ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Study Abroad Participation among Historically Excluded Student
Author: Scanlon, Daniel J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Participation,Minority Group Students,College Students,College Faculty,Teaching Experience,Program Development,Student Recruitment,Inclusion

Higher education has yet to address the deeper causes of inequities in student participation rates in study abroad programs across student demographics. Factors contributing to inequities include disparities in access to social and cultural capital and neglect of identity-related experiences of racially minoritized and first-generation, historically excluded students. This qualitative study examined faculty and staff experiences in the development of study abroad programs and explored their considerations for the needs of historically excluded students. A consensus among interview participants indicated a central role for intentionality throughout the processes of program development, recruitment outreach, and preparation of students for the study abroad experience.
Unpacking Psychological Factors Affecting EFL Students&apos; Online Language Learning Engagement
Author: Nguyen, Thuy-Dung T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,English (Second Language),Second Language Learning,Electronic Learning,Distance Education,Learner Engagement,COVID-19,Pandemics,Technology Uses in Education,Foreign Countries,Higher Education

The learning modality has been greatly affected due to the COVID-19 pandemic, which has resulted in switching from offline learning to online learning. While much research has investigated factors affecting students' online language learning engagement, a few studies have examined the EFL students' discernment of psychological factors. Therefore, this study adopted a quantitative design for data collection and analysis to scrutinize the psychological factors affecting EFL students' online learning engagement. A group of 174 EFL students conveniently chosen from three universities in Vietnam partook in answering a questionnaire whose data were quantitatively processed by the SPSS software. Three remarkable psychological factors, namely relaxation, self-confidence, and anxiety, were found to affect EFL students' online language learning engagement at a high level, whereas motivation, satisfaction, enjoyment, and interest moderately impacted their online language learning engagement. Additionally, anxiety was found to have no correlation with satisfaction but had negative correlations with other factors. Meanwhile, enjoyment, relaxation, interest, motivation, self-confidence, and satisfaction were positively correlated with one another from strong to modest levels. This study suggests some recommendations in an attempt to enhance the quality of online learning modality in the research contexts and other similar ones.
Collaborative Challenges between Educational Accessibility Coordinators and Adjunct Faculty in Supporting Autism Spectrum Students
Author: Faure, Tamara
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Autism Spectrum Disorders,Students with Disabilities,Undergraduate Students,College Faculty,Adjunct Faculty,Coordinators,Attitudes,Educational Cooperation

Accessibility of educational accommodations has increased but can be frequently inconsistent for undergraduates with autism spectrum disorder (ASD). The didactic relationship between educational accessibility staff with faculty, who are increasingly adjuncts, facilitates many course-learning accommodations. This descriptive phenomenological study explored the perceptions and professional experiences of educational accessibility coordinators with adjunct faculty in their implementation of learning accommodation for undergraduates with ASD. Findings from this study suggested that accessibility coordinators negotiated expectations of unprepared adjunct faculty and ASD students to address issues throughout the semester. Coordinators believed ASD students struggled to navigate their experiences with adjunct professors because they were not ready for college and felt adjunct professors were unlikely to cooperate and partner because of their lack of understanding and the limitations presented by their short-term employment. Implications for practice included suggestions for increased collaboration and professional development.
LGBTQ Community College Students&apos; Decreased Sense of Belonging
Author: Falco, Joseph
Date: 2023-00-00
Type: Journal Articles
Subjects: LGBTQ People,Community College Students,College Environment,Student School Relationship,Success,Social Bias,Mental Health,Barriers,Low Achievement,Administrator Qualifications,Teacher Competencies,Student Personnel Services,Inclusion

LGBTQ students experience a lower sense of belonging at community colleges. The correlation between campus and classroom climate and academic success, campus involvement, identity, level of outness, and well-being for LGBTQ students contributes to their decreased sense of belonging. Non-LGBTQ-affirming and non-inclusive community college campuses and classrooms lead to feelings of fear, invisibility, lack of validation, mental health challenges, and poor academic performance for LGBTQ students. An extensive literature review was conducted to determine the root causes around the decreased sense of belonging for LGBTQ students enrolled at community colleges. Three themes emerged that explained this decreased sense of belonging: heteronormative and cisnormative campus and classroom climates; a lack of LGBTQ-specific training for administrators, faculty, and staff; and a lack of LGBTQ-specific programming and services on campus. Creating a campus-wide administrator, faculty, staff, and student LGBTQ Task Force and promoting the affirmation, inclusion, safety, and visibility of LGBTQ students may help ameliorate the diminished sense of belonging experienced by LGBTQ students on community college campuses.
University Students&apos; Perception of MOOCs Based on MOOC Instructional Design Elements
Author: Javed, Zainab Shahzadi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,MOOCs,Electronic Learning,Student Attitudes,College Students,Instructional Design,Active Learning

