ethanporcaro/eric-fulltext-meta huggingface dataset:
The Roles of Language Aptitude and Online Self-Regulated Learning in Foreign Language Achievements
Author: Liu, Chun-yan
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Metacognition,Online Courses,COVID-19,Pandemics,English (Second Language),Language Aptitude,College Freshmen,Correlation,Grammar,Memory,Associative Learning,Prediction,Foreign Countries,Aptitude Tests,Language Tests,Linguistic Theory,Teaching Methods

Despite extensive use of online language learning during the pandemic of COVID, there is insufficient research on what factors influence students' foreign language achievements in online learning conditions. This article investigated the roles of language aptitude and online self-regulated learning in foreign language achievement in mainland China. 76 freshmen from two classes at a university in Jiangxi participated in this study. They were required to complete an aptitude test of MLAT and a questionnaire on online self-regulated learning. The results showed that: (1) The students' language aptitude is at a relatively low level, and their online self-regulated learning is at an intermediate level; (2) A positive correlation is detected between language aptitude, online self-regulated learning, and their English achievements (r=0.621 &amp; 0.583 respectively); (3) Language aptitude alone (grammatical sensitivity and associative memory ability) accounts for 38.9% variance in English achievement. Language aptitude and online self-regulated learning contributed 52.4% of the variance to their English achievements. Overall, the findings of the study confirm the high predictive power of the MLAT and predictions of the Linguistic Coding Deficit Hypothesis (LCDH) advocated by Sparks and colleagues. Pedagogical implications are also discussed.
Pre-Service Teachers&apos; Self-Concept and Views toward Using ICT for Teaching Science
Author: Jita, Thuthukile
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Concept,Educational Technology,Technology Uses in Education,Science Instruction,Teacher Competencies,Pedagogical Content Knowledge,Technological Literacy,Knowledge Level,Foreign Countries

There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science. Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their competences to teach science with ICTs. A mixed methods design was used to collect data from 506 PSTs in two phases. In the first phase, all participants responded to a technological pedagogical and content knowledge questionnaire. In the second phase, semi-structured interviews were used to collect data from a subsample of 28 participants. Results showed that PSTs still underestimate their competences to teach science with ICTs and the majority believe that different school situations and lack of use of ICTs by mentor teachers contribute to failure to build on their competences. Findings also revealed that PSTs have the highest perceived knowledge in technological pedagogical knowledge (TPK) and lowest in technological knowledge. We suggest that PSTs have opportunities to develop their technological content knowledge (TCK) through self-directed learning for it to be on par with their TPK. A linear relationship in the development of PSTs' TCK and TPK would ensure improved instructional quality in science classrooms. This paper suggests different strategies to build PSTs' independency in the use of ICTs to teach sciences.
Confronting Woke Groupthink in Art Education
Author: Kamhi, Michelle Marder
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,World Views,Racism,Social Justice,Sexual Identity,LGBTQ People,Critical Race Theory

Michelle Marder Kamhi argues that the the U.S. is a &quot;systemically racist&quot; nation has taken hold in art education. Concern regarding its toxic effects led her to write &quot;Poisoning the Well of Art Education&quot; for &quot;Academic Questions,&quot; and to begin a discussion thread about it on the Open Forum of the National Art Education Association (NAEA), of which she is a longtime member. The NAEA response was overwhelmingly negative by teachers who subscribe to the prevailing or &quot;groupthink&quot; view. Virtually no consideration was given to the substance of her contrarian view or to the relevant facts she cited. She also started a discussion thread on transgenderism, citing an article by Abigail Shrier which also received a negative response. In the end, the NAEA webmaster informed her that her membership in the NAEA Collaborate Community, with access to the Open Forum, had been terminated because her posts had violated the group's Rules and Etiquette. [For &quot;Poisoning the Well of Art Education,&quot; see EJ1333524.]
Markers of Cognitive Quality in Student Contributions to Online Course Discussion Forums
Author: Farrow, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Group Discussion,Learning Analytics,Learner Engagement,Communities of Practice,Guidelines,Correlation,Models,Student Behavior,Cognitive Processes,Discourse Analysis,Form Classes (Languages),Foreign Countries,Graduate Students,Computer Science Education,Computer Software,Engineering Education,Computational Linguistics

