ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges in Using WhatsApp as an Online Arabic Learning Center
Author: Robbani, A. Syahid
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Computer Oriented Programs,Electronic Learning,Second Language Learning,Barriers,Student Attitudes,Teacher Attitudes,Middle School Students,Grade 7,Foreign Countries,Language Teachers

This study examined the challenges and obstacles faced in using WhatsApp as an online Arabic learning center and efforts to overcome them. The data from this qualitative study were obtained from observations of 71 students and 2 Arabic language teachers. The data was then validated and strengthened by interviews with five students and 2 Arabic language teachers. The results of this study showed that the challenges and obstacles in using WhatsApp as an online Arabic learning center did not only come from students, student guardians, and teachers but can also come from the limitations of the WhatsApp application itself, such as the maximum file size limit that can be sent and the record button prone to be canceled. In overcoming the existing obstacles, the teacher converts the files to be sent first, lowers the level of questions in assignments, pays attention to the accuracy of students' answers in doing assignments, and collaborates WhatsApp with Google Drive and Instagram. Finally, by looking at the role of the WhatsApp application in the current learning process, the researcher hopes that the WhatsApp application developer will consider providing WhatsApp for Education like WhatsApp for Business which has existed for a long time.
Challenges of Distance Didactics (Data and Recommendations)
Author: Poroçani, Natasha
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Teaching Methods,Learning Processes,Technology Uses in Education,Online Courses,Pandemics,COVID-19,Educational Change,Videoconferencing,Integrated Learning Systems,Student Surveys,Student Attitudes,High School Students,Private Schools,Foreign Countries,Costs,Barriers,Cognitive Style,Technological Literacy,Pedagogical Content Knowledge,Educational Benefits,Educational Cooperation

This article aims at analyzing the problems of distance learning in terms of didactic emergencies. It focuses on bringing ideas on the remodelling of didactic programming, by making use of technological tools, on identifying the novelties of didactic strategies and on evaluating the internal and external cooperation between the system and the extra system. Online studying is gaining more and more space in teaching and learning, favouring opportunities and abilities to adapt the studying to digitized spaces. It has now become an indispensable tool, given that to combat pandemics such as COVID-19, physical distancing has become a necessity. Meanwhile, after a year of learning on digital platforms, the problems have crystallized and education systems are looking for ways and means to avoid them. Our study can be considered as an effort for information and orientation on distance learning, creating opportunities for implementation in schools and emphasizing its importance in teaching and learning. It uses a qualitative method approach. We have used an extensive literature review relevant for the topic. The authors also observed 1503 online teaching hours, including the Zoom and Moodle platforms. Surveys and interviews with 205 students from two private high schools in two cities in Albania, were conducted. Based on their data we identified the advantages and disadvantages of the new teaching process (on line). From the observations made, we have reached some data and suggestions regarding the instrumentalization of the new didactics that is already a reality.
English Spelling and Saudi EFL Learners: An Evaluation of Teachers&apos; Perceptions and Knowledge
Author: Almaiman, Ibrahim Hamad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Spelling,Teacher Attitudes,Phonics,Teaching Experience,Knowledge Level,Language Teachers,Teacher Characteristics,College Faculty

The present study examines the reasons why the Saudi EFL students' spelling performance is notoriously below standard. The Saudi EFL scene has a vast corpus of research examining it from different angles but most of it has focused on the linguistic differences between Arabic and English, whereas this study attempts to evaluate the perceptions and educational background of EFL teachers in Saudi Arabia as a possible factor at play. Two hundred and four Saudi teachers participated in this empirical study, answering questions based on three main research topics: the perceptions of EFL professors towards teaching phonics; how the teaching experience influences their attitude when it comes to phonics; and what the knowledge level of teachers regarding phonics actually is. The results indicate that Saudi EFL teachers generally have a positive attitude towards teaching English phonics and can see the vital importance of teaching this skill to their students. On the other hand, the teaching experience in question does have some influence on their perspective with respect to the relevance of phonic rules teaching--as more experienced professors tend to develop a better stance towards phonics teaching. Unfortunately, this study, coinciding with prior research findings, also shows that English phonics knowledge levels of the participants are generally considerably low.
Charter School Authorizing: Understanding the Differences among Authorizers and School Performance
Author: Jankens, Benjamin P.
Date: 2021-12-00
Type: Journal Articles
Subjects: Charter Schools,Educational Administration,Boards of Education,Accountability,Academic Achievement,Language Arts,Mathematics Achievement,Educational Indicators,Graduation Rate,Educational Finance,Educational Quality,Educational Demand,Enrollment Trends,Expenditures,School Districts,School Effectiveness

