ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;This Is Just What We Do&quot;: PhD Students on Becoming Scholars in a Community of Practice
Author: Roberts, Linds
Date: 2021-06-00
Type: Journal Articles
Subjects: Doctoral Students,Communities of Practice,Librarians,Information Literacy,Research Skills,Writing Skills

Increasingly librarians are interested in how the community of practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source of support and reflection around their identity development as scholarly researchers and writers. Using critical reflection, the author considers the role of a librarian-researcher in an existing CoP of doctoral students and what role librarians can play in supporting students' research and writing practices within the community.
&quot;We&apos;re a Little Different:&quot; Business Information Literacy Perspectives on the ACRL &quot;Framework&quot;
Author: Click, Amanda B.
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,Academic Libraries,Librarians,Business Administration Education,Library Instruction,Models,College Students,Information Needs

The introduction of the ACRL &quot;Framework for Information Literacy in Higher Education&quot; in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the &quot;Framework&quot; in business information literacy (BIL). The study research questions focus on how librarians engage with the &quot;Framework&quot; in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the &quot;Framework.&quot; They also use a variety of tools aside from the &quot;Framework&quot; when designing their BIL instruction. Limitations of the &quot;Framework&quot; include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find &quot;Authority Is Constructed and Contextual,&quot; &quot;Information Has Value,&quot; and &quot;Searching as Strategic Exploration&quot; to be the most useful frames for BIL instruction.
Learning-By-Doing Instructional Strategy and Parents&apos; Education in Determining Secondary Students&apos; Attitude in Agricultural Science
Author: Onanuga, Peter Abayomi
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Agriculture,Parent Background,Educational Attainment,Teaching Methods,Foreign Countries,Agricultural Education,Active Learning,Cooperative Learning,Experiential Learning

The study investigates the effects of Learning-By-Doing Instructional Strategy (LBDIS) and parents' education in determining secondary school students' attitude towards agricultural science. The research design adopted was a pre-test, post-test, non-randomized control group quasi-experimental design involving 2×2 factorial matrix. The sample comprised fifty-three students from two schools (intact classes) with twenty-three and thirty in experimental and control groups, respectively. The Agricultural Science Attitude Scale (ASAS) and Skills Performance Rating Scale were the instruments developed by the researchers. ASAS was administered as pre and post-tests but SPRS was used after each lesson. Three hypotheses were formulated and tested, and then the data collected were analyzed with the use of frequency counts, percentages, means, standard deviation, ANCOVA, F-ratio and Multiple Classification Analysis (MCA). Results reveal that there is a significant difference between experimental and control group students' post-test mean scores of attitude towards learning agricultural science. Additionally, no significant main effect of parents' education level on the students' attitude learning in agricultural science is found. As part of the recommendations, the provision of instructional strategies like LBDIS that can assist to build and boost learners' attitude towards the learning of agricultural science should be emphasized and put in use in classroom practices.
The Influences of Hybrid Learning with Video Conference and &quot;Chemondro-Game&quot; on Students&apos; Self-Efficacy, Self-Regulated Learning, and Achievement toward Chemistry
Author: Fitriyana, Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Videoconferencing,Game Based Learning,Computer Games,Educational Games,Instructional Effectiveness,Science Instruction,Science Achievement,Chemistry,Self Efficacy,Self Management,High School Students,Adolescents,Grade 11,Foreign Countries

The presence of technology is one of prominent characteristics of the 21st century learning system. This study aims to seek the influences of hybrid learning with video conference and chemistry on android game (chemondro-game) on students' self-efficacy, self-regulated learning, and achievement toward chemistry of hydrocarbon topics. Through quasi-experiment with post-test only design, 143 eleventh grade students were selected as the research sample of the study and they were drawn from two secondary schools in Central Java, Indonesia. The sample of the study was composed of three classes based on each group's exposure to different teaching interventions. Experimental Class (EC) received hybrid learning with video conference and chemondro-game, Compared Class-1 (CC-1) was exposed to hybrid learning with video conference only, and Compared Class2 (CC-2) treated by face-to-face learning with chemondro-game only. The students' self-efficacy, self-regulated learning, and achievement data were obtained using Scale of Self-Efficacy (SSE), Scale of Self-Regulated Learning (SSRL), and the Test on Chemistry Hydrocarbon (TCH), respectively. In addition, an Observation Sheet on Self-Regulated Learning (OSSRL) was prepared to observe students' activities during the learning process. MANOVA technique and descriptive statistics were performed to examine the influences of teaching intervention on students' self-efficacy, self-regulated learning, and achievement in this instructional model. The findings revealed that the teaching intervention has significant influences on students' self-efficacy and self-regulated learning, however no significant influence on students' achievement. Thus, the use of video conference and chemondro-game are strongly suggested in chemistry learning due to its potential to develop self-efficacy and self-regulated learning of the students.
Using an Explicit NOS Flow Map in Instruction of Nature of Science Based on the Science of Philosophy
Author: Oh, Jun-Young
Date: 2018-09-00
Type: Journal Articles
Subjects: Scientific Principles,Science Instruction,Maps,Scientific Literacy,Preservice Teachers,Elementary School Teachers,Science History,Philosophy,Instructional Effectiveness,Instructional Materials

