This dataset integrates English speech recordings from non-English major college students with social media posts related to major economic topics such as inflation, unemployment, GDP, and interest rates. The purpose of this combined dataset is to support research and development of intelligent systems that analyze both spoken and textual data for pronunciation evaluation, sentiment analysis, and macroeconomic forecasting.

The speech recordings were collected during oral English exercises conducted in a quiet classroom environment. Each speaker reads from a controlled vocabulary that reflects commonly used terms in academic English. Recordings were captured using an embedded speech recognition system that analyzes pronunciation parameters such as pitch, speech rate, rhythm, and intonation. These recordings are intended for use in developing pronunciation evaluation models, benchmarking automated speech assessment tools, and creating intelligent feedback systems for English language learning.

Key Features:

Grammar_Accuracy – Percentage of grammatical correctness in student responses

Vocabulary_Richness – Measure of lexical diversity in written or spoken output

Coherence_Score – Logical flow and organization of content

Content_Relevance – Alignment of student responses with question intent

Sentiment_Positivity – Positivity level of written or spoken communication

Pronunciation_Clarity – Clarity and accuracy of speech articulation

Speech_Fluency – Smoothness and flow of spoken language

Pausing_Rate – Frequency of pauses during speech

Pitch_Variation – Expressiveness and modulation in voice tone

Speech_Rate – Average words spoken per minute

Average_Grade – Overall academic performance score

Class_Participation – Level of active engagement in classroom discussions

Assignment_Completion_Rate – Percentage of completed coursework

Attendance_Percentage – Presence rate across sessions

Consistency_Index – Stability and reliability in performance over time

Teaching_Effectiveness_Score – Overall measure of teaching effectiveness (target column)

This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore more about the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using many modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus.

This project planned to broaden the range of resources for students to communicate emotions through speech, writing and images. Such communication is important for social and economic success, particularly for disadvantaged students, and it is now part of the Australian curriculum. However, research shows that teachers are not equipped to teach these new curriculum requirements. The project unites a consortium of schools, visual media experts and policy makers to address this problem. The outcomes include innovative approaches to strengthen students' language skills for emotional expression and wellbeing, and e-learning resources for both teachers and students. Set out below are a number of research outputs for the project: • SELFIE Project ARC Linkage: LP150100030 Final Report (https://acuresearchbank.acu.edu.au/item/8x4x4) • SELFIE – Strengthening Effective Language of Feelings In Education (https://selfieresearchproject.wordpress.com/) website and updates have been approved by the project's industry partners, including the Department of Education and the school principals. The website includes: • a summary of the research and the research findings • teaching ideas • a sample of the research data (links are provided below) • a sample of recent research publications (for publications associated with this research, see the notes field below) • media outreach, news and events • research contact information

Abstract: This paper aims to analyze the multimodality and visual literacy of Spanish language students enrolled at the Language Center from the State University of Ceará (UECE), Fortaleza-CE, Brazil, by making meanings in written productions based on a selected multimodal text for comprehension. The corpus consists of eighteen texts written by students studying Spanish, and the texts were analyzed in the light of theoretical principles of multimodality and visual literacy theory proposed by Kress and Van Leeuwen (1996, 2006) regarding to metafunctions and image analysis, as set forth in The Grammar of Visual Design. In this regard, we intend to show how the production of texts may reveal signs of students' visual literacy in the contexts of teaching and learning in Spanish language classes.

This dataset is optimized for English textbooks in art colleges, covering three modes of text, image and video. It contains 300,000 texts, 80,000 images and 2,000 hours of video, and the content involves multi-domain knowledge of art textbooks. In addition, 10,000 texts, 5000 images and 500 hours of videos were added from social media to test the performance of the model on noisy data, aiming to improve the semantic consistency, cultural expression integrity and teaching interactivity of textbooks, and provide strong support for the research on cross-cultural communication and multimodal integration of art English textbooks.

The datasets are the assessor and participant self-evaluation raw scores. These cover the 29 horse riding exercises performed to assess the rider-horse body language to ensure clear rider-horse communication. These exercises cover the two basic elements needed for effective and safe horse control. These are speed control and direction control. Speed and direction control can be divided into four cornerstone exercises which form the basis of all horse riding, namely walk to halt; halt to walk; turn on the forehand; and walking on a straight line with a bend. The four foundation exercises create the first three elements of the Fédération Equestré Internationale training scales.

This project on multiliteracies involved groups of deaf learners in India, Uganda, and Ghana, both in primary schools and with young adult learners. The Peer-to-Peer Deaf Multiliteracies project examined how some of the dynamics that contribute to learners’ marginalisation can be changed by involving deaf individuals in the design of new teaching approaches, and by using children and young people's lived experiences and existing multilingual-multimodal skills as the starting point for theme-based learning. The aim was for participants to develop not only English literacy, but "multiliteracies", i.e. skills in sign languages, ICT, written English, creative expression through drawing and acting, and other forms of multimodal communication. The data collection includes reports from classroom settings compiled by tutors and by research assistants, pre-and post-tests on language and literacy abilities with learners, samples from an online learning platform, and multimedia portfolios collected from learners. A total of 124 young deaf adults and 79 deaf primary school children took part in the research