This study aimed to investigate university students' overall perception of MOOCs based on the instructional design elements of MOOCs. Due to the increase in enrollment in MOOCs, it is essential to understand students' general perception of them. Additionally, only a few studies have been conducted on MOOCs in developing countries. Given the latest trends in online learning, it is important to understand students' perception of MOOCs. Furthermore, MOOCs are one of the most talked-about and latest trends in e-learning. For this study, a quantitative research design was employed, and data were collected from 266 students studying in various universities in Pakistan, using a survey questionnaire. The data were analyzed using different statistical techniques. The results of this study indicated that each element of MOOC instructional design elicited a positive perception among students. Moreover, it was noticed that among all the elements of MOOC instructional design, active learning and meaningful connection demonstrated the strongest correlation with intended perception.
A Case Study of a Hungarian-English Bilingual Girl&apos;s Code-Switching Practices between the Ages of Three and Eleven
Author: Machata, Marianna
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Hungarian,Ethnography,Bilingualism,English (Second Language),Females,Language Usage,Second Language Learning,Native Language,Code Switching (Language),Preschool Children,Children,Developmental Stages,Speech Communication,Language Acquisition,Feedback (Response),Self Concept,Language Proficiency,Family Relationship,Foreign Countries,Pragmatics,Emotional Response,Parent Child Relationship

The paper investigates a Hungarian-English bilingual child's Sarah's second language acquisition (SLA) with a special focus on how she integrated English (L2) into her speech to convey the intended meaning and negotiate the multiple identities she developed in her bilingualism in various social contexts. An ethnographic single-case study research seemed to be a relevant method of giving an exploratory, interpretive, and in-depth description of my single participant's language development (Creswell &amp; Creswell, 2018, Duff, 2007). The applied qualitative data collection comprised the participant's everyday interactions, semistructured retrospective interviews, and her own spontaneous reflections. The findings indicate that Sarah used L2 as a complementary set of linguistic forms to differentiate meaning and as a social site for negotiating and gauging her own and her interlocutor's conduct and language use. Use of L2 expanded her linguistic repertoire, conveyed communicative intentions, and shed light on her transitory bilingual roles. The various feedback she received from her social environment shaped her self-concept and called for discussing and revisiting her own language competence. What she thought about peer feedback exerted a powerful impact on her self-image. The study might provide incentive for teaching English to young learners in home settings and might underpin the relevance of investigating single-case scenarios.
Anxiety vs. Enjoyment in the Chinese EFL Context: Which Predicts Listening Comprehension Better?
Author: Zhu, Lian
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Listening Comprehension,Learning Processes,Teaching Methods,Language Tests,Undergraduate Students,Learner Engagement

While foreign language anxiety has received abundant empirical attention, its relationship with foreign language enjoyment and specific language skills is not clearly understood. The present study explores the relationships between Chinese EFL learners' foreign language listening anxiety (FLLA), foreign language enjoyment (FLE), and listening achievement. Participants (n=255) were undergraduate students majoring indifferent subjects at two large local universities in China. The Chinese Version of Foreign Language Enjoyment Scale (CFLES) and the Foreign Language Listening Anxiety Scale (FLLAS) were used to measure FLE and FLLA, respectively. Correlation analyses performed on the questionnaire data revealed that while listening achievement negatively correlated with FLLA, it was positively correlated with FLE. A multiple stepwise regression analysis revealed that, of the two variables, FLE was found to better predict listening achievement than FLLA. Additionally, listening comprehension was found to be significantly correlated with private enjoyment, but not with variables relating to learning atmosphere or teachers. These findings highlight the importance of positive emotions and experiences in the language learning process and have implications for classroom practice.
Measuring Job Satisfaction of Indonesian Secondary School English Language Teachers before and during the Pandemic: A Mixed-Methods Study
Author: Cirocki, Andrzej
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Pandemics,COVID-19,Job Satisfaction,Foreign Countries,Teacher Salaries,Private Schools,Public Schools,Faculty Development,Job Security,Faculty Promotion

