ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Synchronized and Asynchronized E-Feedback Interactions on Academic Writing, Achievement Motivation and Critical Thinking
Author: Ahmed, Mahmoud Mohamed Hussien
Date: 2021-09-00
Type: Journal Articles
Subjects: Synchronous Communication,Asynchronous Communication,Feedback (Response),Academic Language,Writing (Composition),Achievement Need,Motivation,Critical Thinking,Program Effectiveness,Interaction,College Faculty,Graduate Students,Foreign Countries,Writing Assignments,Computer Mediated Communication

We conducted a comparative study to evaluate the efficacy of synchronous and asynchronous interaction modes when providing feedback for improving academic writing, achievement motivation and critical thinking. The participants undertook an academic writing task, and were given feedback by a mentor using one of three interaction modes: asynchronous, synchronous e-feedback, and face to face. Data was collected from the participants via an assessment rubric applied to their writing after each stage of interaction, along with pretest and posttest questionnaires, and a semi-structured interview at the end. We found that synchronous feedback is more effective in increasing the quality of academic writing and achievement motivation, but for critical thinking we did not find any significant difference. We suggest that a strategy combining the advantages of each mode of interaction, considering the writers' experience, may be the most effective way to promote academic writing, achievement motivation and critical thinking.
Motivators for Learners of Languages Other than English in College Elective Courses in a Monolingual Social Setting
Author: Huang, Shu-Chen
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,Learning Experience,Comparative Analysis,Elective Courses,Monolingualism,Modern Languages,Foreign Countries,Self Concept,English (Second Language),College Students,Student Attitudes

Guided by the Second Language Motivational Self System (L2MSS) framework, this study examined to what extent the L2MSS components of ideal self, ought-to self, and learning experience described the motivation of learners who chose to enroll in college elective courses of modern languages other than English (LOTEs) in the monolingual social setting of Taiwan. Questionnaire surveys were conducted at the end of two consecutive semesters and learners were interviewed. Triangulation of survey and interview data suggested that a positive learning experience was the strongest variable in motivating effort. Although some classroom factors were known, others worth further exploration in instructional settings were pointed out. The ought-to L2 self was found to be an insignificant predictor with questionable validity. Instead, academic responsibility and instrumentality were found to be more relevant factors. Results on ideal self were less straightforward, suggesting that the ideal self for LOTEs may be qualitatively different from the English ideal self. Comparisons of data sets across time and learner groups indicated motivation did not change over time. By considering major L2MSS components and related constructs together, this study uncovered their relative adequacy in explaining LOTE motivation and suggested possible new perspectives for studying LOTE motivation in instructional settings.
Predictors of Online Search Performance: A Uses and Gratification Perspective
Author: Thongmak, Mathupayas
Date: 2021-09-00
Type: Journal Articles
Subjects: Online Searching,Need Gratification,Internet,Users (Information),Foreign Countries,Information Seeking,Intention,Behavior,Information Theory,Behavior Theories,Information Needs,Information Utilization

A study of online search, especially search performance, is vital because people heavily rely on the Internet nowadays. The purposes of this study are thus to examine the gratification needs affecting Internet users' intention to search information online, to explore the antecedents of online search performance, and to investigate online information-seeking behavior according to each search purpose. A survey of Internet users in Thailand is carried out. Data are collected extensively both from students and workers. Four hundred fifty-three questionnaires are collected online. Individuals use the Internet to search for information differently, for academic/ working achievement, problem-solving, and personal information needs. The main gratifications are information seeking and Internet ambiance. Internet search intention is a strong determinant of a user's online search performance and corresponding behavior. The theoretical implication is that researchers could apply the research framework to other contexts such as the specific information search. Information source providers could use the findings to modify online resources and their presentations for users effectively. Teachers/ managers could guide their students/ workers to search effectively. This study combines the U&amp;G and the TPB theories. The novel aspects of gratifications i.e., antitraditional media sentiment and Internet ambiance are also explored.
Indigenous Struggle with Mathematics Education in the New Zealand Context: From Neo-Liberal Ontology to Indigenous, Urban Ontologies?
Author: Tweed, Brian
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Mathematics Education,Mathematics Curriculum,Ethnography,Neoliberalism,Indigenous Knowledge,Ethics,Culturally Relevant Education,Urbanization,Inclusion

