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2. How Economic and Political Pressures Are Re-Shaping China's Higher Education System: A Neo-Nationalism and University Brief. Research & Occasional Paper Series: CSHE.15.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Karin Fischer
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China's higher-education system has been shaped in recent years by a trio of factors: the COVID-19 pandemic, the ambitions of Chinese leader Xi Jinping to make his country into an innovation superpower that is loyal to the Communist Party, and western alarm about those ambitions. But a fourth development, the slowing of China's formerly super-charged economy, could play a more prominent role going forward. This article examines these four factors.
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- 2023
3. Foregrounding Learner Voice: Chinese Undergraduate Students' Understanding of Paraphrasing and Source Use Conventions for English Research Paper Writing
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Qian Du and Ying Liu
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We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use.
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- 2024
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4. Strengthening the Liberal Arts along the Pacific Rim: The Pacific Alliance of Liberal Arts Colleges (PALAC). Research & Occasional Paper Series: CSHE.2.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan Edward, and Schneider, Thomas
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While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world's most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.
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- 2023
5. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)
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Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2021
6. International Education in a World of New Geopolitics: A Comparative Study of US and Canada. Research & Occasional Paper Series: CSHE.5.2022
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Desai Trilokekar, Roopa
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This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.
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- 2022
7. Annual Proceedings of Selected Research and Development Papers and Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (45th, Las Vegas, Nevada, 2022). Volumes 1 and 2
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Association for Educational Communications and Technology (AECT), Michael Simonson, and Deborah Seepersaud
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For the forty-fifth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document.
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- 2022
8. Science and Security: Strengthening US-China Research Networks through University Leadership. Research & Occasional Paper Series: CSHE.11.2021
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Farnsworth, Brad
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This paper describes the current criticisms of academic research collaboration between the US and China and proposes a university-led initiative to address those concerns. The article begins with the assertion that bilateral research collaboration has historically benefitted both countries, citing cooperation in virology as an example. The paper continues with a discussion of the criticisms leveled by several US government agencies against the Chinese government, especially with regard to the Thousand Talents Program (TTP). A close examination of publicly available appointment letters under the TTP suggests that Chinese universities are given wide discretion when it comes to defining the specific terms of scholarly collaboration. Along with additional supporting arguments, the paper concludes that the most significant violations of commonly accepted research norms are owing to the behavior of individual Chinese institutions and are not directed by the TTP or the Chinese national government. The paper then suggests several steps for addressing these issues at the university level, beginning with a convening of campus leaders from both countries.
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- 2021
9. Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research & Occasional Paper Series: CSHE.10.2021
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan E., and Douglass, John Aubrey
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Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
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- 2021
10. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
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- 2021
11. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
- Published
- 2021
12. A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students
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Su, Huanan and Ma, Fengyi
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This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students' literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of contemporary Chinese college EFL students in the process of language learning. The strengthening of literacy training is one of the key measures to improve the comprehensive level of literacy of contemporary Chinese college EFL students in the process of their language learning. Theoretically, the future development of literacy theories and language learning among contemporary Chinese college EFL students is bound to closely connect with the new theory of multiliteracies and critical literacy in literacy development and the multiliteracies teaching methodology in language learning. Practically, the new theory of multiliteracies puts forward a series of hypotheses for school literacy education to cope with the drastic changes facing the world today. At the same time, the critical literacy theory is rooted in critical education theory, focusing on the important role of literacy in the formation of individual human values. Besides, the multiliteracies teaching methodology in language learning explores how to change traditional teaching methods, effectively using multimedia resources, and cultivating language learners' skills of multiliteracies.
