ethanporcaro/eric-fulltext-meta huggingface dataset:
The Rise of Private Tutoring in Denmark: An Entrepreneur&apos;s Perspectives and Experiences
Author: Kany, Nicklas
Date: 2021-09-00
Type: Journal Articles
Subjects: Tutoring,Private Education,Entrepreneurship,Barriers,Business,Personal Narratives,Foreign Countries,Parent Attitudes,Student Needs,Educational Change,Innovation,Competition,Marketing,Corporations,Global Approach,Awards,Administrator Attitudes,COVID-19,Pandemics,Futures (of Society),Elementary Secondary Education

This article sheds light on the emergence of private tutoring in Denmark. Written from the perspective of a tutoring entrepreneur, it discusses the challenges and opportunities faced by a fledgling tutoring company in present-day Danish society. The article is a personal narrative of the author's experience with establishing the first major Danish tutoring company. The enthusiastic response by parents to the services offered by the author's company shows that there has long existed a hitherto unmet need for private tutoring in Denmark. However, the author also argues that the political turmoil surrounding the 2013 Danish school reform made parents increasingly sceptical that mainstream schools could effectively address the needs of their children. It thereby prepared the ground for launching a private tutoring concept. It is only in the last decade that private tutoring has emerged in Denmark. The article provides a unique insider's perspective on this largely unexplored development.
The Effect of Integrating Mobile Application in Language Learning: An Experimental Study
Author: Mengorio, Trixie Mae
Date: 2019-02-00
Type: Journal Articles
Subjects: Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Innovation,21st Century Skills,Telecommunications,Handheld Devices,Computer Assisted Instruction,High School Students,Pretests Posttests,Computer Software,Integrated Learning Systems,Feedback (Response),Student Attitudes,Positive Attitudes,Learning Processes,Outcomes of Education,Instructional Effectiveness,Teacher Attitudes,Foreign Countries,Instructional Materials,Language Tests,Scores

Innovation in Language Teaching Methodology should address the needs and demands of the 21st century learners and the birth of Mobile Aided Language Learning created abundant possibilities for the field of language education. This study investigates the effect of the Mobile Application: Moodle in teaching ESL learners. A quasi-experimental research with 100 respondents in Junior High School at Rizal Technological University-Laboratory High School of the Academic Year 2017-2018. The research data were gathered from the pre-test and post-test results during the beta-testing activity and Focus Group Discussion conducted among the experimental set during the 4th grading period. Experimental Set used the Mobile Application: Moodle in their daily classroom discussion and activity tasks. Results shows that there is an increase with the performance of the Experimental Group compared to the Controlled Group test results. Also, the students in the experimental set express positive feedback about the integration of Mobile App in teaching and learning process. The study suggests that with further research and development of the program, it will enhance the possibility of MALL acquisition in teaching ESL.
What EFL Learners Say about YouTube Use to Improve Pronunciation in a Blended Learning Environment
Author: Purnamasari, Asri
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Social Media,Video Technology,Pronunciation,Blended Learning,Technology Uses in Education,Student Attitudes,College Freshmen,Foreign Countries,Educational Technology

YouTube is the most widely accessed video-sharing platform in the world. It offers not only millions of videos of music, movie, sport, talk shows, and news but also educational videos. Today's students generally like YouTube. Therefore, it offers great opportunities for students and teachers to enhance EFL learning and teaching, including pronunciation improvement. This article is part of a larger study on EFL learners' perception of using YouTube to improve English pronunciation in a blended learning environment. It employed the explanatory sequential mixed methods design and involved 26 freshmen majoring in Management at a private university in Jakarta, Indonesia. Data was collected using a questionnaire and interview. The results showed that: (1) the participants were so familiar with YouTube and encountered no difficulty to access and use it; (2) a majority of the participants found YouTube interesting and fun; (3) the participants viewed learning with YouTube advantageous because it presents the instructional materials in letters, sounds, and pictures at once; and (4) most participants found YouTube interesting and motivating, and thus it improved their pronunciation skills.
Improving EFL Students&apos; English Pronunciation by Using the Explicit Teaching Approach
Author: Pardede, Parlindungan
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation Instruction,Direct Instruction,Multimedia Instruction,Instructional Effectiveness,Student Attitudes,College Students,Phonetic Transcription,Suprasegmentals,Skill Development,Self Efficacy,Learning Motivation,Action Research,Foreign Countries

Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students' pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers'. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants' English pronunciation skills, as shown by the increase of their average scores in the four tests administered during the actions implementation. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking.
The Principles and the Teaching of English Vocabulary: A Review
Author: Dakhi, Saniago
Date: 2019-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Mastery Learning,Educational Principles,Academic Ability,Predictor Variables,Emotional Response,Learning Processes,Correlation,Receptive Language,Expressive Language,Instructional Materials,Language Skills,Language Usage,Media Selection,English (Second Language)

The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with student's vocabulary mastery.
The Effects of Implementing Vocabulary Journals into Main Course Classes on Student Success at a Private University
Author: Turnuk, Tulin
Date: 2018-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Diaries,Private Colleges,Undergraduate Students,Second Language Learning,Second Language Instruction,Homework,Retention (Psychology),Student Placement,English (Second Language),College Preparation,Turkish,Native Language,Teaching Methods,Foreign Countries,Student Attitudes,Instructional Effectiveness,Academic Achievement

Vocabulary learning is one of the most difficult components of foreign language education. Therefore, students are in need of some strategies to cope with it and keeping vocabulary journals is one of these particular strategies. This study examined the vocabulary journals kept by the preparatory school students of a private university to determine the effects of them on learner success and learner autonomy as well as the attitudes of students and instructors towards them. A mixed method approach in which qualitative data was supported by quantitative data was applied to totally 346 participants. The findings of the study provide relevant information and insight for the instructors and administrators who aim to enhance vocabulary learning and plan to implement vocabulary journals into their own educational systems.
Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers
Author: Raharjo, Yohanes Maria Restu Dian
Date: 2019-02-00
Type: Journal Articles
Subjects: Professional Identity,Coping,English (Second Language),Second Language Instruction,Preservice Teachers,Microteaching,Student Teaching,Role Conflict,Teacher Student Relationship,Expectation,Language Proficiency,Problem Solving,Foreign Countries,Anxiety

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about &quot;good teacher&quot;, student-teacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and &quot;Program Pengalaman Lapangan&quot; or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension.
Attitudes of Islamic Learning and Education Faculty Students towards English Language at Karachi University
Author: Iqbal, Nayab
Date: 2019-02-00
Type: Journal Articles
Subjects: Islam,Religious Education,Religious Factors,College Freshmen,Language Attitudes,English (Second Language),Second Language Learning,Positive Attitudes,Majors (Students),Correlation,Preservice Teacher Education,Foreign Countries

The research paper aims at studying the attitudes of the students of Islamic Learning and Education Faculty towards English at the University of Karachi. It is based on testing the hypothesis that the students of Islamic Learning Faculty have less positive attitudes towards English as compared to the students of Education faculty through a survey on first year students of both faculties. A five-point Likert scale was used to conduct a survey on 151 students of the Islamic Learning faculty and 135 students of the Education faculty. The results were calculated using an independent t-test-and standard deviation which reveals that there is a minor difference in the attitudes of the student of both faculties. The students of the Education faculty showed more positive attitudes when asked about the importance of English as compared to the attitudes of the students of Islamic Learning Faculty. However, the difference in their attitude is negligible. As the results reveal a minor association between the attitudes of the learners and their faculty, the study; therefore, proves the null hypothesis which says that there is no significant difference between the attitudes of the students of both the faculties.
Examining Natural Disaster Literacy Levels of Pre-Service Geography Teachers
Author: Türker, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Disasters,Multiple Literacies,Knowledge Level,Geography Instruction,Preservice Teachers,Undergraduate Students,Student Characteristics,Correlation,Emergency Programs,Risk Management,Foreign Countries

This paper aims at determining the natural disaster literacy levels of pre-service teachers who will teach the natural geography course. The data in the present study, in which the researchers adopted a survey design conducted on 442 pre-service geography teachers (PGTs), were collected through the Natural Disasters Literacy Questionnaire. As a result, it was determined that the general natural disasters literacy of the PGTs was at a high level, but they were at a moderate level in the behavior dimension, which is one of the components of literacy. It is recommended to include subjects and practices on natural disasters in all education levels, to make all PGTs literate in natural disasters during undergraduate education, and to increase the amount of information and practices on natural disasters in the geography course with legal regulations in the dimension of curricula and textbooks.
Pre-Service EFL Teachers&apos; Perception of Blended Learning
Author: Pardede, Parlindungan
Date: 2019-02-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Instruction,Language Teachers,Student Attitudes,Blended Learning,Foreign Countries,Electronic Learning