The purpose of this study is to develop a flow map for history of science instruction on nature of science (NOS) using a cognitive strategy. This is done to enhance overall scientific literacy through specificity and reflectiveness, and to examine pre-service elementary teachers' understanding of the NOS using NOS flow maps concerning Galileo's discovery of sunspots. There exists a general consensus in the science education literature regarding the goal of enhancing learners' views of the NOS. An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' views on the NOS. Because it is valuable to introduce elementary students to some of the ideas developed by Kuhn, pre-service elementary teachers' understanding of the NOS was explored using an explicit NOS flow map developed as an instructional tool. The lessons combined cognitive conflict strategies in episodes concerning the history of science (Galileo's discovery of sunspots) with accompanying responses consisting of illustrations and questions. The lessons were designed to spend 50 minutes on study of the history of science, including conflict strategy, and 30 minutes on an explicit NOS flow map including all elements of the NOS. Students demonstrated understanding of tentativeness of scientific knowledge, and the lack of a universal scientific method. Therefore, instruction based on an NOS flow map is a promising method to enhance science teaching and learning.
A Cross Sectional Survey about Students&apos; Agreement Rates on Non-Scientific Ideas Concerning the Concept of Magnet
Author: Ürek, Handan
Date: 2021-00-00
Type: Journal Articles
Subjects: Magnets,Elementary School Students,Middle School Students,High School Students,College Students,Misconceptions,Schemata (Cognition),Foreign Countries,Physics,Scientific Concepts

The present study aims to find out the agreement rates of students on non-scientific ideas concerning the concept of magnet with a cross sectional survey. A total of 436 students studying in the final years of elementary (n=113), middle (n=110), high school (n=105) and university (n=108) participated in the study. Data were collected with the help of a concept test. Quantitative methods were utilized in data analyses. According to the results, students were found to agree with non-scientific ideas in different percentages in each educational level. Most of those non-scientific ideas were prevalent misconceptions in the literature. The least percentages of agreements were detected among university students. Besides, five different mental models were presented to explain the cognitive structures of the students related to their agreements. Several recommendations were provided to consider in future studies at the end of the study.
Tracking Individual Change in Willingness to Communicate: A Comparison of Whole Class, Group, and Dyadic Interactions across Two Classroom Contexts
Author: Lee, Josephine
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Group Discussion,Interaction,Interpersonal Communication,Graduate Students,Foreign Students,English (Second Language),Second Language Learning,Second Language Instruction,Context Effect,Anxiety,Student Motivation

This study aligns with the recent calls in L2 Willingness to Communicate (WTC) research that mark a shift from viewing WTC as a static, trait-like variable to a construct that is dynamic, fluid, and situational. To accomplish this aim, this study collected both interactional and interview data to examine the situational changes of an ESL learner's WTC. The data was from two courses -- one ESL course, and one academic graduate seminar -- collected during the participant's first semester at an American university. The findings show that the participant's WTC fluctuates according to the course topic, interlocutors, group size, and the anxiety level of the L2 speaker. These findings imply that teachers in L2 classrooms need to take into consideration the various situational factors that promote or inhibit WTC. Other than these pedagogical implications, the study also offers a methodological framework for documenting situational WTC by means of combining interviews with conversation analysis of interactional data.
How EFL College Learners Perceive CBI Experience
Author: Kang, AeJin
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Students,Student Attitudes,Foreign Countries,Second Language Learning,Interaction,Student Participation,Knowledge Level,Course Content,Cognitive Ability,Language Proficiency,Language of Instruction,Expectation,Language Skills