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- 2021
13. Reflections on the Use of SSCI Papers in Evaluating Social Sciences Research in Chinese Universities
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Liu, Li, Xue, Huilin, and Li, Jing
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Purpose: This review demonstrates how to position Social Sciences Citation Index (SSCI) papers reasonably in order to promote the reform and development of the system for evaluating social sciences research (E-SSR) in China. Design/Approach/Methods: This review examines the contributions made by SSCI papers after such papers became a tool in the E-SSR system in Chinese universities, and the resultant issues. This review analyzes documents pertaining to the E-SSR systems of more than 50 world-class universities with consideration to the inherent characteristics and historical mission of social sciences research in China. The findings serve as the basis from which to examine the future trends in the reform of the E-SSR system in Chinese universities. Findings: The application of SSCI papers as an E-SSR tool is not common in world-class universities. To date, the reform of the E-SSR system in Chinese universities has involved: (i) establishing a pluralistic evaluation mechanism, with equal importance placed on SSCI papers and other research achievements; (ii) emphasizing the need for caution in using SSCI papers as an E-SSR tool and instituting distinct treatments for various disciplines; (iii) reducing the importance attached to journal language and ranking, while emphasizing innovation quality and practical contributions; and (iv) establishing China's E-SSR standards in order to achieve an equilibrium between internationalization and localization. Originality/Value: This review argues that although SSCI papers constitute an indicator of E-SSR system, their importance must not be overstated. The main purpose of the E-SSR system is to facilitate the development of social sciences with a style and characteristics unique to China.
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- 2020
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14. The Rise and Fall of Sino-American Post-Secondary Partnerships. Research & Occasional Paper Series: CSHE.12.2020
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University of California, Berkeley. Center for Studies in Higher Education, Gurtov, Mel, Julius, Daniel J., and Leventhal, Mitch
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This article examines the rise and fall of a golden age of engagement between American and Chinese institutions of higher education. We assess the political context, examine institutional and demographic variables associated with successful initial joint efforts, and explore why current relationships are unraveling. The authors do not assume alignment in the interests promoting initial cooperation between the United States and China but a convergence of mutual interests. The paper discusses operational realities underpinning support for engagement (a need for coordination in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long-term agreements. We present evidence of a dramatic decline in Sino-U.S. cooperative endeavors in post-secondary education and suggest that a new paradigmatic shift is underway and consider what this might mean for future engagement efforts. Finally, the paper poses recommendations to American institutional leaders for next steps to continue engagement with China.
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- 2020
15. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 2
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
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For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]
- Published
- 2020
16. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
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Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
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- 2020
17. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]
- Published
- 2019
18. Mobile-Assisted or Paper-Based? The Influence of the Reading Medium on the Reading Comprehension of English as a Foreign Language
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Yu, Jie, Zhou, Xing, Yang, Xiaoming, and Hu, Jie
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The issues of whether mobile-assisted English as a foreign language (EFL) reading is effective have become increasingly important for EFL teachers and policy-makers. However, empirical studies investigating EFL students' reading comprehension performance on mobile phones and students' perceptions of these reading formats are lacking. The present research employed questionnaire surveys and semistructured interviews to investigate whether differences exist between mobile-assisted and paper-based EFL reading in terms of participants' reading comprehension accuracy, reading speed, and reading strategy used (i.e. general, problem-solving or support strategies) and explore EFL learners' perceptions of mobile-assisted EFL reading. A sample of 81 first-year college students participated in a quasiexperiment, 6 participants participated in a semistructured interview, and a sample of an additional 10 students participated in a pilot study. The analyses, including qualitative descriptions, mixed-design analysis of variance (ANOVA), paired-sample t-tests, and independent-sample t-tests, indicated that participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Superior reading speed from paper was observed only when participants were instructed to read and complete the comprehension test the first time, while no difference in speed between the two reading media was observed the second time. Additionally, participants' use of reading strategies during mobile-assisted EFL reading was not as effective as that during paper reading. Regarding participants' preferences, most participants (79%) preferred reading from paper over mobile phones because hard copies provided a better reading experience and promoted active reading engagement. However, participants held positive attitudes toward mobile-assisted EFL learning and wanted to continue to read from mobile phones to assist their foreign language learning due to their convenient built-in functions and portability. The implications for the use of mobile devices to assist language pedagogical practice are discussed.