Charter schools are an integral part of the public school systems across America, but understanding these complex organizations has proved challenging. One unique attribute of charter school organizational structure is the charter school authorizer. These oversight agencies have a unique role in overseeing, and holding accountable, the schools they authorize. Yet, there is limited empirical research around charter school authorizing practices and their outcomes. In this study, I examined the differences between Michigan charter school outcomes, both academic and operational, by authorizer type. The results of this study indicate a statistically significant difference among authorizers, based on student proficiency, growth, overall performance, and fiscal performance, and student demand. Moreover, the findings suggest that schools authorized by intermediate school districts had the highest student performance of all charter schools in Michigan, followed by schools authorized by higher education institutions (e.g., colleges and universities). Local education authorities (LEA) had consistently, and significantly, lower student performance than schools authorized by other types. Conversely, schools authorized by LEAs had the highest Demand and overall fiscal performance.
How Motivating Language Mediates Rural Superintendent Credibility and Impacts Their Leadership Effectiveness and Principal Job Satisfaction
Author: Holmes, William T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Principals,Job Satisfaction,Superintendents,Administrator Attitudes,Credibility,Leadership Effectiveness,Rural Areas,Case Studies,Administrator Effectiveness,Path Analysis,Communication Skills,Motivation Techniques,Caring,Trust (Psychology),Elementary Secondary Education

This study focused on the dimensions of source credibility and their impact on superintendent leadership effectiveness and principal job satisfaction when mediated by motivating language as part of rural superintendents' administrative talk and practice. Principal perception survey data was used in this cross-sectional study. Over 40% of the principals from a top-ten ranked state located in a rural western area of United States of America responded to the online survey. In general, the relationships between the dimension, goodwill, competence, and trustworthiness were mediated by motivating language. The path analysis findings suggest that Motivating Language (ML) serves as an important mechanism for superintendent communication effectiveness in achieving the outcomes of principal job satisfaction and superintendent leadership effectiveness. The results are discussed, along with implications for practice and future research.
Elements of Young Adult Literature in Prescribed Novels for Malaysian Schools
Author: Govindarajoo, Mallika Vasugi
Date: 2021-10-00
Type: Journal Articles
Subjects: Adolescent Literature,Reading Assignments,Novels,Foreign Countries,Secondary School Students,English (Second Language),Second Language Learning,Student Journals,Student Attitudes

This article presents the results of a study carried out to explore the elements of Young Adult Literature (YAL) present in the prescribed texts for Malaysian secondary school English as a second Language (ESL) students (3rd cycle). The three novels studied were; &quot;Captain Nobody&quot; by Dean Pitchford, &quot;Sing to the Dawn&quot; by MinFong Ho and &quot;Dear Mr. Kilmer&quot; by Ann Schraff. The lens of reader-response literary theory was used for the study. Sampling was purposeful with six young adult Malaysian university undergraduates participating in the study. Data came from participants' in-depth written journal reflections during the reading of all three novels as well as from follow-up semi-structured qualitative interviews. The study found that all three novels discussed themes and events that were reflective of YAL such as family relationships and friendship. Two of the novels, &quot;Sing to the Dawn&quot; and &quot;Dear Mr. Kilmer&quot; had young adults as protagonists with significant instances of conflict between dependence and independence. The portrayal of the young adult protagonists also reflected the growth into mental and emotional maturity throughout the course of the novels although descriptions of their appearances and mannerisms were not clearly evident. There was however a positive resolution at the end of all the novels and the actions and decisions of the main young adult characters were major factors in the outcome of the conflict. The findings from this study primarily the presence of YAL elements would guide future decisions by curriculum planners on choices of suitable material in upper secondary ESL classrooms.
&quot;CALLing the Process of Writing&quot;: Facebook as Language Support Learning Tool in Enhancing the EFL Learners&apos; Online Writing Performance
Author: Tarihoran, Nafan
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Computer Assisted Instruction,Writing Instruction,Writing Skills,Second Language Learning,Second Language Instruction,Gender Differences,Age Differences,Instructional Effectiveness,Teaching Methods,Correlation,Educational Needs,Online Courses,Learner Engagement,COVID-19,Pandemics,Student Attitudes,English (Second Language),Secondary School Students

