ethanporcaro/eric-fulltext-meta huggingface dataset:
Multicultural Values Represented in English Textbooks for Indonesian Learners: A Social Semiotic Analysis
Author: Azizah, Aulia Rahmatika Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Multicultural Education,English (Second Language),Second Language Learning,Textbooks,Foreign Countries,Semiotics,Grade 9,Content Analysis,Textbook Evaluation,Values,Junior High School Students

The social semiotic analysis in this study aims to: (1) reveal what multicultural values are found in ELT textbooks for ninth-grade learners; (2) explain how the texts and the images in the analyzed textbooks present multicultural values; and (3) uncover how social semiotics dimensions can decode multicultural values. This study finds that among four multicultural values discovered in the textbooks, responsibility to the world community has the most frequent appearance while respect for human dignity and universal human rights has the least frequent appearance. Those values are presented denotatively and connotatively through texts, images, and texts-images. Based on the findings, textbook authors are recommended to include more content and add learning activities that facilitate discussions and reflections on multiculturalism. In addition, this research suggests that English teachers who use these textbooks add learning activities that enable students to discuss multicultural values since, in this study, multicultural values are mainly presented connotatively.
Challenges Faced by International Students: A Case Study of Jambi&apos;s Institute of Higher Learning
Author: Wachyunni, Sri
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Barriers,Foreign Students,Study Abroad,Higher Education,Educational Experience,Student Attitudes,Culture Conflict,Cultural Differences,Second Language Learning,Academic Achievement,Student Adjustment,Life Style,Self Management,Help Seeking,Cultural Awareness,Orientation,State Universities,Foreign Countries

Although there have been many studies investigating international students, many of them focused on the students who travel in pursuit of higher education in English countries and/or universities. This current qualitative study is intended to explore the experiences of international students, particularly the challenges, and strategies to deal with the challenges and the culture shock while studying in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. The participants of this study were nine international students who studied at one public university in Jambi. Through thematic analysis, we found that international students faced some challenges living and studying in Jambi, such as language issues, academic issues, individual issues, and living style and related issues. To overcome the challenges, international students employed two main strategies, including self-management strategies and seeking help. Moreover, although the culture of international students is quite similar to the culture of the hosting country, we identified a lack of foreigner sense and physical contact as the culture shocks experienced by one international student. Looking at the challenges and culture shocks experienced by international students, this study suggests that preparation is crucial for prospective international students before pursuing their studies overseas.
Pre-Service English as a Foreign Language (EFL) Teachers&apos; Awareness of the Pragmatic Aspect of Language
Author: Erdem Cosgun, Gamze
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Language Teachers,Pragmatics,Knowledge Level,Preservice Teacher Education,Student Attitudes,Foreign Countries,Elementary School Teachers

The objective of this survey study was to explore pre-service English as a foreign language (EFL) teachers' opinions concerning the pragmatic aspect of language and their awareness of certain pragmatics concepts. Thirty-three pre-service EFL teachers from a state university in Türkiye participated in the study voluntarily. As a data-collection instrument, a survey with Likert scale questions and a few additional questions was used. Results of the descriptive and frequency analysis demonstrate that the pre-service EFL teachers understood the value of pragmatics in language teaching and learning since they mentioned communicative competence as an important aspect of language use. They also believed that learning a language requires an understanding of both its linguistic and communicative components. The definitions of &quot;pragmatics&quot; given by participants reveal that they are knowledgeable with the concept's theoretical underpinnings. The results highlight that participant teachers learned certain pragmatics concepts, like speech acts, pragmatic awareness, and face-threatening acts, in their university courses, but they were less familiar with some pragmatics concepts compared to others. Results suggest that more emphasis should be given to pragmatics in teacher education curriculums to make teacher candidates more aware of the importance of pragmatics and more capable of applying their theoretical knowledge of pragmatics in actual language use.
Work-Integrated Learning through Peer Narratives about Workplace Experiences
Author: Bernhardsson, Lennarth
Date: 2023-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Workplace Learning,Seminars,College Students,Internship Programs,Foreign Countries,Focus Groups,Professional Identity,Student Development,Interpersonal Communication,Outcomes of Education

This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the other group attends seminars in the form of focus groups called huddles, where the theme of conversations is carefully selected and has its origins in students' narratives on their authentic experiences during the internship. The more 'traditional' formal seminars are perceived by the students as scattered, while the conversational approach based on personal experiences helps students to develop a professional identity. Conversational focus groups were perceived as the pedagogical measure that contributes most to students' development. This research emphasized the deep learning afforded students and the insights emerging from the conversations. The organic nature of the conversations enabled development in both intended and unintended learning outcomes.
Program Coordinators&apos; Support for Student Wellbeing in Online Work-Integrated Learning (eWIL)
Author: Taylor, Anika
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Well Being,Work Experience Programs,Coordinators,Foreign Countries,Mental Health,Electronic Learning,Health Promotion

