasing on the world arena in the postcolonial/neocolonial age. For using English to teach History subjects we have to not only catch the historical terms and topics very well but we also combine language teaching with images, ICT tools, LCDs with effective history languages. For using English to teach economic subjects, we have to note there are key economic terms for each economic subjects as well as practice speaking and listening very often in order to deliver effective messages to students and facilitate effective communication inside classrooms. Huy, D.T.N., Hanh, N.T.T, Thao, N.T.P et al (2021) mention there is psychological and pedagogy issues when teaching at schools. We present a typical case teaching in economic subject: analyze stock price and beta CAPM determinants in a single case study of Vietinbank -- CTG in Vietnam financial market during operation period 2011-2020. Next, we will present a case teaching in Indonesian revolution for history subject. Authors also present a process of applying English in teaching history and economic via 2 specific case examples.
Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform
Author: Zakaria, Zulkarnin
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Foreign Countries,Educational Technology,Technology Uses in Education,Secondary School Students,Academically Gifted,Gifted Education,Student Attitudes,Program Effectiveness,English (Second Language),Second Language Instruction,Social Media

Massive Open Online Course (MOOC) gained prominence as an alternative teaching and learning platform for many educators embarking on developing university courses online. In Malaysia, the initiative at lower secondary school was quite recent and not many teachers were willing to invest the time and effort to develop the MOOC courses. This study examined the secondary school gifted students' experience in learning a language subject using a new online course in a MOOC platform. All students from the lower secondary levels of a gifted education institution enrolled in the English subject MOOC and their engagements and experiences were recorded in their journal and classroom discussions. Their text and verbal responses were analysed and reported to better understand the various issues and challenges that they had encountered. Students accredited certain positive aspects of MOOC and they found it to be useful, flexible and engaging. More than 80 per cent relished the social meeting elements such as like, comment and share. The contents and activities helped them learn and practise the English language. The study outcomes disclosed the use of MOOC as a social learning platform that offers engaging learning. The online teaching and learning process could benefit from the social media features found in MOOC which are motivating to the gifted students. For educators, this platform offers useful alternatives and strategies to develop their teaching contents online and utilise it as an enrichment programme in the gifted and talented education institution.
&quot;Myscene Tube&quot;-- A Web Channel to Enhance English Speaking Skills in an ESL classroom
Author: Kooi Lian, Chee
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Speech Communication,Skill Development,Learning Motivation,Self Esteem,Student Attitudes,Secondary School Students,Instructional Innovation,Video Technology,Technology Uses in Education,Web Sites,Foreign Countries

Education has undergone unregulated changes in terms of learning and teaching in this Industrial Revolution 4.0. Along with this, technological advancement has unlocked multiple ways for educators and learners to apply online resources in their teaching and learning process. It is vital to get more attention in the expansion of learners' skills, especially in speaking. However, learners appeared to be lacking in speaking skills and as well as lacking the confidence to utilize the target language (English). The use of traditional teaching approaches also contributes to the reason why learners feel bored and perform badly in speaking. In order to tackle these problems, using &quot;MyScene Tube&quot; is a promising solution to expand learners' confidence and English-speaking skills. Therefore, this paper aims to investigate learners' confidence in utilizing the English language through the implementation of the &quot;MyScene Tube&quot; web channel. In this mixed-method research, survey questionnaires and YouTube Analysis were used to collect data from 118 Senior 2 learners of a secondary school in Klang, Selangor. Then, the questionnaire was analyzed using descriptive analysis. In brief, the research finding shows that &quot;MyScene Tube&quot; could assist learners to perform better in speaking activities. It is recommended that this study could be used by future researchers to explore the effectiveness of this innovation in enhancing learners' ability in different skills of the English Language.
Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis
Author: Santi, Eka
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Reading Interests,Journal Articles,Reading Processes

The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = 0.485 (95% CI = 0.120 to - 0.850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.
Online Learning of English Phonology in Saudi Arabia: Investigating College Students&apos; Perceptions during the Pandemic Period
Author: Alkhalaf, Shatha Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Phonology,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Instructional Effectiveness,Females,Undergraduate Students,Universities,Teacher Role,Group Discussion,COVID-19,Pandemics,Foreign Countries,Teacher Student Relationship,Course Descriptions,Positive Attitudes