A mixed-methods sequential explanatory study was conducted in Indonesia to measure levels of job satisfaction among 326 secondary school English-as-a-Foreign-Language (EFL) teachers before and during the COVID-19 pandemic. The aim was to identify significant differences in relation to gender, career stage, school location, school status, and school affiliation, and to establish which factors contributed most to job satisfaction. In the quantitative stage, the results revealed that job satisfaction both before and during the pandemic was generally high. With respect to gender, male teachers were more satisfied than their female counterparts. In terms of career stage, levels of job satisfaction varied before and during the pandemic, with significant differences in terms of pay, promotion, security, and professional development. Teachers working in state schools were more satisfied with their pay and security than teachers in private schools. Furthermore, teachers working in schools under the Ministry of Education were more satisfied with pay and security than those working under the Ministry of Religious Affairs. No significant differences in job satisfaction were identified with respect to school location. The qualitative stage partially supported the quantitative findings, with working conditions, colleagues, professional development, and pay identified as enhancing job satisfaction.
Pedagogical Reasoning for Speaking Instruction: A Longitudinal Study of Novice Language Teachers&apos; Cognition
Author: Tajeddin, Zia
Date: 2023-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Language Teachers,Beginning Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Knowledge Base for Teaching,Pedagogical Content Knowledge,Speech Communication,Recall (Psychology),Teacher Attitudes,Decision Making,Schemata (Cognition),Private Education,Foreign Countries

Pedagogical reasoning, as one of the major components of teacher knowledge base, is crucially important in teacher education. Motivated by the dearth of research in this area, this study investigated the pedagogical reasoning of four novice language teachers in relation to speaking instruction in order to further our understanding of language teacher cognition. For this purpose, a qualitative approach was adopted and classroom observations and post-observation stimulated recall interviews were conducted over a period of eight months. The analysis of the data related to pedagogical reasoning episodes and reasoning complexity indicated that novice teachers employed varied pedagogical arguments for different aspects of teaching speaking to justify their pedagogical decisions, which included instruction-based, students-based, teacher-based, and context-based arguments. The findings also pointed to the developmental changes in terms of the complexity and comprehensiveness of novice teachers' pedagogical reasoning. Although they initially tended to focus primarily on the subject matter and instructional activities, their reasoning gradually expanded to include students' cognitive and affective characteristics. The findings of this study contribute to the research on the teacher knowledge base and cognition. Having a clear understanding of novice teachers' pedagogical reasoning and how they utilize it to explain their classroom practices provides us with valuable insights into the process of learning to teach.
Seeking the Real Reliability: Why the Traditional Estimators of Reliability Usually Fail in Achievement Testing and Why the Deflation-Corrected Coefficients Could Be Better Options
Author: Metsämuuronen, Jari
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Reliability,Achievement Tests,Computation,Test Items,Scores,Difficulty Level

Traditional estimators of reliability such as coefficients alpha, theta, omega, and rho (maximal reliability) are prone to give radical underestimates of reliability for the tests common when testing educational achievement. These tests are often structured by widely deviating item difficulties. This is a typical pattern where the traditional Pearson correlation between items and score (R&quot;it&quot;) may be radically deflated. Because R&quot;it&quot; is embedded in the traditional estimators of reliability, this causes deflation in the estimates of reliability, and the magnitude of deflation may be remarkable. Within achievement testing, deflation-corrected estimators of reliability (DCER) would be better options. Instead of R&quot;it,&quot; DCERs use other estimators of correlation as the linking factor between the item and the score variable that are less prone to deflation. Selecting wisely the linking coefficient, DCERs may give significant advance in estimating the true reliability and true standard error related to the test score.
Exploring Teachers&apos; Experiences in Implementing the Screening, Identification, Assessment and Support Policy in South Africa
Author: Maree, Carien
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Experience,Program Implementation,Educational Policy,Inclusion,Educational Practices,Identification,Equal Education,Screening Tests,Teacher Attitudes,Resistance (Psychology),World Views,Foreign Countries

Inclusion and equitable education, as articulated by the fourth sustainable development goal and anticipated by 2030 seems hard to attain in a context where teachers' practices are inconsistent with inclusive national policies. In the study reported on here we investigated South African teachers' experiences in implementing the screening, identification, assessment, and support (SIAS) policy in their classrooms. The intersectionality of colliding worldviews and the pedagogy of discomfort were used as conceptual framework. We adopted a qualitative case study within an interpretive paradigm. Twelve teachers were purposively selected from 3 focus group discussions. The results reveal that a disconnect between the inclusive policy and classroom practices occurs because teachers have negative attitudes towards using the document and feel inadequately trained to implement it. We conclude with 3 essential lessons about teachers' disengagement with the policy: (i) teachers are reluctant to complete the SIAS documents because of the added administrative burden and a lack of knowledge about inclusive education; (ii) more experienced teachers influence the worldviews of newly qualified teachers (NQTs); and (iii) inclusive education training conducted by the district-based support team (DBST) is inadequate resulting in a disconnect between practice and pedagogical practices.
Exploring the Challenges of Curriculum Advisors in Schools in the Vhembe-West District, Limpopo Province, South Africa
Author: Mouton, Nelda
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Consultants,Curriculum Evaluation,Curriculum Implementation,School Visitation