Due to its great prospects to maximize the advantages of both online learning and face-to-face learning, blended learning (BL) has been growing as one of the most important educational advances of the 21st century. Current studies have revealed that BL is very potential to help address students' diverse need and learning style, advance students' learning experience by developing their engagement, motivation, and capacity for reflection, and provide learners with direct experience with technology-supported skills essential for 21st-century success style. This study aimed at investigating the perception of pre-service EFL teachers of blended learning in learning English as a foreign language (EFL) setting. Employed a mixed methods research design, quantitative and qualitative data were collected from 32 students of the English Education Department of Universitas Kristen Indonesia Jakarta. The findings revealed that the students' perception towards blended learning was positive. The participants also valued learning using the online platform not only because it offers convenience, flexibility, and immediate access but also increases their engagement and independence and develops their technical and information literacy skills. However, they viewed face-to-face instruction more effective for it is more realistic due to the presence of direct interaction, immediate response, and the convenience of reading printed texts.
An Inquiry into EFL Teachers&apos; Beliefs Concerning Effective Teaching, Student Learning and Development
Author: Kosar, Gülten
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Beliefs,Second Language Instruction,English (Second Language),Teacher Effectiveness,Attitude Change,Teaching Experience,Constructivism (Learning),Instructional Program Divisions,Humanism

How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.
Foreign Language Learners&apos; Anxiety in Language Skills Learning: A Case Study at Universitas Kristen Indonesia
Author: Male, Hendrikus
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Creative Teaching,Classroom Environment,Anxiety,Writing Skills,Reading Skills,Listening Skills,Speech Skills,Undergraduate Students,Late Adolescents,Learning Processes,Foreign Countries

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students' language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results.
Developing Computer-Based Instructional Media for English Speaking Skill at Senior High School
Author: Rohmah, Farida Noor
Date: 2019-02-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,Learning Activities,Speech Communication,Computer Software,Grade 10,High School Students,Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Material Development,Foreign Countries

This research aimed at developing computer-based instructional media using Adobe Flash for the tenth graders' English speaking skill material. The study employed research and development method. The results showed (1) the product is a computer-based instructional media in a combined format of tutorial and drilling facilitating semi-interactive learning consisting of thanking, complimenting, congratulating, surprise and disbelief materials; (2) the expert validation showed that the product quality in terms of media is categorized very good (4.51) and in terms of the material and instructional are categorized good (3.91). The results of the field trials showed that the quality of the product in terms of material, media, and instructional is categorized very good (4.32). In conclusion, the developed media is eligible to be implemented in speaking learning activities.
Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring
Author: Mercer, Sterett H.
Date: 2021-12-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Automation,Scoring,Writing Tests,Elementary School Students,Secondary School Students,Learning Problems,Accuracy

We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1 to 12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = 0.99-1.00), correct word sequences (CWS; rs = 0.96-0.97), and correct minus incorrect word sequences (CIWS; rs = 0.86-0.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored.
The Effectiveness of Short Story Use on Students&apos; Speaking Skill Development at SMPN 160 Jakarta
Author: Ompusunggu, Retta Mestika
Date: 2018-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Literary Genres,Speech Skills,Skill Development,Foreign Countries,English (Second Language),Second Language Learning,Grade 8,Secondary School Students

The use of short story as an essential component of second and foreign language teaching has recently been resurrected. Current studies also indicated that short story can facilitate effective learning of speaking. This study aimed at investigating whether short stories use was effective to develop students' speaking in English as a foreign language (EFL) context. To achieve the aim, a pretest-posttest experiment design using two groups of experimental (n=30) and control (n=30) was conducted at SMPN 160 Jakarta. The control group was taught speaking using short stories, while the control group was taught speaking in the routine procedure of the English classes. The experiment occurred in six weeks, two forty-five-minutes-sessions per week. Data was collected using tests administering the interview technique. The results of the hypothesis test employing SPSS22.00demonstrated that short story use had a significant effect on the participants' speaking skills improvement. It was, therefore, recommended to use short story to help students develop their speaking performance.