EFL curricula in Saudi Arabia are very comprehensive, with all components of language included in the syllabus. Phonology, or the study of speech sounds, is especially significant in the context of foreign language learning, given its central role in verbal communication. Accuracy of production is a factor of precision in the instruction, which brings in its offing learning challenges in the virtual mode. In the wake of the Covid-19 imposed norms EFL education in Saudi Arabia has undergone drastic changes, giving education new dimensions that deserve investigation. The current study investigates learner perceptions of English phonology online instruction to check its efficacy in the changed paradigm. The study is quantitative in nature, the participants are undergraduate female EFL learners at Qassim University, and the instrument is an online survey. Measurements over six factors indicate that the sample population hold positive perspectives for English phonology virtual learning, the feature that they demonstrate the highest positive attitude for is the teacher's interactive role, whereas pair and group discussion find the least favor with them. The study has long term implications in foreign language learning environments of the future as virtual learning appears to be here to stay.
Revitalization of Oral Traditions in Tasikmalaya District as a Learning Media to Plant Character Education Values and Multicultural Insights of Students
Author: Setiartin, R. Titin
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Tradition,Moral Development,Religion,Ethnography,School Districts,Values Education,Student Attitudes,Cultural Pluralism,Classification,Folk Culture,History,Emotional Development,Child Development,Indigenous Knowledge,Teaching Methods,Foreign Countries

Oral traditions in Tasikmalaya Regency are classified into types of fairy tales, legends, and myths. The three types of oral traditions are spread in 39 sub-districts in Tasikmalaya Regency. Not all of the oral traditions in Tasikmalaya Regency are well documented, this is due to the lack of oral tradition researchers in Tasikmalaya Regency. This study aims to describe: 1) revitalization of oral transmission in Tasikmalaya Regency; 2) education value in oral tradition in Tasikmalaya Regency; 3) character values that need to be embedded in children/students; 4) character education based on psychological/moral development of children/students; and 5) students' multicultural insights. The research method used in this research is the micro ethnographic method with qualitative research. Data collection techniques used are observation, interview, and documentation. Based on the results of research and analysis on the revitalization of oral traditions, it was found that 1) oral traditions in Tasikmalaya Regency were classified in the types of legends, legends/characterizations, and religious legends; and 2) oral traditions in Tasikmalaya Regency found educational values including moral, cultural, religious, historical, and heroic values; 3) values that need to be instilled in children/students, namely moral knowing, moral feeling, moral action; 4) character education based on children's psychological development collective-oriented morality; and 5) students' multicultural insights can be developed by studying local wisdom and educational values contained in folklore.
School Principals&apos; Opinions on Data-Based School Management: A Case Study
Author: Öz, Ömer
Date: 2022-05-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,School Administration,Data Use,Decision Making,Elementary Secondary Education,Public Schools,Private Schools,Educational Needs,Management Development,Foreign Countries

Data usage-related reforms lead schools to different practices in terms of management. The conceptualization of data usage and data-based management will ensure that robust steps are taken for the future in terms of reforms made or to be made in the name of education. In this direction, this study is developed as a qualitative case study to determine the opinions of school administrators for data-based management on a school basis. The working group consists of 12 administrators, seven of whom are women and five of whom are men, who work in private and public schools. Purposive sampling method was used to determine the participants. Data from the working group were collected through the semi-structured interview form and themes were created by analyzing in NVino 11. In line with the established themes, the opinions of the administrators were also evaluated. According to the research findings, administrators mostly use data on &quot;e-Okul&quot; and &quot;MEBBIS&quot; modules. Administrators use the said data in decision-making processes, to meet the demands of senior management units, to work with stakeholders, to increase student success. While the administrators stated that there is not enough support or software products to use the data more effectively in the management process, they stated that there is a need for a series of trainings and that these trainings should be in the form of hands-on workshops. They also stated that there should be auxiliary personnel and support services for data analysis. Administrators who reported their problems with time management in accessing data stated that they were not proficient in data analysis and had problems with the motivation, quality, and workload of the personnel.
The Moderator Role of Gender and Socioeconomic Status in the Relationship between Metacognitive Skills and Reading Scores
Author: Koyuncu, Ilhan
Date: 2022-05-00
Type: Journal Articles
Subjects: Gender Differences,Socioeconomic Status,Correlation,Metacognition,Thinking Skills,Reading Achievement,Scores,Adolescents,Self Efficacy,Foreign Countries,International Assessment,Achievement Tests,Secondary School Students