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- 2022
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19. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
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The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
- Published
- 2016
20. Chinese Undergraduate EFL Learners' Perceptions of Plagiarism and Use of Citations in Course Papers
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Liu, Meihua and Wu, Yong
- Abstract
Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners' perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author's opinions and/or findings, and acknowledge the author's ideas. These findings reveal a general overview of students' perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources.
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- 2020
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21. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
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- 2023
22. Comparison of Test Performance on Paper-Based Testing (PBT) and Computer-Based Testing (CBT) by English-Majored Undergraduate Students in China
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Yu, Wenjing and Iwashita, Noriko
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Computer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing mode impacted TEM 4 score and factors (i.e., computer familiarity level and attitude towards CBT) that might correlate with performance on CBT of TEM 4. Overall 92 Chinese undergraduate students were randomly assigned to one of the groups, i.e., CBT or paper-based testing (PBT), and took the test. A mixed method was employed, including (1) quantitative and qualitative analysis of test performance in two modes, as well as CBT group participants' computer familiarity and attitudes towards the mode; and (2) thematic analysis of semi-structured interviews. The results revealed that (1) test scores in CBT and PBT were comparable; (2) two items in the computer familiarity questionnaire, i.e., comfort level of reading articles on the computer and forgetting time when using computers, positively correlated with CBT scores; and (3) participants' attitude towards CBT did not impact test performance.
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- 2021
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23. Poetry as Embodied Self-Assessment for Visual Art Learning. Assessment White Papers for Art Education. Section V: Visual Arts Assessments--Case Studies from the Classroom and Beyond. Assessment White Papers for Art Education
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National Art Education Association and Hu, Jun
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Self-assessment is crucial to visual art learning. Firstly, because the art experience is personalized, any external assessment is insufficient and deficient; secondly, because an individual's creativity is inexhaustible, any acquired criteria of assessment are too static for an open-ended process that is multidirectional and with infinite possibilities. During a recent curriculum reform, Jun Hu applied poetry as a means of self-assessment and realized that it activates embodied aesthetics through metaphors. Proposing that poetry can make complex thinking sensible and holistic, Hu uses six Chinese couplets for assessment purposes and indicates six steps for art learning that were developed during a field trip course that is part of the art teacher training program with undergraduate students at Hangzhou Normal University (HNU), China. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's (NAEA) membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.
- Published
- 2020
24. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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25. Multi-Index and Hierarchical Comprehensive Evaluation System for Training Quality of Science and Engineering Postgraduates
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Duan, Peitong, Niu, Huijun, Xiang, Jiawen, and Han, Caiqin
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It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.
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- 2022
26. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
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The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
- Published
- 2019
27. Exploring the Influence of Gender, Seniority and Specialty on Paper and Computer-Based Feedback Provision during Mini-CEX Assessments in a Busy Emergency Department
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Chang, Yu-Che, Lee, Ching-Hsing, Chen, Chien-Kuang, Liao, Chien-Hung, Ng, Chip-Jin, Chen, Jih-Chang, and Chaou, Chung-Hsien
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The mini-clinical evaluation exercise (mini-CEX) is a well-established method of assessing trainees' clinical competence in the workplace. In order to improve the quality of clinical learning, factors that influence the provision of feedback are worthy of further investigation. A retrospective data analysis of documented feedback provided by assessors using the mini-CEX in a busy emergency department (ED) was conducted. The assessors comprised emergency physicians (EPs) and trauma surgeons. The trainees were all postgraduate year one (PGY1) residents. The completion rate and word count for each of three feedback components (positive feedback, suggestions for development, and an agreed action plan) were recorded. Other variables included observation time, feedback time, the format used (paper versus computer-based), the seniority of the assessor, the gender of the assessor and the specialty of the assessor. The components of feedback provided by the assessors and the influence of these contextual and demographic factors were also analyzed. During a 26-month study period, 1101 mini-CEX assessments (from 273 PGY1 residents and 67 assessors) were collected. The overall completion rate for the feedback components was 85.3% (positive feedback), 54.8% (suggestions for development), and 29.5% (agreed action plan). In only 22.9% of the total mini-CEX assessments were all three aspects of feedback completed, and 7.4% contained no feedback. In the univariate analysis, the mini-CEX format, the seniority of the assessor and the specialty of the assessor were identified as influencing the completion of all three components of feedback. In the multivariate analysis, only the mini-CEX format and the seniority of the assessor were statistically significant. In a subgroup analysis, the feedback-facilitating effect of the computer-based format was uneven across junior and senior EPs. In addition, feedback provision showed a primacy effect: assessors tended to provide only the first or second feedback components in a busy ED setting. In summary, the authors explored the influence of gender, seniority and specialty on paper and computer-based feedback provision during mini-CEX assessments for PGY1 residency training in a busy ED. It was shown that junior assessors were more likely to provide all three aspects of written feedback in the mini-CEX than were senior assessors. The computer-based format facilitated the completion of feedback among EPs.
