ethanporcaro/eric-fulltext-meta huggingface dataset:
The Practice of Religious Tourism among Generation Z&apos;s Higher Education Students
Author: García-del Junco, Julio
Date: 2021-00-00
Type: Journal Articles
Subjects: Religion,Tourism,Cultural Influences,Generational Differences,College Students,Foreign Countries,Travel,Social Values,Power Structure,Individualism,Collectivism,Gender Differences,Student Characteristics,Masculinity,Femininity

The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z's education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede's Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using &quot;Google Forms&quot;. The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.
The Underlying Factors of Foreign Language Reading Anxiety: Their Effects on Strategy Use and Orientation toward Reading
Author: Kim, Hyang-Il
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Anxiety,Reading Attitudes,Reading Processes,Reading Strategies,Self Efficacy,Performance Factors,College Students,Young Adults,Correlation,Metacognition,Foreign Countries

Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual's psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the &quot;Foreign Language Reading Anxiety Scale.&quot; Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader's active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers' use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.
Innovating Teacher Feedback with Writing Activities Aimed at Raising Secondary School Students&apos; Awareness of Collocation Errors
Author: Reynolds, Barry Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Secondary School Students,Writing Teachers,Writing Instruction,Instructional Effectiveness,Phrase Structure,Nouns,Verbs,Sentences,English (Second Language),Second Language Learning,Foreign Countries

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students' collocation errors. First, the written corrective feedback that teachers provided on learners' word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb-noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.
Morphological Instruction and Reading Development in Young L2 Readers: A Scoping Review of Causal Relationships
Author: Ke, Sihui
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Metalinguistics,Correlation,Attribution Theory,Research Reports,English (Second Language),Kindergarten,Elementary Secondary Education,Foreign Countries,Reading Skills,Instructional Design,Reading Instruction

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children's morphological awareness and vocabulary knowledge, and the effect sizes (Cohen's &quot;d&quot;s) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.
Topic Familiarity and Story Continuation in Young English as a Foreign Language Learners&apos; Writing Tasks
Author: Bui, Gavin
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing (Composition),Teaching Methods,Foreign Countries,Secondary School Students,Writing Assignments,Familiarity,Native Language,Writing Skills,Language Usage,Story Reading,Grade 7,Middle School Students,Mandarin Chinese

Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ? 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
The Influence of Project-Based Learning on Student Achievement in Elementary Mathematics Education
Author: Lazic, Bojan D.
Date: 2021-08-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Elementary School Students,Elementary School Mathematics,Grade 3,Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Learner Engagement,Foreign Countries

An effective instructional approach in elementary mathematics education has a significant role in the understanding of mathematical concepts and overall student achievement. We point out the characteristics, significance and effects that may be achieved in mathematics education through the application of project-based learning. The aim of the study was to examine the effects of project-based learning on student achievement in lower elementary mathematics education and examine whether the project-based model was equally acceptable to students with different marks. We arranged quasi-experimental research instruction (experiment with parallel groups), on a sample (N = 147) in order to examine whether an instructional approach based on the principles of project-based work would achieve better effects of learning and student achievement compared to the usual way of learning implemented in mathematics education. Results of the final measurements show that students in the experimental group, who worked according to the model of project-based work, achieved better compared to students who worked in the usual way. With this study we have shown that project-based instruction has significant effects on student achievement in lower elementary mathematics education, and that it can undoubtedly contribute to the methodological empowerment of teachers in their teaching practice.
Challenges of English as a First Additional Language: Fourth Grade Reading Teachers&apos; Perspectives
Author: Fesi, Liziwe
Date: 2021-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Reading Strategies,Public School Teachers,Grade 4,Reading Teachers,Teacher Attitudes,Barriers,Motivation,Class Size,Educational Facilities,Rural Areas,Parent Participation,Foreign Countries