By participating in asynchronous course discussion forums, students can work together to refine their ideas and construct knowledge collaboratively. Typically, some messages simply repeat or paraphrase course content, while others bring in new material, demonstrate reasoning, integrate concepts, and develop solutions. Through the messages they send, students thus display different levels of intellectual engagement with the topic and the course. We refer to this as cognitive quality. The work presented here used two widely studied frameworks for assessing critical discourse and cognitive engagement: the ICAP and Community of Inquiry frameworks. The constructs of the frameworks were used as proxy measures for cognitive quality. Predictive classifiers were trained for both frameworks on the same data in order to discover which attributes of the dialogue were most informative and how those attributes were correlated with framework constructs. We found that longer and more complex messages were associated with indicators of greater quality in both frameworks, and that the threaded reply structure mattered more than chronological order. By including the framework labels as additional model features, we also assessed the links between frameworks. The empirical results provide evidence that the two frameworks measure different aspects of student behaviour relating to cognitive quality.
Toward an Institutional Analytics Agenda for Addressing Student Dropout in Higher Education: An Academic Stakeholders&apos; Perspective
Author: De Silva, Liyanachchi Mahesha Harshani
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Dropouts,Dropout Prevention,Data Analysis,Data Use,At Risk Students,Stakeholders,Influences,Student Experience,Educational Objectives,Student Characteristics,College Role,Foreign Countries,Intervention,School Personnel,Barriers,Student Needs

Although the number of students in higher education institutions (HEIs) has increased over the past two decades, it is far from assured that all students will gain an academic degree. To that end, institutional analytics (IA) can offer insights to support strategic planning with the aim of reducing dropout and therefore of minimizing its negative impact (e.g., on students, academic stakeholders, and institutions). However, it is not clear how institutional stakeholders can integrate IA in their practice to overcome academic-related issues and to offer support to students who struggle to achieve their academic goals. To address this gap, we conducted focus groups with 13 institutional stakeholders of an Estonian university. By analyzing the focus group data, we identified three main categories of factors influencing dropout from the perspective of institutional stakeholders: (1) institutional experience, (2) educational goals, and (3) personal aspects. We discuss our findings from an institutional perspective with the aim of reflecting on institutional processes, organizational structures, and facilitatory roles in the context of dropout in higher education (HE). We argue that IA can provide insights into students' institutional experience, educational goals, and personal aspects to further support decision-making on the institutional level. We envision our findings contributing to a participatory agenda for the design, implementation, and integration of IA solutions focusing on addressing dropout in HE.
When Do Learners Study? An Analysis of the Time-of-Day and Weekday-Weekend Usage Patterns of Learning Management Systems from Mobile and Computers in Blended Learning
Author: Sher, Varshita
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Use Studies,Learning Management Systems,Handheld Devices,Blended Learning,Tablet Computers,Computers,Attendance Patterns,Preferences,Electronic Learning,Learning Analytics,Undergraduate Students,Foreign Countries

Recent advances in smart devices and online technologies have facilitated the emergence of ubiquitous learning environments for participating in different learning activities. This poses an interesting question about modality access, i.e., what students are using each platform for and at what time of day. In this paper, we present a log-based exploratory study on learning management system (LMS) use comparing three different modalities--computer, mobile, and tablet--based on the aspect of time. Our objective is to better understand how and to what extent learning sessions via mobiles and tablets occur at different times throughout the day compared to computer sessions. The complexity of the question is further intensified because learners rarely use a single modality for their learning activities but rather prefer a combination of two or more. Thus, we check the associations between &quot;patterns&quot; of modality usage and time of day as opposed to the &quot;counts&quot; of modality usage and time of day. The results indicate that computer-dominant learners are similar to limited-computer learners in terms of their session-time distribution, while intensive learners show completely different patterns. For all students, sessions on mobile devices are more frequent in the afternoon, while the proportion of computer sessions was higher at night. On comparison of these time-of-day preferences with respect to modalities on weekdays and weekends, they were found consistent for computer-dominant and limited-computer learners only. We demonstrate the implication of this research for enhancing contextual profiling and subsequently improving the personalization of learning systems such that personalized notification systems can be integrated with LMSs to deliver notifications to students at appropriate times.
Teaching Foreign Languages to Learners with Dyslexia in Greece: An Overview of Theory and Practice
Author: Tsakalidou, Sofia P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Dyslexia,Foreign Countries,Teaching Methods,Language Teachers,Teacher Education Programs,Knowledge Base for Teaching,English (Second Language),German,French,Spelling,Reading Difficulties,Age,Phonological Awareness,Transfer of Training,Phonemic Awareness,Native Language,Greek,Linguistic Theory,Elementary Secondary Education