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- 2017
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28. Just above the Exam Cutoff Score: Elite College Admission and Wages in China. Working Paper 28450
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National Bureau of Economic Research, Jia, Ruixue, and Li, Hongbin
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A burgeoning literature has documented the importance of elite colleges. Yet, little is known about access to elite education and its labor market implications in China, a country that produces one in every five college graduates in the world. College admission in China is governed by a single exam--the national college entrance exam, and the government sets admission cutoff scores for elite colleges. We examine the impacts of scoring above the elite-tier cutoff on a student's access to elite colleges and wage outcomes after graduation, using the discontinuity around the cutoff score. By employing hand-collected survey data, we find that scoring above the cutoff not only increases the chance of entering an elite college but also raises a young person's first-job wages after graduation. We also find that those just above the cutoff have peers with higher scores and better social networks than those below the cutoff, but it is less clear whether the two groups use their time differently in college.
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- 2021
29. Online Teaching and Learning at Chinese Universities during COVID-19: Insiders' Perspectives
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Youliang Zhang, Yidan Zhu, Tongjie Chen, and Tongfei Ma
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During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.
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- 2024
30. 'Publish SCI Papers or No Degree': Practices of Chinese Doctoral Supervisors in Response to the Publication Pressure on Science Students
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Li, Yongyan
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Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on "publishing SCI papers or no degree" should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals.
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- 2016
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31. Peer Quality and the Academic Benefits to Attending Better Schools. NBER Working Paper No. 22337
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National Bureau of Economic Research, Hoekstra, Mark, Mouganie, Pierre, and Wang, Yaojing
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Despite strong demand for attending high schools with better peers, there is mixed evidence on whether doing so improves academic outcomes. We estimate the cognitive returns to high school quality using administrative data on a high-stakes college entrance exam in China. To overcome selection bias, we use a regression discontinuity design that compares applicants barely above and below high school admission thresholds. Results indicate that while peer quality improves significantly across all sets of admission cutoffs, the only increase in performance occurs from attending Tier I high schools. Further evidence suggests that the returns to high school quality are driven by teacher quality, rather than peer quality or class size. [The research conducted in this paper is covered under Texas A&M University IRB #2015-0208.]
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- 2016
32. Word-Processor or Pencil-and-Paper? A Comparison of Students' Writing in Chinese as a Foreign Language
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Zhu, Yu, Mark Shum, Shiu-Kee, Brian Tse, Shek-Kam, and Liu, Jinghui Jack
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A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a conventional hand-written essay entitled "My Favourite Male". The essays were marked by experienced Chinese language experts and the learners' impression of using each type of writing medium was gathered via questionnaires and interviews. Inferential statistics showed that the students performed significantly better when using a word-processor, and they thought that completing writing tasks using pencil-and-paper and word-processors were markedly different. Most of them felt that their work was more professional when produced on a word-processor. A small number of students considered that writing by hand in Chinese was aesthetically pleasing, but they appreciated the convenience of writing in words spelled and written correctly by the computer. Inter-marker consistency was more homogeneous for essays written on the computer. In conclusion, word-processors are suggested as the preferred writing medium for beginning learners of CFL.