In this article, the learning of conventional curriculum mathematics in one Indigenous Maori school in Aotearoa/New Zealand is conceptualized as a site of ontological struggle. The major finding of a research project which analyzed extensive ethnographic data gathered in partnership with this school identified an ontological disjunction between curriculum mathematics education and the ethos of the school. This disjunction can be related to the complex and emergent phenomenon in Aotearoa/New Zealand of Indigenous schools in neoliberal, capitalist urban conditions. Centering the ontological commitments of the Maori school challenges the ontological hegemony of curriculum mathematics education and points to a consideration of the possibilities of forms of contemporary mathematical education based on Indigenous ontologies. Embedded in the discussion is a consideration of the ethical position of non-Indigenous researchers working in Indigenous contexts.
Thai and Non-Thai English Language Teachers&apos; Beliefs and Practices of Teaching English to Low-Proficiency Chinese Tertiary Students in Thailand
Author: Bancha, Woralak
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Language Proficiency,College Faculty,College Students,Barriers,Student Motivation,Chinese,Native Language,Foreign Students,Teaching Methods,Educational Technology,Interpersonal Communication,Questioning Techniques,Peer Teaching,Translation,Spelling,Visual Aids

Code-switching or using a native language (L1) is commonly employed in an EFL classroom to facilitate comprehension to low-proficiency learners. However, in a context where teachers and learners do not share the same mother tongue, it causes some challenges to language teachers. As teachers' beliefs directly influence their practices, and research on teachers' beliefs in teaching low proficiency learners has been limited, this study aims to investigate teachers' beliefs and practices relating to this regard to better understand the phenomena. A qualitative approach was adopted for the study. Five teachers of English at a university in southern Thailand participated in the study. Their beliefs were investigated through semi-structured interviews, and their practices were observed throughout the first half of the semester to explore how they taught or how to tackle the language barriers. The results reveal that teachers' beliefs and practices were interwoven. Most teacher participants viewed low-proficiency learners as those who had low motivation and lacked language competence to produce the target language. The major challenges were related to students' low motivation and low proficiency which caused difficulties in communication and instruction. With reference to their practices, this study indicates that L1 still played an important role even when teachers and students could not communicate through their native language. Other practices were frequently observed included simplification, restatement, asking students to spell out the words, and visualization. The results of the study, therefore, provide insights into teachers' beliefs and guide teachers' practices relating to these instructional phenomena.
Investigating the Role of Religious Leadership at Indonesia&apos;s Islamic Boarding Schools in the Sustainability of School Management
Author: Rahtikawatie, Yayan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Role,Boarding Schools,School Administration,Religious Factors,Islam,Teacher Role,Leadership Styles,Muslims,Religious Education,Academic Achievement,Religious Schools

Purpose: The study's general purpose was to identify the extent of leadership and management practices at Indonesia's Islamic Boarding Schools (&quot;pesantren&quot;) in ensuring the sustainability of education and school management. In particular, the study aimed to investigate the leadership practice patterns of an Islamic Boarding School in the East Java Province of Indonesia and examine teachers' roles in the administration of the institution. Methodology: The study used a quantitative research design supported by cross-sectional statistical procedures and processes with an experimental approach to test variables, by investigating the relationship and testing the hypotheses. A theoretical model was designed for this purpose. Findings: Findings suggest that though &quot;pesantren&quot; leadership practices are acceptable in policy, social support, and financial dimensions but they still lack structural and teaching aspects. Statistically, there was an indication that &quot;pesantren&quot; leadership positively and significantly influence the relationship between teachers, school facilities, system, and student achievement. The study recommends that rleaders should be given more opportunities of training in administration and governance. The government should also assist &quot;pesantren&quot; by providing technical facilities to ensure a consistent student achievement. Implications to Research and Practice. This study succeeds in reiterating that &quot;pesantren&quot; as Islamic boarding schools have a unique management system, which has produced top religious leaders different from the secular school system. This study has revealed that principals or leaders in these &quot;pesantren&quot; have no authority to decide on school policies. It is hoped that this study will draw the attention of the officials and authorities to provide facilities and empowerment to ensure the sustainability of these boarding schools.
Investigating School Principals&apos; Learning Leadership Practices in Three Indonesian Excellent Schools
Author: Afandi, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Qualities,Administrator Role,Leadership Styles,School Culture,Educational Environment,Resource Allocation,Educational Quality