The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning difficulties in Greece is also examined. In this article, we refer to first language and foreign language(s) acquisition and focus on the situation in Greece, where the first foreign language taught in schools is English and the second foreign language is either German or French. Furthermore, we examine the mechanisms of (second) foreign language acquisition as well as the factors that influence this process. Additionally, we consider the appropriate time to start learning a foreign language, as well as various reading and spelling difficulties that the learners with dyslexia face during this process. A very dominant factor that influences learners with dyslexia and causes difficulties in reading and spelling is the phonological awareness (phonemic awareness and syllable awareness). Due to the cross-linguistic transfer of this skill, we mention ways to improve phonological awareness skills in the first language and in the foreign language(s).
Where Does Language Aptitude Come From? Redux
Author: Sparks, Richard L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Language Aptitude,Native Language,Second Language Learning,Language Research,Language Tests,Literacy,Transfer of Training,Individual Differences,Longitudinal Studies,Language Usage,Academic Achievement,Anxiety,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Aptitude Tests

This paper examines evidence for relationships among individual differences (IDs) in L1 achievement, L2 aptitude, and L2 achievement. It begins by providing an overview of my academic journey from L1 educator to L2 researcher and explains the development of the Linguistic Coding Differences Hypothesis (LCDH). Next, I review Peter Skehan's influential research on language aptitude and L1-L2 relationships and summarizes research showing that IDs in L1 achievement (and L1 ability) are universal, can be identified early, and are stable over time. Then, I review research on L1-L2 relationships and IDs in L2 learning, focusing on the longitudinal studies and reporting two new studies that examine the relationship between L1 achievement and L2 aptitude on the MLAT. Overall, I argue that the development of L1 literacy leads to growth in metalinguistic awareness, which enhances L1 literacy skills, and that L1 literacy and metalinguistic awareness provide the foundation for L2 aptitude, the ability to use and understand &quot;decontextualized&quot; material. I conclude the paper by proposing an answer to the title.
Research into Individual Differences in SLA and CALL: Looking for Intersections
Author: Pawlak, Miroslaw
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Individual Differences,Futures (of Society),Correlation,Personality Traits,Persistence,Resilience (Psychology),Cognitive Style,Learning Motivation,Language Attitudes,Emotional Response

Research into the role of individual difference (ID) factors in the process of second and foreign language (L2) learning and teaching has been one of the most robust lines of inquiry in the field of second language acquisition (SLA; Dörnyei &amp; Ryan, 2015; Griffiths &amp; Soruç, 2020; Pawlak &amp; Kruk, 2022). Most of these empirical investigations have concerned L2 learning in general contexts while empirical inquiry targeting specific instructional settings has been quite limited in terms of both quantity and scope. One such context is computer-assisted language learning (CALL), which involves numerous applications, devices and environments that can be drawn upon to enhance and support L2 learning and teaching. While many studies have been carried out in this area, there have been very few comprehensive attempts to synthesize such empirical evidence and such research has largely lagged behind the developments in the broader domain of SLA. The aim of this paper is to synthesize and critically evaluate research into ID factors in CALL against the backdrop of such advances in SLA and consider future directions of such empirical investigations.
Public Libraries as Centers for Play: A Survey and Case Examples
Author: Gray, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Libraries,Play,Library Role,Surveys,Supervision,Library Services,Children,Adolescents

The authors surveyed public libraries to learn about the opportunities for play they offered and children's freedom to engage in such play without adult supervision. The authors conclude that, in recent years, public libraries in the United States have increasingly created spaces and programs enabling free play for children and teens. These include &quot;maker spaces&quot; (for constructive play), playrooms with toys and games for young children, and rooms where teens can socialize and play games. The authors describe the survey results and three especially successful library play programs in detail. These results, they conclude, illustrate how librarians have welcomed children and enabled free play in the library through policies of nonintervention and by emphasizing nonintervention by care givers who might otherwise intervene in such play.
Student Expectations of Peers in Academic Asynchronous Online Discussion
Author: Forbes, Dianne
Date: 2022-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Online Courses,Distance Education,Interaction,Peer Relationship,Student Attitudes,Undergraduate Students,Elementary Education,Expectation,Foreign Countries,Student Participation