Student wellbeing is regarded as a salient priority across higher education. Given the growing participation of higher education students in work-integrated learning, it is important to explore how student wellbeing is being supported in this critical learning environment. While student wellbeing must be considered across all educational contexts, wellbeing may be most challenged when working and learning online. The purpose of this research, therefore, was to explore ways in which student wellbeing is supported by program coordinators when students are engaging in online work-integrated learning (eWIL). Seventeen program coordinators across Canada were interviewed and data were analyzed thematically. Thematic analysis generated three main themes: program coordinators' perspectives on their role in supporting student wellbeing, wellbeing supports offered to students engaged in WIL, and intersectional considerations for supporting student wellbeing. These findings advance the discussion of innovative and tailored approaches needed to support student wellbeing in online work-integrated learning environments.
Student Success in Cooperative Education: A Comparison of Remote and In-Person Workplace Performance Evaluations
Author: Salm, Veronica
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Education,Workplace Learning,Work Experience Programs,Internship Programs,Personnel Evaluation,Performance Based Assessment,Artificial Intelligence,Distance Education,Student Employment,Success

Cooperative education (co-op) programs combine coursework and work internships and have become popular worldwide. Using over 45,000 performance evaluations collected separately for in-person (2019) and remote (2021) internship positions, this study uncovered the characteristics of successful co-op students. Each evaluation included an overall performance rating and written comments and recommendations provided by the supervisor. By using logistic regression and word frequency counting to analyze supervisors' general and recommendation comments, the most successful students were found to be excellent leaders and innovators, with remote students also being praised for their independence. Remote students were encouraged to be innovative and learn technological skills, while in-person students should improve oral communication and presentation abilities. These findings highlight important skills that students should acquire in their early careers.
Reframing and the Power of Resistance: A Case of Self-Reflection
Author: Hussein, Abdelnasser
Date: 2023-00-00
Type: Journal Articles
Subjects: Resistance (Psychology),Reflection,Leadership,Educational Change,Elementary Schools,Private Schools,Facilities,Motor Vehicles,School Safety,Educational Planning,Goal Orientation,School Vandalism,Power Structure,Fear,Religious Factors

This article is a reflection on my personal experience as a practitioner in the field of educational leadership when resistance resulted from restructuring the dismissal procedure in my school. This reflection is primarily drawing upon the four-frame approach of Bolman and Deal (2017) in their book, &quot;Reframing Organizations: Artistry, Choice, and Leadership.&quot; The article explores the full description of the case, an analysis focused on me and my understanding of the case, and a reframing process based on the premise Bolman and Deal offer in their book. Throughout my self-reflection on this case, I develop options that add choice to the framework, which can be applied when reframing is required for a similar educational organization. When examining the prevailing resistance toward restructuring the dismissal plan, my focus falls primarily on three frames that I consider in this article. First, there is the structural frame, which includes a sharp vision and significance of goals, roles, formal relationships, and rationality. Second, there is the symbolic frame, which often conveys the symbols, rituals, and ceremonies that create meaning and belief. Third, the political frame discusses power, conflict, networks, and building coalitions. The analysis reveals there is no one answer to a specific problem. Accordingly, the article urges organizational leaders to apply a comprehensive perspective as a key strategy to avoid failure when responding to a single problem.
Explaining the Practicum Experiences of Pre-Registration Nursing Students in Hong Kong Using the Theory of Human Relatedness
Author: Coleman, Phil
Date: 2023-00-00
Type: Journal Articles
Subjects: Practicums,Nursing Education,Nursing Students,Undergraduate Students,Foreign Countries,Student Placement,Workplace Learning,Sense of Community

The purpose of this study was to establish whether application of the four states of relatedness (connectedness, disconnectedness, enmeshment, and parallelism) and four processes or social competencies (belonging, reciprocity, mutuality, and synchrony) within the theory of human relatedness may have relevance and transferability to the practicum experiences of an international nursing student population. Secondary data transcriptions derived from focus groups involving 20 final-year pre-registration nursing undergraduates at an academic institution in Hong Kong which directly examined their placement reflections and views were analyzed against the states of relatedness and process or social competences identified within this theory. Data from the study provided evidence to support every state of relatedness and process or social competency within the theory of human relatedness. Evaluating pre-registration nursing student placement experiences against this theory suggests that improving a practicum may necessitate creating conditions for workplace learning which more effectively foster connectedness, belonging, reciprocity, mutuality, and synchrony, minimize the need for parallelism and help prevent disconnectedness and enmeshment.
Towards Conceptual Clarity: Pedagogical Liminality
Author: Gerhardt, Trevor
Date: 2023-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Workplace Learning,Higher Education,Differences,Comparative Analysis,Apprenticeships,Cooperative Education,Definitions,Experiential Learning

Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL practitioners work across the coexistence of many possible meanings of modes and disciplines within the Higher Educational space, something WPL and WRL does not do explicitly when applied outside of Higher Education by Human Resource Management (HRM) practitioners. This conceptual paper applies a critical, multi-perspectival, multi-theoretical and multi-methodological approach of inquiry to the concept of boundaries as it relates to WIL and WBL as a mode of learning within pedagogics. It emphasizes the unique raison d'être for WBL and WIL which is the liminality and tension as a mode of pedagogical practice, between, across, and through disciplines.
Searching for a More-than-Human Dialogic Pedagogy in a Teacher Education Classroom: &quot;I Make My Way to the Sun&quot;
Author: Shugurova, Olga
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Physical Environment,Environmental Influences,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Well Being,Environmental Education,Interaction,Dialogs (Language),Poetry

In this reflective poetic narrative inquiry, I explore a possibility, or rather a search, for dialogic pedagogy with a focus on more-than-human beings in my teacher education classroom. I am curious to learn from my students' lived experience with my experimental and environmental dialogic activity and ask: What does a dialogue with more-than-human others mean to teacher candidates? My inquiry reveals that these dialogues emerge from the unique, ontological place of being as the poetic and reflective encounter with nature. Yet the concept of nature remains a mystery that resists definitions. More specifically, students' notes reveal two main themes of their experiences and generative meanings: their &quot;new ways of seeing&quot; and &quot;peacefulness.&quot; These new ways of seeing are about their &quot;intentional attention&quot; to the natural world and its diverse communities as more-than-human beings and speaking subjects. In these peaceful encounters, teacher candidates transform their taken-for-granted view or perception of nature as an object to nature as a miracle (Evernden, 1985). Consequently, almost all students experience their encounters as a peaceful and free learning process that enhances their sense of well-being in the classroom.
Visibility of School Leadership: Building Trust
Author: Jack, Jessica Brooke
Date: 2023-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Leadership,Private Schools,Religious Schools,Christianity,Teacher Attitudes,Teacher Administrator Relationship,Leadership Styles,Elementary School Teachers,Secondary School Teachers,Principals,Administrator Role

This mixed methods study investigated teacher perceptions of the relationship between school leader visibility and teacher trust in that leader in two private Christian elementary and secondary schools of less than 1,000 students in California. A review of current available literature on this topic revealed three key themes: the positive effect a trusted leader has on an organization and school, the positive effect leader visibility has on building trust in leader-follower relationships, and the need for frequency and quality of leader visibility to build trust. In this study, three key themes emerged from an original survey and one-on-one, in-depth teacher interviews, which supported prior study findings and provided further insight. The three themes identified in this study include a strong relationship between leader visibility and teacher trust in that leader, teachers' desire for frequent visibility of their school leader, and teachers' emphasis on the critical role of high-quality visibility in increasing trust in their leader. Christian school leaders should maintain frequent, high-quality visibility in both unscheduled, informal and scheduled, formal interactions to cultivate trust and build relationships with teachers that furthers the success of their educational institution and its stakeholders.
Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-Based Classroom
Author: Zavialova, Alisa
Date: 2023-05-00
Type: Journal Articles
Subjects: Pragmatics,Phrase Structure,Second Language Learning,Second Language Instruction,Speech Acts,Classroom Research,Immigrants,Interaction,Student Evaluation,Teaching Methods,Intervention,Foreign Countries,Language Tests,Student Characteristics,Learner Engagement,Retention (Psychology),Learning Processes,Interlanguage,Program Descriptions

Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment focusing on both pragmalinguistic and sociopragmatic components of pragmatic ability was tested. Seven students from the Language Instruction for Newcomers to Canada (LINC) program participated in four lessons involving pre-, post- and delayed post-test measures. During the treatment, the students were exposed to target formulas from four interaction contexts. A qualitative utterance analysis was conducted to determine how pragmalinguistic and sociopragmatic abilities of the students evolved after the teaching intervention. Additionally, three expert judges evaluated students' pragmatic performance. The results indicate that improvements in both pragmalinguistic and sociopragmatic abilities of the students were associated with the use of target-like formulas in their speech acts.
L2 Narrative Identity as Drama: Exploring Links between L2 Learning Experience and the Ideal L2 Self
Author: Gillies, Hamish
Date: 2023-05-00
Type: Journal Articles
Subjects: Drama,Self Concept,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Learning Motivation,English (Second Language),Learning Experience,Goal Orientation,Preservice Teachers,Elementary School Teachers,Teacher Education Programs,Undergraduate Students,Correlation,Language Teachers,Professional Identity

Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei &amp; Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected L2 narrative dynamics related to her overarching ideal L2 self: one professional and one personal. Evidence is discussed for the tracing of these ideal L2 self-conceptualizations back to key episodes in her L2 learning experience. An important functional interrelation is suggested between L2 learning experience and the development of ideal L2 self-guides.
Native and Non-Native Language Teachers&apos; Perspectives on Teacher Quality Evaluation
Author: Tajeddin, Zia
Date: 2023-05-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Caring,Classroom Techniques,Video Technology,Evaluation Criteria,Language Teachers,Native Speakers,Second Language Instruction,Second Language Learning,Native Language,Content Analysis,Accuracy,Teacher Attitudes,Teacher Characteristics,Foreign Countries,Peer Evaluation,Private Education,Indo European Languages

Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.