The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used to gather qualitative data. Semi-structured interviews and observations were conducted with 12 teachers who were purposively selected from 4 public schools (2 English teachers from each school and 1 natural sciences teacher) to establish the challenges that they encountered in their attempts to encourage Grade 4 EFAL learners to gain proficiency in English. Data presented were taken from a large scale on English reading problems. The data were analyzed using Critical Discourse Analysis and were arranged and coded into 5 themes. The major findings refer to the poor level of reading of Grade 4 EFAL learners, a decrease in teacher and learner motivation, overcrowded classrooms and inadequate training on reading strategies. Based on the findings of the study and an extensive literature review, the Comprehensive Model for teaching reading is recommended.
The Transition of Learners to Classes for Learners with Special Educational Needs from the Perspective of the Learners, Teachers and Parents
Author: Rens, Julialet
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Adjustment,Students with Disabilities,Special Education,Mainstreaming,Inclusion,Self Concept,Self Efficacy,Peer Acceptance,Friendship,Trauma,Security (Psychology),Stress Variables,Anxiety,Aggression,Preadolescents,Interpersonal Competence,Foreign Countries,Classroom Environment

The researchers investigate how learners with barriers to learning experience the transition to classes for learners with special educational needs. The research was conducted at a full-service school in Potchefstroom, North West province, South Africa. Interviews were conducted with current and former teachers as well as the parents of selected participants who were learners in special educational needs (LSEN) classes at the school. Focus group interviews were held with each of the groups of learners. The findings of the study could be divided into intrapersonal factors (emotional development; group pressure; self-image and self-confidence; a feeling of loss; a transition that was traumatic, filled with stress and aggression; level of security; and the inability to hold his or her own in situations) and interpersonal factors (low social skills, the loss of friends, the loss of social status and the feeling that the transition was merely a temporary measure). We concluded that, based on the social and psychological effects of the transition between LSEN- and mainstream classes, teachers and parents need to make better informed decisions about the transition of learners.
Quality Elements of After-School Programmes: A Case Study of Two Programmesin the Western Cape Province of South Africa
Author: Ndlovu, Mdutshekelwa
Date: 2021-08-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Program Administration,Program Evaluation,Partnerships in Education,Family Involvement,Financial Support,Time Management,Activities,Foreign Countries,High School Students,Disadvantaged Youth

The qualitative case study reported on here was commissioned and funded by the Western Cape Government (WCG) in partnership with the Cape Higher Education Consortium (CHEC) to inquire into attributes of well performing after-school programmes (ASPs) within the Western Cape provincei of South Africa. The research question of the study was: What quality elements of ASPs can be identified in 2 purposefully selected ASPs in the Western Cape province? In the multiple (double) case study we used interviews and archival data from the 2 ASPs. Using Mott's Theory of Change (ToC) framework and Socio-Cultural Learning (SCL) theory as analytical lenses, we found that adaptability, strong management, staff commitment, involvement of current and former learners, family involvement, multi-stakeholder partnerships, continuous programme funding, and monitoring and evaluation were central to the success of the ASPs. Upscaling and replication efforts in the province and similar contexts should seriously consider embedding these quality elements in their logic models.
A Case Study of Two Teacher Learning Communities in Kwazulu-Natal, South Africa
Author: Zulu, Free-Queen Bongiwe
Date: 2021-08-00
Type: Journal Articles
Subjects: Communities of Practice,Professional Development,High School Teachers,Mathematics Teachers,Business Education,Stakeholders,Program Effectiveness,Rural Areas,Foreign Countries

In the &quot;Integrated Strategic Planning Framework for Teacher Education and Development,&quot; a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.
Assessing Prospective Teachers&apos; Soft Skills Curriculum Implementation: Effects on Teaching Practicum Success
Author: Macqual, Stephen Maren
Date: 2021-08-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Curriculum Implementation,Soft Skills,Skill Development,Teacher Education Programs,Practicums,Teacher Competencies,Secondary Education,Foreign Countries

Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The aim of the study reported on here was to assess whether the soft skills curriculum and instruction course has been effectively implemented in university teacher education programmes. This course is theory based designed to inculcate soft skills in would-be teachers within 2 semesters. We used paper questionnaires and performed data analysis by way of partial least square structural equation modelling (PLS-SEM) using SmartPLS software in a non-experimental procedure with a total of 722 prospective teachers. The analysis revealed that prospective teachers gained moderate soft skills, which, in turn, benefited them in classroom control and, ultimately, teaching success in terms of lesson planning, development, and results. It is fair to suggest that the PLS-SEM model shows that participation in the curriculum and instruction course generates different kinds of benefits to teachers at the same time.
Limiting Factors in Stimulating and Sustaining Interest in Psycho-Productive Skills Acquisition in Secondary School Agricultural Science
Author: Onanuga, Peter Abayomi
Date: 2021-08-00
Type: Journal Articles
Subjects: Secondary School Students,Agricultural Education,Student Interests,Teaching Methods,Comparative Analysis,Conventional Instruction,Demonstrations (Educational),Measurement Techniques,Student Attitudes,Agricultural Occupations,Punishment,Low Achievement,Gender Differences,Vocational Education,Instructional Innovation,Negative Attitudes

In the study reported on here we investigated factors impeding the stimulation and sustenance of students' interest in the acquisition of psycho-productive skills in senior secondary school agricultural science. We used the classical design for change experiments or before-after measures as the research design. Two methods of teaching, namely demonstration and conventional teaching were used with the experimental and control groups (87 subjects) from 2 schools in the Ijebu-East Local Government Area, Ogun State, Nigeria. A self-reporting scale exposed the students' perceptions of limiting factors such as seeing agriculture as a dirty job, a school subject meant for never-to-do-well, dull students, and as punishment for erring students. Of the 12 factors listed as stimulating and sustaining students' interest, the subjects identified 8 as limiting ones. The results from the mean, standard deviation and t-test indicate that there was significant difference between the factors identified by the experimental and control groups. The results also reveal that there was a significant difference in the factors identified by male and female subjects. This could have been as a result of gender stereotyping regarding agricultural practices in some parts of the study area. It was suggested, among others, that the agricultural science teacher should make efforts to incorporate innovative teaching approaches like demonstration methods in classroom practice coupled with infusion of practical periods to enhance psycho-productive skills acquisition. The vocational agriculture curriculum should include an approach to easily measure a combination of psycho-productive, affective and cognitive skills rather than mere cognitive skills.
Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students
Author: Macías-Guillén, Almudena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Game Based Learning,Educational Games,Emotional Response,Business Administration Education,Knowledge Level

Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.
Networked Professional Learning Communities as Means to Flemish Secondary School Leaders&apos; Professional Learning and Well-Being
Author: Coenen, Laurien
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Social Networks,Communities of Practice,Principals,Secondary Schools,Special Schools,Administrator Attitudes,Well Being,Job Satisfaction,Self Efficacy,Learning Processes,Coaching (Performance),Expertise,Role Perception,Group Dynamics,Security (Psychology),Values,Foreign Countries

Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs' phased development, this article grasps the learning processes that unfold, the catalyst states that emerge and the overarching role that a process coach can adopt in this collective learning effort. Three distinct PLCs comprising of Flemish secondary school principals were systematically observed over the course of one to two years. In interviews and questionnaires, members (n = 14) reported on their experience with PLC activities, group dynamics and their personal professional well-being. Networked learning proved a worthwhile method as positive outcomes of PLC participation were predominantly found in a perceived augmentation of professional well-being and the acquisition of inspiration and ideas. Actual co-construction among principal participants appeared harder to establish as several organisational, group developmental and leadership prerequisites were found to apply. As this study was based on three in-depth case studies, it remains to be confirmed whether its conclusions apply to all school principals in Flanders and can be generalised to their counterparts internationally.