In open, flexible, and distance learning, asynchronous online discussion persists as a popular means of interaction and collaboration. The research literature abounds with consideration of instructor roles and expectations of teachers and tools. Student-to-student interaction is widely acknowledged as a salient benefit of asynchronous online discussion, with implications for collaborative learning and problem-solving, as well as student satisfaction and course commitment. But what do students expect of their peers when communicating online for learning purposes? This question has seldom been considered, despite common reliance on peer-to-peer learning interactions. This small-scale case study incorporates an online focus group and semi-structured interviews with second-year undergraduate students studying primary teaching in Aotearoa New Zealand. The students in this study expect responsive, free-flowing contributions by peers, culminating in discussion that is active and interactive. Given the imperative to value student experience and to involve students in active learning, it is timely to share peer expectations so that students are accountable to their class community and are better prepared for collaborative learning through asynchronous online discussion.
The Impacts of the COVID-19 Pandemic on Higher Education Students in New Zealand
Author: Cameron, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,Coping,Student Satisfaction,Video Technology,Teaching Methods,School Closing,Mental Health,At Risk Students,Student Characteristics,Online Courses,Distance Education,Videoconferencing,Student Employment,Gender Differences,College Faculty,Student Personnel Services,Barriers,Student Attitudes

The coronavirus pandemic and associated move to online learning for students in higher education has been disruptive and challenging. We report on the New Zealand arm of an international survey of higher education students (n = 147). Using quantitative and qualitative data from the survey, we find that students coped reasonably well with the disruption to their studies and were generally satisfied with how their lecturers and institutions responded to unanticipated lockdowns. In comparison with the global sample, New Zealand students demonstrated a higher level of satisfaction. New Zealand students reported the highest satisfaction with recorded video lectures, whereas the global sample preferred real-time teaching. Many New Zealand students felt that their studies were negatively affected, and vulnerable groups such as students with low financial resources were the most severely affected. Moreover, students reported a range of negative emotions during lockdown that suggest mental health impacts may be a concern. Our results indicate that clear communication from authorities, reducing the uncertainty for students, and ensuring that vulnerable groups are appropriately supported, may be the best avenues to reduce negative impacts on students during future significant disruptions to study, whether pandemic-related or otherwise.
Through Their Eyes: Student Perspectives
Author: Hartline, Alexandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Student Relationship,Distance Education,Electronic Learning,College Students,COVID-19,Pandemics,Anxiety,Empathy,Interpersonal Competence,Feedback (Response),Course Organization,Trust (Psychology),Asynchronous Communication,Synchronous Communication,Videoconferencing

Connecting with students has been shown to increase motivation, satisfaction, and perceived learning while decreasing anxiety. Connecting with students in an online or distance education environment can prove difficult. This study examined perceptions of higher education students who were enrolled in various modalities (e.g., hybrid, online asynchronous, and synchronous) during the COVID-19 pandemic in the United States of America. The study found that a high perception of instructor connectedness in the asynchronous classes resulted in lower anxiety levels for students. Four themes emerged from the results: the importance of instructor empathy; sociability; feedback; and course organisation. These helped students to connect to their instructor--thus reducing anxiety.
Factors Affecting Online Learning during the COVID-19 Pandemic: The Lived Experiences of Parents, Teachers, and Administrators in U.S. High-Needs K-12 Schools
Author: An, Heejung
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Parents,Teachers,Administrators,Experience,Electronic Learning,Distance Education,COVID-19,Pandemics,Disadvantaged Schools,Access to Computers,Usability,Educational Technology,Wellness,Social Support Groups,Peer Relationship,Family Environment

Employing phenomenology as a methodological framework, this study sought to capture and understand, from a first-person point of view, what parents, teachers, and administrators in U.S. high-needs K-12 schools experienced related to online learning during the COVID-19 pandemic. Individual interviews were conducted on a video conferencing platform to collect in-depth information about participants' lived experiences related to online learning necessitated by the pandemic. Findings from the phenomenological data analysis highlight four factors that may need to be taken into consideration when planning, designing, and implementing sustainable online learning in high-needs schools: (a) accessibility: physical and digital; (b) usability: functional use of technology and instructional technology; (c) wellness: physical and mental, social, and emotional; and (d) support: home, school, and peer. These findings contribute to the knowledge base about K-12 online learning by sharing lived experiences and adding to the literature on online education in high-needs schools.