ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Attitudes about Distance Education: Focusing on Context and Effective Practices
Author: Smidt, Esther
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,College Students,Qualitative Research,State Universities,Journal Writing,Educational Practices,Preservice Teachers,Second Language Instruction,English (Second Language),Student Characteristics,Discussion Groups,Electronic Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Cognitive Style,Misconceptions,Online Courses,Blended Learning,Teacher Student Relationship,Personal Autonomy,Time Factors (Learning),Interaction

There has been an unquestionable upsurge in distance education in recent years. Given this, it is extremely important to understand the experience of online courses from students' perspectives. The purpose of the current qualitative study is to understand student attitudes about distance education in a specific context, namely that of a Mid-Atlantic mid-sized state university. We then translate our findings into practical recommendations for instructors. Data sources consist of journal entries written by 36 teacher candidates taking the course, Teaching English Language Learners PreK-12. Findings are categorized according to Course Characteristics, e.g. students have definite opinions about the use of the discussion forum, some of them negative, Instructor Characteristics, e.g. students see the need for interaction/synchronous communication and effective assessment, and Learner Characteristics, e.g. the appropriateness of distance education depends on student learning style and practical factors.
Teaching Improvement Model Designed with DEA Method and Management Matrix
Author: Montoneri, Bernard
Date: 2014-00-00
Type: Journal Articles
Subjects: Matrices,Teacher Effectiveness,Student Evaluation of Teacher Performance,College Freshmen,English (Second Language),Second Language Instruction,Language Teachers,Teacher Competencies,Educational Improvement,College Faculty,Questionnaires,Statistical Analysis,Foreign Countries

This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and data envelopment analysis. This matrix is designed to formulate suggestions to improve teaching. The research sample consists of 42 classes of freshmen following a course of English in Taiwan. The empirical findings show that proposed model can distribute all the evaluated classes into 4 quadrants depending on their performance and efficiency, identify the importance of each performance indicator, and suggest the improvement direction in different quadrants for all the evaluated classes. A study case of one inefficient class is presented in order to demonstrate the proposed model utility and feasibility.
&quot;I Prefer to Think for Myself&quot;: Upper Secondary School Pupils' Attitudes Towards Computer-Based Spanish Grammar Exercises
Author: Fredholm, Kent
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Spanish,Second Language Instruction,Teaching Methods,Grammar,Computer Assisted Instruction,Educational Technology,Diaries,Questionnaires,Student Surveys,Assignments,Conventional Instruction,Syntax,Vocabulary,Web Based Instruction,Barriers,Technology Uses in Education,Foreign Countries

There is an increasing pressure from school leaders in many countries for teaching to be based solely on ICT tools. The present study is interested in what this does to pupils' attitudes towards ICT in language classrooms. Is a digital monopoly a good way for pupils to learn languages? Is it what they want? To understand for which tasks students feel that computers are an appropriate tool, a qualitative survey mapping upper secondary school pupils' attitudes towards the ICT use for learning Spanish has been conducted. The study looks at ICT use for grammar practice. A group of pupils have completed lesson diaries, reflecting upon web-based grammar exercises, comparing them to paper-based exercises, and a questionnaire survey on general attitudes towards ICT in language learning. The results indicate that the majority of participating pupils ask for a greater variety of tasks and see a need also for traditional forms of grammar practice, especially written exercises which give time to reflect upon grammar, syntax and vocabulary. They want ICT use to be an option, not a constraint. Many complain on flaws in the design of web-based grammar exercises. This shows a need for more research into the effects of different designs of web-based tools. It also becomes clearer that decision-makers and teachers must focus more on the pedagogical purpose of learning tasks and that the first question to ask is: &quot;How can I teach this in a way that suits my pupils?&quot; rather than: &quot;How can I add more ICT to my teaching?&quot;.
Getting to Know L2 Poor Comprehenders
Author: Zoghi, Masoud
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Seniors,English (Second Language),Second Language Instruction,Second Language Learning,Reading Comprehension,Qualitative Research,Reading Strategies,Interviews,Questionnaires,Cognitive Processes,College Second Language Programs