Purpose: The present study sought to investigate school principals' practices in enhancing learning leadership quality in three Indonesian excellent schools. Method: The study employed a case study design. A research sample of 15 participants was taken from three excellent schools, consisting of principals, vice-principals, teachers, education staff, and students' parents. A purposive sampling method was used to recruit the participants, which was further developed by the snowball sampling technique. Data collection was carried out through in-depth interviews using open-ended questions based on instruments or questions that were examined and validated by experts in qualitative research. Findings: The findings of this study suggest that systemic learning leadership improvement involves (a) formulating the learning conception; (b) stimulating teachers to receive and perceive the learning conception; (c) developing an efficient learning culture, and (d) developing a conducive learning environment. Through input-process-output/outcome system, along with the stages of designing, organizing, mentoring, determining, implementing, monitoring, evaluating, and continuous-sustainable feedback provision, a learning leadership process that develops schools' capacity in enhancing their teachers' competency has been identified. Implications to Research and Practice: These results can be adopted as a new model for learning leadership enhancement that will establish school capacity in improving teachers' quality, constituting effective learning, and improving the students' learning process.
Students&apos; Perspective and Problems in Implementing Higher Order Thinking Skill (HOTS) in Speaking for Presentation Class
Author: Syafryadin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,State Universities,Positive Attitudes,Creative Thinking,Innovation,Speech Communication,Undergraduate Students,Public Speaking,Teaching Methods

Higher Order Thinking Skill (HOTs) is a skill that should be known by students. If students have known and applied HOTS, students could improve their ability in all skills. The research aimed to know the students' perception and its problems in implementing Higher Order Thinking Skill (HOTs) in speaking class. The research employed a mixed method research with a questionnaire and interview guideline as instruments. The research participants were only 30 students of the English Education Study Program in one of State universities in Bengkulu, Indonesia. The data analysis were using statistical calculation for quantitative and data collection, data condensation, data display and conclusion for qualitative. The result shows that majority students had positive perceptions on implementing HOTs in speaking because they think that HOTS is going to train their brain to think critically, creatively and innovatively. Besides, some students had problems in applying it, like poor argument, lack of vocabulary and grammar, lack of knowledge about the material, nervous and not know what to ask. In brief, students had implemented HOTS, but not all students could use C6 or analyzing in HOTS. The problems could be solved by triggering the students to use HOTS in speaking class, especially for C65 and C6.
Exploring ESL Teachers&apos; Alternative Assessment Strategies and Practices in the Classroom
Author: Singh, Charanjit Kaur Swaran
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Alternative Assessment,Language Teachers,Rote Learning,Case Studies,Foreign Countries,Teacher Attitudes,Summative Evaluation,Preferences,Student Evaluation,Thinking Skills,Formative Evaluation

English Language teachers are expected to keep abreast with expectations and challenges that they come across in assisting their students to attain higher level of academic achievement. Studies show that teachers are unable to assess students accordingly as the current education system in Malaysia is too examination-oriented and over emphasises rote-learning. The research aims at investigating and analysing in-service teachers' alternative assessment strategies in selected Malaysian ESL classrooms. This study employed a qualitative case study involving eleven ESL teachers. Data were collected through semi-structured interviews, classroom observations and document analysis. Two instruments were used in data collection, namely interview protocol and classroom observation form. The findings showed that teachers employed different assessment strategies namely integrated alternative assessment, summative assessment, formative assessment, informal assessment via observation, online assessment, self-assessment, portfolio assessment, peer assessment and school-based assessment. The results revealed that besides alternative assessment, teachers still showed preference for employing summative assessment in the classroom. Some teachers embedded assessment activities to ensure students are given sufficient opportunity to perform, create, produce based on the tasks given in the classroom. The findings suggest that teachers need exposure and training in current assessment that they can employ in instruction.
Influence of State Language Development Programs on the Formation of Language Identity
Author: Baimyrza, Ainur A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Programs,Language Planning,Presidents,Learning Problems,Turkic Languages,Russian,English (Second Language),Official Languages,Geographic Regions,Second Language Learning,Self Concept