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- 2016
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33. The Evolution of Topics and Leading Trends over the Past 15 Years of Research on the Quality of Higher Education in China: Based on Keyword Co-Occurrence Knowledge Map Analysis of the Research Papers Published from 2000 to 2014 in the CSSCI Database
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Qu, Xia and Yang, Xiaotong
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Using CiteSpace to draw a keyword co-occurrence knowledge map for 1,048 research papers on the quality of higher education from 2000 to 2014 in the Chinese Social Sciences Citation Index database, we found that over the past 15 years, research on the quality of Chinese higher education was clearly oriented toward policies, and a good interactive relationship formed between research and policy. Looking at research topics, apart from macrodiscussions of the spirit of several educational reforms, the relevant topics are mainly focused on higher education quality issues in the massification stage, issues of higher education academic management, issues of student cultivation, and issues of ensuring and evaluating higher education quality. Of these, issues of ensuring and evaluating higher education quality have continually been the mainstream of research on Chinese higher education quality, and there has been an increasing trend of emphasizing ensuring internal quality within schools, emphasizing student participation, and evaluating the effectiveness of student learning. Scholars had a renewed focus on the topics of higher education academic management and student cultivation after 2010, and truly improving the quality of higher education will become a future hot topic of study, however there is an urgent need for further study.
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- 2016
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34. Status Quo and Outlook of the Studies of Entrepreneurship Education in China: Statistics and Analysis Based on Papers Indexed in CSSCI (2004-2013)
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Xia, Tian, Shumin, Zhang, and Yifeng, Wu
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We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an "exploratory stage of learning from foreign models," a "developmental stage geared toward employment problems," and a "transformative stage promoting cultivation of student abilities," and featured three primary characteristics, "multidisciplinary fusion," "imbalanced regional distribution," and "policy orientation." In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely "entrepreneurship education and talent cultivation," "entrepreneurship education and entrepreneurial environments," and "entrepreneurship education and innovation education."
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- 2016
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35. Illuminating Chinese EFL Student Teachers' Paradoxical Perceptions of Theory Learning Experiences
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Yan, Chunmei and He, Chuanjun
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Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers' theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers' perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers' portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers' theory learning experiences requires teacher educators' overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers' attitudinal change and sustained efforts.
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- 2022
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36. L2 Chinese Language Teachers' Cross-Cultural Adaptation in Teaching Online Courses Using Videoconferencing Tools in a Foreign Country during the COVID-19 Pandemic: A Case Study
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Fan, Yue, Cheng, Li, and Zhu, Zhu
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This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
37. Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion. NBER Working Paper No. 25955
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National Bureau of Economic Research, Démurger, Sylvie, Hanushek, Eric A., and Zhang, Lei
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This paper estimates the return to an elite university education over a college graduate's career using the CHIP 2013 data. We find a substantial premium for graduating from an elite Chinese university at job entry, but it declines quickly with labor market experience. This pattern is entirely driven by the young cohorts who enter college after the higher education expansion that started in 1999. This pattern is more pronounced in coastal provinces and in economically more developed regions, where individual skills are highly rewarded in the labor market. The initial elite premium and its subsequent decline is found just for males; individual skills are much more consistently rewarded for females than males. The results are consistent with employer learning, where employers pay workers based on more easily observable group characteristics at job entry but rely less on these over time when more accurate information about individual productivity becomes available.
- Published
- 2019
38. Demonstrating Electrophoretic Separation in a Straight Paper Channel Delimited by a Hydrophobic Wax Barrier
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Xu, Chunxiu, Lin, Wanqi, and Cai, Longfei
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A demonstration is described of electrophoretic separation of carmine and sunset yellow with a paper-based device. The channel in the paper device was fabricated by hand with a wax pen. Electrophoretic separation of carmine and sunset yellow was achieved within a few minutes by applying potential on the channel using a simple and inexpensive power supply. This demonstration could not only motivate the students' passion in learning analytical chemistry but also introduce two important analytical techniques (microfluidic paper-based analytical devices and electrophoresis) to the classroom. With further modification and improvement, this demonstration may be suitable for students to perform as a laboratory experiment in the teaching lab.