Among the plethora of studies conducted thus far to explore the factors affecting EFL reading effectiveness, scant attention seems to be paid to the why of poor reading comprehension of most EFL learners. In this regard, the present article capitalized on qualitative research on a small scale, for the purpose of addressing the not-so-often debated issue of unsuccessful EFL reading competency in the Iranian context. In fact, the purpose of the article was to explore the degree of Iranian EFL learners' awareness of reading comprehension strategies and their potential comprehension failure. To this end, 12 EFL university-level students were interviewed, using a researcher-developed interview questionnaire. An analysis of student data interview revealed that there is an instructional void as regards to reading strategy training in the Iranian educational settings. Ultimately, based on the findings of the study, recommendations for future investigations are discussed.
Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective
Author: Shams, Shaila
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Technology Uses in Education,College Freshmen,Second Language Instruction,Second Language Learning,Control Groups,Experimental Groups,Comparative Analysis,Language Tests,Instructional Effectiveness,Correlation,Social Media,Questionnaires

It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, &amp; Hughes, 2009) and expose learners to the authentic use of the target language (Baralt, 2011). However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using &quot;The Facebook&quot;, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.
Cross-Border Collaboration in History among Nordic Students: A Case Study about Creating Innovative ICT Didactic Models
Author: Spante, Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,International Cooperation,Models,Case Studies,Educational Practices,Elementary Education,Middle Schools,Social Sciences,History Instruction,Information Technology,Pedagogical Content Knowledge,Technological Literacy,Interdisciplinary Approach,Educational Improvement,Teaching Methods,Alignment (Education),Comparative Education,Observation

Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th-7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain. The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers' pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union's recommendations regarding students' skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students' video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers' communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging.
Faculty Attitudes about Distance Education
Author: Smidt, Esther
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Teacher Attitudes,College Faculty,State Universities,Computer Mediated Communication,Faculty Development,Discussion Groups,Discourse Analysis,Teacher Collaboration,Teaching Methods,Online Courses,Web Based Instruction,Conventional Instruction,Curriculum Design,Educational Practices,Outcomes of Education,Privacy,Faculty Workload,Small Group Instruction

In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the future of distance education. The purpose of the present study is to uncover faculty attitudes about distance education in a specific context, namely that of a mid-sized mid-Atlantic state university. Data sources consist of posts from two of six discussion boards written by 21 faculty participants during an Online Faculty Development Program. Findings are categorized according to (i) philosophical discussions about collaboration, online versus face-to-face courses, and anonymity, (ii) practical discussions about instructor workload and small group discussions, and (iii) practical applications on the incorporation of discussion boards, access, and guidelines for discussion board use. The study ends with course design and faculty training implications.
German and Japanese Education in the Shadow--Do Out-of-School Lessons Really Contribute to Class Reproduction?
Author: Entrich, Steve R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Academic Achievement,After School Education,Supplementary Education,Achievement Gap,Social Status,Disadvantaged Environment,Family Characteristics,Educational Attitudes,Educationally Disadvantaged,Educational Opportunities,Remedial Instruction,Private Education,Educational Quality,Data Analysis,Elementary Secondary Education

Considering the great impact the first PISA-results caused in Germany and Japan, this study seeks to provide an explanation for the continuous higher achievement rates of students in the PISA-winner country Japan compared to their German peers. Another great difference between the two participants that was detected in PISA is the correlation between students' social origin and educational achievement, which is still very strong in Germany but not in Japan. The author assumes the reason for these differences lay outside the formal school system, in the sector of shadow education. The so called juku-industry in Japan provides out-of-school lessons that seem to enable all Japanese students to achieve top results regardless of their social origin. In Germany the increased use of Nachhilfe is seen as an indicator for the downfall of the compulsory school system and a problem that seem to widen the gap in education levels all the more. If in Japan almost every household regardless of its social status sends its children to out-of-school classes, the assumption that people do invest in further education in terms of extra classes at juku believing this will have a neutralizing effect on disadvantaged family background suggests itself. Consequently the author intends to refute the prevailing assumption of researchers in Germany and Japan stating that out-of-school lessons just contribute to the reproduction of class structure. Using secondary data as well as PISA-data the author wants to show that shadow education helps to counteract educational disadvantages through the provision of various educational opportunities.
Teaching the Genres of Comparison and Contrast in English Writing: From the Perspectives of &quot;Cooperative Principles&quot;
Author: Wu, Greg Chung-Hsien
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Literary Genres,English (Second Language),Writing (Composition),Writing Assignments,Writing Strategies,Writing Instruction,Teaching Methods,Cooperation,Pilot Projects,Qualitative Research,Pretests Posttests,Questionnaires,Journal Writing,Reflection,Content Analysis,Comparative Analysis,Rhetoric,Writing Processes