Monitoring and supporting teachers in the classroom, as well as the implementation of curriculum changes, pose problems in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Basic Education (DBE) as well as a lack of proper infrastructure. In the research reported on here we investigated the challenges that curriculum advisors in the Vhembe-West district face and provides insight into some of their daily challenges. This could assist the international platform, especially as developing countries and other Third World Countries can benefit from the outcomes of this research. A qualitative research approach was used where 12 interviews were conducted with curriculum advisors in the Vhembe-West district. The interview questions were e-mailed to them beforehand so that they could familiarise themselves with the questions to be answered. Within a period of 2 weeks thereafter, interviews were conducted and recorded for analysis on Zoom or Microsoft Teams. The data were grouped and are presented in 5 different themes with the aim of highlighting the challenges as well as providing recommendations to deal with the challenges that curriculum advisors experience. The data reveal that curriculum advisors experience that they receive minimal support from their superiors and that the resources at their disposal also prove to be minimal. This study highlights the lack of resources, insufficient infrastructure, and lack of effective communication from management needed for proper curriculum implementation at schools.
A Move Analysis of Travel Advertorials in a UK National Daily Newspaper
Author: Tisapramotkul, Ornuma
Date: 2023-00-00
Type: Journal Articles
Subjects: Newspapers,English for Special Purposes,Second Language Learning,Second Language Instruction,Travel,Advertising,Discourse Analysis,Incentives,Writing (Composition),Guidelines,Writing Instruction,Foreign Countries,Language Styles

With borders reopening after the COVID-19 pandemic, the travel industry has employed different methods to attract potential customers. One of the popular promotional strategies is advertorials. This study examines 75 travel advertorials from &quot;the Telegraph,&quot; a national daily newspaper in the UK, to address two objectives -- 1) to identify moves and steps used in these advertorials and 2) to investigate the moves' typicality and cyclicity. The findings reveal six moves along with some steps. Apart from the headline to attract readers' attentions, key components in travel advertorials include descriptions of the destination and service, reasons to buy the product and advertiser's contact details. On the contrary, pricing incentives are not highlighted. The findings could be beneficial to both students and ESP practitioners especially those who are involved in writing promotional materials. Guidelines for travel advertorial writing could be developed for ESP classroom teaching and professional trainings whereby learners can grasp the organizational structure and be aware of the typicality and cyclicity of moves used in travel advertorials.
A Needs Analysis of English for Meeting Lessons for Thai Undergraduate Engineering Students
Author: Changpueng, Piyatida
Date: 2023-00-00
Type: Journal Articles
Subjects: Needs Assessment,English (Second Language),Second Language Learning,Second Language Instruction,English for Special Purposes,Engineering Education,Language Teachers,College Faculty,Teacher Attitudes,Meetings,Problem Solving,Language Role,Foreign Countries,Work Environment,Education Work Relationship,Undergraduate Students,Language Proficiency,Engineering,Difficulty Level,Language Usage,Professional Personnel

The present study explores the needs for English meeting lessons for Thai undergraduate engineering students. The participants consisted of 5 groups: 443 engineering students, 150 novice engineers, 224 experienced engineers, 4 ESP teachers, and 5 engineering teachers. Data were collected using 3 sets of questionnaires and semi-interview. Data analysis was conducted using percentage, means, standard deviation, and thematic analysis. The findings revealed that both novice engineers and engineering students have a high degree of difficulty when conducting meetings in English. In addition, it was found that there are three stages of the meeting process: preparation, participation, and post-meeting. Regarding types of meetings, the most common regular type of meeting was the problem-solving meeting. Furthermore, the results imparted the language details for the meeting participation stage that were identified based on each language function. The study discusses the main issues concerning the difficulties that Thai engineering students encounter, how the target language is used, as well as practical implications for solving issues, and proposes suggestions for developing English for meeting lessons and teaching materials. Finally, analyzing meeting discourse is recommended for further research.