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- 2016
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39. Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom
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Robert Weekly and Andrew Pollard
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The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.
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- 2024
40. Transnational Learning and Chinese Sayings
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Liu, Haedy
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Chinese sayings within the context of transnational education have not been extensively explored within higher education. In this qualitative study, which utilized semi-structured interviews, data were collected from 24 participants to explore their transnational study experience. Chinese sayings, framed within a rich Confucian history, provide a culturally appropriate way for participants to understand their transnational learning experience. By using Chinese sayings and metaphors, the participants found meaning in their transnational education experience for personal growth and to strengthen their communities. The article provides a discussion of implications for higher education contexts and recommendations.
- Published
- 2017
41. The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy. Report of the International Conference on the Changing Academic Profession Project, 2014. RIHE International Seminar Reports. No. 22
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Hiroshima University, Research Institute for Higher Education (Japan)
- Abstract
The International Conference on the Changing Academic Profession Project convened in Hiroshima City, Japan, January 24-25, 2014. It was jointly hosted by the Research Institutes of Higher Education at Hiroshima and Kurashiki Sakuyo Universities. The theme of the conference was "The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy." Two keynote address and eight presentations were made by university professors from seven countries and regions. The present volume is a collection of the addresses and papers presented at the conference. Following a foreword by Fumihiro Maruyama, contents include: (1) Institutionalization of the R-T-S Nexus in the Academic Profession from an International, Comparative Perspective (Akira Arimoto); (2) Strong States, Strong Systems (William K. Cummings); (3) Quality of Education and Research at Higher Education Institutions in Cambodia: Results of the Survey on University Faculty Members (Yuto Kitamura, Naoki Umemiya, and Aki Osawa); (4) The Internationalization of the Academy in Asia: Major Findings from the International Survey (Futao Huang); (5) Effects of International Education Degree and Organizational Effectiveness Perception on Academic Research Productivity in China (Lu Li and Fengqiao Yan); (6) Career Prospects of the Malaysian Academic Profession (Aida Suraya Md. Yunus and Vincent Pang); (7) Academic Career Development in Vietnam (Pham Thanh Nghi); (8) The Self-Contained Academic Profession in Japan, a Matured Country (Akiyoshi Yonezawa); (9) The Impact of Research Productivity on Academics in Taiwan (Robin J. Chen and Ching-Shan Wu); (10) University Academic Staffs' Career and Research Productivity: Similarities and Differences in Six Asian Nations (Tsukasa Daizen); and (11) What Is a Mature University in This Competitive World? (Yumiko Hada). The conference program and list of participants are appended. Individual papers contain references. [Charles R. Barton edited the manuscripts in this report. For "The Internationalization of Higher Education: Realities and Implications. Report of the International Workshop on University, 2013. RIHE International Seminar Reports. No. 21," see ED574175.]
- Published
- 2015
42. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro
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These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]
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- 2014
43. Bibliometric Analysis of Studies on Teacher Resilience
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Nurtaç Üstündag-Kocakusak and Ruken Akar-Vural
- Abstract
This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]
- Published
- 2023
44. Managing Racial Integration in BRICS Higher Education Institutions
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Naidoo, Shantha and Shaikhnag, Noorullah
- Abstract
The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]
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- 2022
45. Student Presentations as a Means of Teaching and Learning English for Specific Purposes: An Action Research Study
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Ai, Bin, Kostogriz, Alexander, Wen, Daorong, and Wang, Lifei
- Abstract
With China's rising role in the global economic market, both local and international employers seek graduates with well-developed communication skills in at least one additional language to complement their specific knowledge and abilities. University graduates are taught English for Specific Purposes (ESP) within their particular disciplines. This article reflects on the first author's action research, using student presentations as a pedagogical practice with first year postgraduate students not majoring in English in a Chinese university. The authors propose that ESP pedagogy needs to progress beyond the monological Chinese Confucian model of education to a dialogic, inclusive, and hospitable model of the classroom as an imagined third space where creative, critical thinking is encouraged. This research aims to contribute to Chinese ESP pedagogy, to inform international educators of developments in the education of graduates for internationalized business practice, and to contribute to the global discourse on ESP pedagogy.