The aim of this study was to examine the moderator role of gender and socioeconomic status (SES) factors in the relationship between students' metacognitive skills and reading performance. The sample of the study was 6890 students in the age group of 15 years-old who participated in the Programme for International Student Assessment (PISA) in 2018 from Turkey. 3396 of the participants (49.30%) were female and 3494 (50.70%) of them were male. Of the participants, 2273 (32.99%) were classified as low, 2273 (32.99%) as medium and 2344 (34.02%) as high socioeconomic level. Moderator effects were tested with the multi-group structural equation modelling approach. Results revealed that SES and gender moderated the relationship between metacognitive skills and reading when controlling for other variables. Female students scored lower than male students in low and medium SES group, however they scored higher in the high SES group even after controlling for metacognitive skills, liking reading, and self-concept of perception of competence and difficulty. This means gender differences in reading scores were largely driven by SES. Therefore, the effect of these two factors should be taken into consideration while working on metacognition and reading. Moreover, it was advised to integrate training of metacognitive strategies in school curriculum and encourage reading engagement in order to reduce the effect of those factors.
Analysis of Facebook in the Teaching-Learning Process about Mathematics through Data Science
Author: Salas-Rueda, Ricardo-Adán
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Mathematics Instruction,Data Use,Undergraduate Students,Educational Technology,Technology Uses in Education,Video Technology,Teaching Methods,Foreign Countries,Computer Mediated Communication,Mathematics Skills,Student Attitudes

The aim of this quantitative research is to analyze the impact of Facebook in the teaching-learning process in financial mathematics education, using data science, machine learning, and neural networks. The sample is composed of 46 students from the Bachelor of Administration, Commerce and Marketing program at La Salle University. The results of machine learning (linear regression) indicate that sending messages, watching instructional videos, and publishing exercises on Facebook supports the teaching-learning process in financial mathematics. Likewise, data science identified six predictive models for the use of Facebook in the educational context by means of the decision tree technique. Analysis using neural networks identified the influence of sending messages, watching instructional videos, and publishing exercises on Facebook during the assimilation of knowledge and development of mathematical skills. Finally, Facebook is a technological and communication tool that transforms the organization of teaching and learning activities in financial mathematics education.
Strategies for Second Language Learning in EFL Textbooks of Saudi High School: A Content Analysis
Author: Alwehebi, Kholoud A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,High School Students,Vocabulary Development,Teaching Methods,Content Analysis,Units of Study,Textbooks,Secondary School Students,Reading Strategies,Foreign Countries,Second Language Instruction,English (Second Language),Learning Activities,Writing Strategies

This paper presents a content analysis study that aimed at investigating the L2 learning strategies (LLS) across three units in each of the six textbooks in the new set of secondary school EFL textbooks, 'Mega Goal', based on the lists of learning strategies adapted from Chamot and Schmitt: (vocabulary learning strategies, reading strategies and, speaking and writing strategies). Content analysis undertaken by the researchers brought to light the need to develop a framework and thereby embark upon evolving appropriate strategies for teaching-learning of EFL to the secondary school students in Saudi Arabia. The results also show that there is no explicit presentation of LLS. However, some vocabulary and most reading and writing strategies searched for are implicitly used in the instructions in the language activities in the analyzed books. The study concludes that the books need to be modified by adding explicit instruction of learning strategies and including more vocabulary strategies. It is suggested that teachers should be given orientation training programmes for proper appreciation of the teaching-learning strategies. The paper ends with suggestions for further research.
The Phenomenon of Ethnicity in the Context of Linguistics and Its Significance in the Concept of European Transcultural Educational Centers Functioning
Author: Melnyk, Nataliia I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnicity,Cultural Pluralism,Interdisciplinary Approach,Multicultural Education,Student Mobility,Immigrants,Self Concept,Social Integration,Acculturation,Foreign Countries,Linguistics,Linguistic Theory,Language Research,Semantics

Due to intercontinental connections provided by air and shipping, tourism, freight transfer, flexibility and expanding labor mobility, expanding the potential of human capital, the borders between states and their societies have been erased, and the international cultural society has become more diverse. The relevance of this study is conditioned by the activities of the centres established in the European Union for transcultural education, transdisciplinary research in the field of sociology, etc. One of the key features of their activities is the understanding of the concept of ethnicity as defining for these centers. The purpose of the study was to investigate the conceptual activities of European centres of transcultural education, to clarify the features of ethnolinguistic science as the main background for the establishment and development of the study of the phenomenon of ethnicity in general. The leading approach to research has become the gradual application of a complex of interrelated methods, such as collection and processing of factual research material, description and analysis of dictionary entries, analysis of the concepts of the activities of European centers, etc. The object of the study is the structural components of the concept of ethnicity. The study identified the principles of functioning of European centres for transcultural education in the context of introducing the experience of educational centres for integration, adaptation, and development of the national identity of immigrants.
Evaluating Teachers&apos; Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
Author: Uribe-Banda, Constanza
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Cultural Differences,Faculty Development,Emergent Literacy,Computer Software,Foreign Countries,Elementary School Teachers,Educational Technology,Teacher Evaluation

The present study examined the impact of professional development training on Canadian and Kenyan teachers' confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler's (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.