This study generally aims to assess the effectiveness of Facebook as a learning support tool in enhancing the writing performance of EFL students. It aims explicitly to ascertain students' perception of Facebook's usefulness, reliability, features, and language improvement as LLST. This study may be used as a reference for future research on effective ways of teaching English as a second language. Using a descriptive correlational research design, to 596 purposively sampled respondents. Results revealed that the majority of the participants are using Facebook six to ten hours a day. They highly perceived the utilization of Facebook effectiveness as a support tool in their writing performance. Gender and age of the students are the dominant factors of differences. The result of this present study would offer significant implications on addressing the students' language learning needs when their profile variables are taken. Finally, it is showed that there is a clear relationship between the CALL attitude of the students and their utilization of Facebook. This indicates a positive relationship between the major variables of the study. Then when students have a high positive attitude on using CALL, the higher their level of acceptance of using Facebook as a language learning support tool. This result shed light on the gap in addressing students' online language learning engagement in COVID-19 era. This result would serve as a plan for developing students' language competence amid the COVID-19 pandemic.
Emergency Remote Teaching and Learning in a Language and Intercultural Communication Program during the &quot;New Normal&quot; in Thai Higher Education
Author: Nomnian, Singhanat
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Graduate Students,COVID-19,Pandemics,Research Universities,Distance Education,Foreign Countries,Educational Needs,Student Attitudes,Teacher Attitudes,Educational Change,Masters Programs,Intercultural Communication,Teaching Methods,Adjustment (to Environment),Educational Technology,Technological Literacy

This paper aims to explore how and the extent to which faculty staff and postgraduate students perceived and responded to the transformation from face-to-face to emergency remote teaching and learning during the &quot;new normal&quot; circumstances in higher education due to the unprecedented impacts of the COVID-19 pandemic globally. This case study focused on a group of ten faculty staff and fourteen postgraduate students in a Master of Arts Program in Language and Intercultural Communication at a research-based university in Thailand. Drawing upon the data from the open-ended questionnaire and semi-structured interviews conducted virtually, the findings, informed by Akabana et al.'s (2021) emergency remote teaching (ERT), revealed four key components, including faculty staff, postgraduate students, instructional practices, and institutional support. Faculty staff put efforts into adapting themselves to the &quot;new normal&quot; teaching environment without hesitation to upskill themselves in educational technology in order to meet the postgraduate students' learning needs. Although these four components of ERT are interlinked and overlapped with one another, they play a crucial role not only in postgraduate studies, but also research in the fields of language and intercultural communication studies. The &quot;next normal&quot; future for higher education in a post-pandemic era is to consider the positive solutions of the &quot;new normal&quot; experience during the emergency response period as a basis for reimagining and redesigning curriculum and instructional practices, as well as institutional support in terms of academic, social, and psychological dimensions for faculty staff and students. This study benefits curriculum designers, policymakers, teacher educators, and educational researchers to navigate the current crisis and prepare for the &quot;next normal&quot; higher education at national and global levels in the post-pandemic future.
A Study of Nuances among Qur&apos;anic Near-Synonyms and Their Reflection in English and French Translations
Author: Zitouni, Mimouna
Date: 2022-00-00
Type: Journal Articles
Subjects: Islam,Semantics,Language Usage,French,English,Semitic Languages,Contrastive Linguistics,Second Languages,Translation,Language Processing,Guidelines,Religious Factors,Written Language

The current study investigated the nuances among Qur'anic near-synonyms and the reflection of such semantic differences in English and French translations. Initially, it aimed to highlight the contextual meanings of the selected sets of Qur'anic near-synonyms in the light of the exegeses of the Holy Qur'an. Moreover, it explicated the nuances which exist in the selected sets of Qur'anic near-synonyms in terms of denotative and connotative meanings and how these nuances are reflected in the selected English and French translations of the Holy Qur'an. The present study adopted the Relation by Contrast Approach to Synonyms by Murphy (2003) as a theoretical framework for the analysis of the selected data. Moreover, it adopted the qualitative approach for selecting and analyzing the data of the study. The findings of the study revealed that there exist some nuances among the selected sets of Qur'anic near-synonyms and that the nuances among some Qur'anic near-synonyms are not reflected in the English and French translations. Based on the obtained findings, the study recommends that the translators of the Holy Qur'an must pinpoint the nuances among the Qur'anic near-synonyms and then reflect such nuances in their translation. The present study provides recommendations which could be useful for readers as well as translators of the Qur'an.
Experiential Learning through the Eyes of Emirati Students
Author: Shammas, Nicole
Date: 2021-10-00
Type: Journal Articles
Subjects: Experiential Learning,Foreign Countries,Student Attitudes,Critical Thinking,Research Skills,Communication Skills,Cultural Awareness,College Students,Females,Intercultural Communication