- Published
- 2020
- Full Text
- View/download PDF
46. Enhancing EFL Learners' Native Cultural Awareness via Project-Based Learning
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Zhang, Danyang and Wu, Junjie Gavin
- Abstract
English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.
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- 2023
47. Syntactic Complexity Development in College Students' Essay Writing Based on AWE
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Li, Wenjin, Lu, Zhihong, and Liu, Qianwen
- Abstract
Syntactic complexity is considered to be an important device for assessing the quality of writing in a second language (L2), as it indicates the diversity and complexity of production units or grammatical structures. This paper studies the development of Chinese college students' syntactic complexity in essay writing by using an Automatic Writing Evaluation (AWE) tool, the Pigai system (www. pigai.org, which has been most widely used in China in the last ten years). The data analysis showed that the students' syntactic competences in their final drafts outperformed that in their first drafts in three aspects: length of production unit, amount of subordination, and amount of coordination. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
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- 2020
48. Students' Intention to Use High-Immersion Virtual Reality Systems for Learning Paragraph Structure: A PLS-SEM Exploratory Study
- Author
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Quaid, Ethan Douglas, Pack, Austin, Barrett, Alex James, and Zhou, Litong
- Abstract
This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students' behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners' intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students' intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students' perceived usefulness of the VR system. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
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- 2020
49. A Comparative Study on the Acquisition of Power Relationship Terms in Chinese by International Students
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Shihai Zhang and Hanfu Mi
- Abstract
Chinese has a rich and diverse vocabulary of terms, especially verbs, expressing power relationships. This paper selected 25 power relationship terms from the Chinese Proficiency Scale for International Chinese Education, and used a true-false format to test the differences in acquisition between international students from Confucian cultural circles and those from non-Confucian cultural circles. The study found that: (1) The acquisition levels of both groups are generally behind that of ordinary vocabulary; (2) There is a significant difference in the acquisition levels between the two groups, with the former performing better than the latter; and (3) There is a significant difference in the acquisition of these terms in administrative and family settings between the two groups, with the former performing better than the latter, but there is no significant difference in the acquisition of terms in other settings such as education. In response to these findings, the paper used interview data to provide mutual confirmation, and applied theories related to learning input, language transfer, and cultural circles to analyze and interpret the results. Finally, the paper made targeted suggestions for the teaching of power relationship terms.
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- 2024
50. SQL-DP: A Novel Difficulty Prediction Framework for SQL Programming Problems
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Xu, Jia, Wei, Tingting, and Lv, Pin
- Abstract
In an Intelligent Tutoring System (ITS), problem (or question) difficulty is one of the most critical parameters, directly impacting problem design, test paper organization, result analysis, and even the fairness guarantee. However, it is very difficult to evaluate the problem difficulty by organized pre-tests or by expertise, because these solutions are labor-intensive, time-consuming, leakage-prone, or subjective in some way. Thus, it is of importance to automatically evaluate problem difficulty via information technology. To this end, we propose a novel difficulty prediction framework, named SQL-DP, for Structured Query Language (SQL) programming problems, mastering which plays a vital role in learning the database technology. In SQL-DP, semantic features of problem stems and structure features of problem answers in the form of SQL codes are both computed at first, using the NLP and the neural network techniques. Then, these features are used as the input to train a difficulty prediction model with the statistic error rates in tests as the training labels, where the whole modeling does not introduce any experts, some as knowledge labeling. Finally, with the trained model, we can automatically predict the difficulty of each SQL programming problem. Moreover, SQL programming problem answering log data of hundreds of undergraduates from Guangxi University of China are collected, and the experiments conducted on the collected log data demonstrate the propped SQL-DP framework outperforms the state-of-the-art solutions apparently. In particular, SQL-DP decreases the RMSE of difficulty prediction by at most 7.23%, compared with the best-related framework. [For the full proceedings, see ED623995.]
- Published
- 2022
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