This pilot study aims at integrating a socio-pragmatic concept, Cooperative Principles, into an experimental writing project on the genres of comparison and contrast. It reports on a six-week study of five undergraduates voluntarily recruited in a university located in central Taiwan. In surveying their writing momentum before and after the installments of relevant knowledge needed for these genres of English writing, the researchers conformed to the qualitative paradigm, collecting the Pretest and Post-test writing products, distributing B2- and C1-leveled CEFR self-assessment questionnaires over the first and last class sessions, conducting a self-reflection questionnaire survey at the last session, and keeping a reflexive journal to trace the learning momentum of each of the five participants. The instructional process was not entirely lecture-oriented; the participants were encouraged and guided to construct knowledge in each of the class-based activities. With content analysis and constant comparative method, the results indicated two primary facets of issues essential for teaching the genres of comparison and contrast in a L2 writing setting. In addition, constructs for teaching such writing genres were pointed out, and learners' momentum was transparently manifested by means of the established CEFR can-do statements. Other pedagogical suggestions were also included in this study and they were anticipated to inform future practitioners of diversified aspects in teaching the comparison and contrast genres linguistically, semantically, and pragmatically.
Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City
Author: Balmeo, Marilyn L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Integration,Disabilities,Special Education,Technology Uses in Education,Qualitative Research,Statistical Analysis,Questionnaires,Foreign Countries,Likert Scales

Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study's focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53 teachers employed in the special education schools in Baguio City, who were to determine the availability and effectiveness of technology in their schools and the problems encountered in the integration of technologies. Results indicate that availability and effectiveness of technologies are at limited level and that there are problems encountered in technology integration. This is significant for the achievement of the aim of students with special learning needs for they would be guided appropriately in the development of their skills with the challenges of educational attainment and life itself.
Key Principles of Peer Assessments: A Feedback Strategy to Engage the Postgraduate International Learner
Author: Nagori, Roopa
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Learner Engagement,Student Motivation,Peer Evaluation,Feedback (Response),Formative Evaluation,Intervention,Academic Discourse,Action Research,Scores,Achievement Gains,Business Administration Education,Instructional Effectiveness,Curriculum Implementation,Writing Assignments,Teaching Methods,Foreign Countries

The paper reports the findings of a project that assessed the benefits of peer feedback as a formative assessment intervention for postgraduate international learners in the United Kingdom. The aim was to improve participants' understanding of quality in academic writing, and hence improve the summative assessment scores, by improving the quantity of feedback received in a collaborative learning environment. The project utilized the action research methodology and qualitative methods to recommend effective practices for peer assessment. Research findings highlight that although there was no substantial increase in the average score for the groups that received peer feedback, improvements in summative scores for the higher ability students were observed. All the learners agreed that the peer feedback should be made a permanent feature of the program; they also highlighted that the main barriers in giving feedback were lack of experience and hesitation in critiquing peer's work. It is recommended that peer assessment is included as a regular feature of postgraduate programs but with adequate tutor planning and student preparation. Additional strategies to encourage engagement of postgraduate students with the &quot;Peer Feedback&quot; are required to demonstrate improved results across all ability levels.
Modal Auxiliary Verbs in Prescribed Malaysian English Textbooks
Author: Mukundan, Jayakaran
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,Verbs,Second Language Instruction,Second Language Learning,Textbooks,Computational Linguistics,Comparative Analysis,English,English (Second Language),Secondary School Students,Computer Software,Measures (Individuals)

The use of corpus-based findings in order to inform L2 teaching materials have been emphasized by many researchers owing to the fact that the studies of authentic texts have revealed some inconsistencies between the use of grammatical structures in corpora, and those found in language textbooks that are based purely on hunch. Therefore, by comparing a textbook corpus with the British National Corpus, this study attempts to shed light on the extent in which modal auxiliary verbs presented in the Malaysian prescribed textbooks are identical with those used by native speakers. The findings showed that there are discrepancies between English language textbooks and real language use. Findings from this study contribute to the improvement of pedagogical practices in the teaching of the modal system and provide a sense of familiarity with textbooks' content thus assisting educators in identifying the particular strengths and weaknesses in textbooks already in use.
Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method
Author: Kong, Na
Date: 2011-03-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Translation,Communicative Competence (Languages),Language Skills,Skill Development,Foreign Countries

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.
Abbreviations in Maritime English
Author: Yang, Zhirong
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,Memory,English (Second Language),English for Special Purposes,Translation,Second Language Instruction,Second Language Learning,English

Aiming at the phenomena that more and more abbreviations occur in maritime English correspondences, the composing laws of the abbreviations in maritime English correspondence are analyzed, and the correct methods to answer the abbreviations are pointed out, and the translation method of abbreviations are summarized in this article, and the research results are practically significant for the reading, teaching, and scientific research of maritime English.