The exclusion of deaf children and young adults from access to school systems in the developing world results in individuals and communities being denied quality education; this not only leads to unemployment, underemployment, low income, and a high risk of poverty, but also represents a needless waste of human talent and potential. To target this problem, this project extends work conducted under a pilot project addressing issues of literacy education with young deaf people in the Global South. Creating, implementing and evaluating our innovative intervention based on the peer teaching of English literacy through sign language-based tutoring, everyday real life texts such as job application forms, and the use of a bespoke online resource, enabled us to generate a sustainable, cost-effective and learner-directed way to foster literacy learning amongst deaf individuals. To reach further target groups and conduct more in-depth research, the present project extends our work to new groups of learners in India, Uganda, Ghana, Rwanda and Nepal, both in primary schools (ca 60 children in India, Ghana, and Uganda) and with young adult learners (ca 100 learners in interventions, plus ca 60 young adults in scoping workshops in Nepal and Rwanda). In the targeted countries, marginalisation begins in schools, since many have no resources for teaching through sign language, even though this is the only fully accessible language to a deaf child. This project intends to examine how we can change some of the dynamics that contribute to this, by involving deaf individuals in the design of new teaching approaches, and by using children and young people's everyday experiences and existing literacy practices as the basis for their learning. Participants in such a programme not only develop English literacy, but "multiliteracies", i.e. skills in sign languages, technology, written English, gesture, mouthing, and other forms of multimodal communication. Developing a multilingual toolkit is an essential element of multiliteracies. Being 'literate' in the modern world involves a complex set of practices and competencies and engagement with various modes (e.g. face-to-face, digital, remote), increasing one's abilities to act independently. Our emphases on active learning, contextualised assessments and building portfolios to document progress increases the benefit to deaf learners in terms of their on-going educational and employment capacity. Apart from the actual teaching and interventions, the research also investigates factors in existing systems of educational provisions for deaf learners and how these may systematically undermine and isolate deaf communities and their sign languages. Our analyses identify the local dynamics of cultural contexts that our programmes and future initiatives need to address and evaluate in order to be sustainable. One challenge we encountered in the pilot was the lack of trained deaf peer tutors. There is a need for investment in local capacity building and for the creation of opportunities and pathways for deaf people to obtain formal qualifications. Therefore, we develop training in literacy teaching and in research methods for all deaf project staff. We also develop and adapt appropriate assessment tools and metrics to confirm what learning has taken place and how, with both children and young adults. This includes adapting the Common European Framework of Reference for Languages (CEFR) for young deaf adult learners and the 'Language Ladder' for deaf children so that we use locally-valid test criteria. To document progress in more detail and in relation to authentic, real life literacy demands we need to create our own metrics, which we do by using portfolio based assessments that are learner-centred and closely linked to the local curricula.

ABSTRACT This paper adopts a conception of language as repertoire, conceived as an emergent set of semiotic resources that reflects life trajectories located in specific times and spaces. From this theoretical perspective, it analyzes dimensions of the configuration of the communicative repertoires of Indigenous individuals in the postcolonial contemporaneity. The empirical data under analysis was generated in a linguistic education context and consists of oral, written and multimodal registers of emerging interactions on the production and presentation of linguistic portraits. The analysis aims to highlight the pedagogical relevance of (self)representation of linguistic repertoires as a starting point for language education and as a research tool on linguistic resources, practices and ideologies.

Education is increasingly data-driven, and the ability to analyse and adapt educational materials quickly and effectively is important for keeping materials contemporary and interesting. These approaches also have the potential to personalise learning experiences. One of the challenges in this domain is aligning new literature with the appropriate educational stages. This dataset aims to contribute to alleviating this knowledge gap.

Technical Details

This dataset has been generated through literature in the public domain from Project Gutenberg, and cross-referenced by the UK Key Stage equivalents from the Lexile Reading Framework.

The dataset contains a total of 20,000 rows evenly distributed across four educational stages - Key Stage 2 (KS2), Key Stage 3 (KS3), Key Stage 4 (KS4), and Key Stage 5 (KS5).

The data has been split into Train (80%, 16,000 objects) and Test (20%, 4,000 objects) sets.

The data is multimodal and contains: - Text - the cropped excerpt of text, which is limited to 512 tokens to the nearest complete sentence. - Linguistic Features - each extracted from the text excerpt

Reference

This dataset was originally created for the study "What Differentiates Educational Literature? A Multimodal Fusion Approach with Transformers and Computational Linguistics." by Jordan J. Bird

Bird, J.J. (2024) 'What differentiates educational literature? A multimodal fusion approach of transformers and computational linguistics', arXiv. Available at: https://arxiv.org/abs/2411.17593

The manuscript is under review at a journal and the reference will be updated here when the study is published.

Data Use Agreement

By using this dataset, you agree to the following statement:

Papers, book chapters, books, posters, oral presentations, and all other printed and digital presentations of results derived from "Educational Literature Analysis" data will contain a reference to:

Bird, J.J. (2024) 'What differentiates educational literature? A multimodal fusion approach of transformers and computational linguistics', arXiv. Available at: https://arxiv.org/abs/2411.17593

(reference to be updated after publication)

Papers with Code

Have you published a study on this dataset? Add your results to the Papers with Code page! https://paperswithcode.com/dataset/uk-key-stage-readability