This study examined EFL college-level learners' perception toward the content-based instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).
Recasts and Prompts in Dyadic Interaction: Explicitness of Feedback and Learner Proficiency
Author: Kim, Ji Hyun
Date: 2018-00-00
Type: Journal Articles
Subjects: Korean,Second Language Learning,Second Language Instruction,Intercultural Communication,Feedback (Response),Language Proficiency,Comparative Analysis,Pictorial Stimuli,Task Analysis,Native Language,Error Correction,Cues,Error Analysis (Language),English (Second Language),Undergraduate Students,Foreign Countries,Discourse Analysis,Teaching Methods

The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirty-three upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.
Task Complexity and Writing Prompts and Performance in EFL High School Students&apos; Narrative Writing
Author: Huh, Myung-Hye
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Second Language Learning,Second Language Instruction,Writing Instruction,English (Second Language),Writing (Composition),Prompting,Syntax,Difficulty Level,Vocabulary,Attention Control

We explored whether task complexity, operationalized by the two types of writing prompts, affects EFL high school students' narrative writing in terms of syntactic complexity, lexical complexity, fluency, cohesion, and text quality. 32 intermediate EFL students who were randomly assigned to two prompt groups completed a written narrative task based on a series of sixteen pictures. Task complexity was operationalized as a bare versus frame prompt. The results indicate that the task complexity had an impact on lexical sophistication measures. The students in the framed prompt group were able to include more sophisticated vocabulary in their narratives than those in the bare prompt group. The findings are discussed in terms of the Limited Attentional Capacity Model in that the students in the bare prompt group might have prioritized meaning rather than form in order to ease attentional overload. The findings of our study could assist teachers in selecting writing prompts that have the potential to elicit the targeted features of writing performance.
Technology-Enhanced Feedback on Student Writing in the English-Medium Instruction Classroom
Author: Kim, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Audiovisual Instruction,Feedback (Response),Formative Evaluation,Undergraduate Students,Student Motivation,Value Judgment,Self Efficacy,Affordances,Writing Achievement,Listening Skills,Second Language Learning,Language of Instruction,Business English,Business Communication,Foreign Countries

High quality and timely assessment feedback is central to student learning in higher education; however, written feedback has many limitations. One of the innovative approaches to delivering feedback to EFL learners is individualized audio-visual feedback (AVF) using screencast technology. Previous research on AVF has been extensively descriptive and mostly focused on student preferences for feedback and evaluation of various screencast software. The present study employed a mixed-method design using pre-post writing tasks and pre-post questionnaires to investigate what particularly beneficial affordances this type of media-rich feedback might offer for writers in the English-Medium Instruction (EMI) classroom, to identify the effects of AVF on changes in learners' motivation, and to explore students' perceptions towards screencast feedback. The results suggest that AVF is positively received by EFL learners and that simultaneous visual cues and detailed explanations promote better understanding, engagement, and active listening. In addition, AVF significantly improves learners' writing performance and academic motivation. The paper concludes with practical implications and suggestions for further research.
Writing Tasks to Elicit Language and Creativity: Describe Completed Drawings vs. First Draw, Then Describe
Author: Ryu, Sunhee
Date: 2018-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Teaching Methods,Thinking Skills,Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Writing Evaluation,Scores,Writing Instruction,Creative Thinking,Vocabulary Skills,Text Structure,Elementary School Students,Immersion Programs,Language Tests,Correlation

This study investigated a new writing task that utilizes drawing to elicit students' language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers.
A Study of Native English-Speaking Teachers&apos; Professional Identity in the Korean University Context
Author: Ko, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Speakers,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Professional Identity,Self Concept,Role Perception,Teacher Student Relationship,Classroom Techniques,College Faculty,Foreign Workers,North Americans,Urban Universities,Foreign Countries,Context Effect

Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers' identity, few studies have explored native English-speaking teachers' (NESTs') professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers' professional identity and practices.
EPIK Teachers&apos; Beliefs about Language Learning and Teaching Processes
Author: Shin, Hye Won
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Teacher Characteristics,Teaching Experience,Foreign Countries

The present study investigated newly recruited native-speaking teachers of the English Program in Korea (EPIK) with a focus on their individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire was given to 244 EPIK teachers. Analysis of the self-reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner-circle countries with teaching certificates. Results also demonstrated the importance of a teacher's teaching experience, where subsequent mean-difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching processes. Findings showed that teachers with experience had beliefs aligned with the best teaching practices. These findings open discussions about the necessity of adequate subsequent support for native-speaking teachers.