The main indicator of the priority directions of the state language policy is state language development programs. State language development programs directly affect the identification and formation of linguistic identity, especially the linguistic identity of youth. This article discusses the impact of state programs on the development of the state language on the formation of the linguistic identity. All major important programs for the development of the state language for the period of independence of the Republic of Kazakhstan are analyzed. The features of programs in the main areas, as well as their impact on linguistic identity, are noted. Also, to determine the factors influencing language identity, the authors consider the president's appeal in the prism of language problems and their solutions, which determines the direction of state programs for the development of the state language. The conclusions were made about the main direction of language development in the society of Kazakhstan. New points of view are needed in accordance with modern requirements for higher education, science and the implementation of the educational process. A new approach to the problem should conduct analysis from the point of view of today, enrich its content, makes new judgments.
A Cognitive Linguistic Study of the English Prepositions Above, On, and Over
Author: Aajami, Raghad Fahmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Psycholinguistics,Student Attitudes,Attitude Change,Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Pilot Projects,Teaching Methods,Pretests Posttests,Difficulty Level,Semantics

The current study analyzes three locative English prepositions, above, on, and over from a cognitive semantic point of view. Since English is a foreign language for Iraqi students, these prepositions pose a problem for Iraqi university students. The complexity of these three prepositions inspires the researcher to use the Cognitive Linguistic (CL) approach and insights as developed by Tyler and Evans (2003) to test their validity and help Iraqi students. Data analysis is quantitatively based. Sixty second-year undergraduate students participate in this pilot study. The pre-and post-test data are analyzed via SPSS statistical editor, and the results show a progression of more than (0.05). The survey results have revealed a marked encouraging transformation in the students' attitude to CL approach and presented the core basis of difficulty associated with bewilderment in using these prepositions. The results of this experiment proved the effectiveness of CL approach. It is effective in obtaining an accurate understanding of English prepositions above, on, and over.
Learning How to Engage with Another&apos;s Point of View by Intercultural, Interdisciplinary and Transdisciplinary Collaborations
Author: Buchmüller, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Intergroup Relations,Cooperative Learning,Technology Education,Design,Foreign Countries,Online Courses,International Educational Exchange,College Students,Student Attitudes,Educational Experience

The paper argues that the different dimensions of collaboration - intercultural, interdisciplinary, and transdisciplinary--contribute to mutual understanding and empathy. Their intersection fosters self-reflection and reveals shortcomings, blind spots, and prejudices about other cultures, disciplines, and social groups. The course aimed to overcome technology-driven design practices that tend to (re)produce stereotypes or social exclusions--often unconsciously. To make students aware of such problems, we introduced them to Feminist Science and Technology Studies, which show how dimensions such as age, class, and gender affect socio-technological participation. Moreover, we introduced user-centered and participatory design methods (contextual interviews, scenario-based design, design forecasting) that the teams had to adapt to pandemic conditions to conduct participatory research and propose design scenarios. The empirical course evaluation by the students indicates that the pedagogical concept, which we conceptualized as an extended version of a 'Third Space', allowed for intercultural, interdisciplinary, and transdisciplinary learning experiences and improved collective student and team performance, transcending culturally- and disciplinary-specific situatedness. In our analysis, we reflect on the power of the different forms of collaborations and their contribution to teaching future researchers, designers, and engineers how to engage with another's point of view. We consider this ability a prerequisite for acting responsibly in a globalized digital world. Results from the study are contextualized in current debates on internationalization and digitalization in the educational sciences and translated into recommendations for practitioners. [The page range (89-111) cited on the .pdf is incorrect. The correct page range is p89-108.]
Cross-Cultural Effects of COVID-19 on Higher Education Learning and Teaching Practice: A Case Study from Greece
Author: Kefalaki, Margarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Change,College Students,College Curriculum,Global Education,Outcomes of Education,Curriculum Development,Electronic Learning,Distance Education

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a 'new tomorrow' with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this 'global experience' has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.