General Studies courses are core to the whole education philosophy espoused in the United Arab Emirates. These courses provide a wider breadth of knowledge for students by fostering skills such as critical thinking, global awareness, research and communication. This paves the way for building the UAE's knowledge base and delivering graduates who can compete globally through research and innovation. The research explores the role of experiential learning within General Studies to cultivate these key skills, and seeks to capture students' responses to this type of learning. This is a mixed methods study that includes ethnographic data collection, uncovering the complexities of a lived classroom learning experience from the perspective of the students. Data was collected from interviews with students, written reflections and a Likert scale survey. Results suggest that Emirati female students respond favourably to experiential learning, thus countering previous findings about their preferred learning style. This study contributes significantly to a field with scant knowledge of experiential learning as a vehicle for instruction in a tertiary Emirati context.
ESP Writing Teachers&apos; Beliefs and Practices on WCF: Do They Really Meet?
Author: Alqurashi, Fahad
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Language Teachers,Teacher Attitudes,Beliefs,Written Language,Feedback (Response),Foreign Countries,Values,Preferences,Teacher Background,Teaching Experience,Teacher Qualifications,Faculty Workload,Teaching Conditions,Teacher Education,Pedagogical Content Knowledge

This study aims to investigate the beliefs and real practices of four English writing teachers in relation to their written corrective feedback (WCF) and verify whether these beliefs and practices are compatible or not in an ESP context in the preparatory year in Saudi Arabia. The participants in his study were four teachers and fortystudents at the preparatory year in the English Language Center at Umm Al-Qura University. Data were collected via three qualitative instruments, namely classroom observations, semi-structured interviews, and document analysis of 40 student essays. Findings showed that teachers' practices match their beliefs in different areas related to the significance and purpose of their own comments as a primary source of WCF as well as providing comprehensive (unfocused) and varying feedback based on the kind of error and the students' ability levels. Conversely, teachers' practices do not accord with their beliefs with respect to providing direct/indirect, positive/negative feedback. Several contextual factors that influence teachers' behaviors and decisions and shape their WCF practices are identified. The four teachers interviewed have personal values, individual preferences, and behavioral convictions that do not align with the school's policies and regulations. Further, the study concludes that they do not have the essential educational background and work experience to make them professional ESP writing teachers, did not receive any specific on-the-job training related to ESP writing instruction, have a heavy teaching workload, and deal with too many students most of whom are weak and unmotivated. The study recommends that work conditions for teachers should be improved. More importantly, teachers selected to teach ESP writing should be provided with adequate periodic training to help them acquire the necessary pedagogical knowledge and qualify them to build positive beliefs to provide effective feedback.
The Role of Outdoor Language Arts Activities in Language Learning
Author: Mousa, Manal Omar
Date: 2022-00-00
Type: Journal Articles
Subjects: Outdoor Education,Language Arts,Second Language Learning,English (Second Language),Middle School Students,Foreign Countries,Males,Learning Activities

Learning should be assisted by both outdoor and in-class activities that contribute to knowledge structuring. Students can energetically participate in outdoor actions and learn by doing. Learning requires an unlimited deal of participation and effort. These activities that afford firsthand experiences, support EFL students in putting theory into repetition and improving their performance. The goal of this investigation is to find out how important outdoor language arts activities are for intermediate school students. The researcher employed an experimental approach and enlisted the help of (60) male students. The participants are split into two groups, each with thirty students: an experimental group and a control group. To balance the two groups, certain variables are used. The findings show that there are important differences in reading ability between the experimental and control groups, with the experimental group outperforming the control group.
Leadership for Democratic Education in Troubled Times
Author: Hermanns, Carl
Date: 2021-00-00
Type: Journal Articles
Subjects: Civics,Transformational Leadership,Democracy,Citizenship Education,Elementary Secondary Education,Cultural Pluralism,Role of Education,Public Education,Skill Development,Critical Thinking,Cooperative Learning,21st Century Skills,Experiential Learning,Culturally Relevant Education,Service Learning,Leadership Training

In this article, the authors address the challenges facing democracy in the U.S., including restrictions on voting rights, declines in the rule of law, disputed elections, and the non-peaceful transfer of power. They assess the historic failure on the part of K-12 education systems and university leadership preparation programs to prepare students for living in a democracy, and pose questions including: &quot;To what extent has our education system contributed to this situation? To what extent have we failed to prepare our students to take their places as constructive and productive members of their communities and of our pluralistic democracy? And if we have failed, what can we, and must we, do about it?&quot; As a path toward more democratic outcomes, the authors propose a greater emphasis on transformative education, in which transformative leaders strive to create the conditions to enact democratic education in ways that truly prepare K-12 students to take their place as informed, engaged, and constructive participants in their communities and our pluralistic democracy. They further recommend attention to transformative leadership in educational leadership preparation programs as an anchor for leadership studies.