ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Translation with the Notion of Discourse Analysis under Different Communication Patterns
Author: Chien, Chi-ying
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Diaries,Student Attitudes,Pretests Posttests,Linguistic Theory,Grammar,Readability,Video Technology,Speech Communication,Written Language,Majors (Students),Translation,Discourse Analysis,Intercultural Communication,Chinese,Content Analysis,Interviews,College Seniors,Connected Discourse,Figurative Language,Error Patterns,Comparative Analysis,Instructional Effectiveness

The study of teaching translation has always been influenced by the theory of foreign language teaching, regardless of the theoretical or practical approaches the researchers used. In the classroom, students are frequently bored with translating grammar because they are seldom taught how grammar works. In view of this teaching gap, this study offers new translating skills for students to enhance their understanding and readability of the translated texts. Dr. Randy Pausch's &quot;The Last Lecture,&quot; available in both video and text, was used as the study material because of the special language features of speech and written texts. Using Dr. Pausch's spoken and written material, the study adopted Hall's (1976) intercultural communication patterns together with discourse analyses by Halliday and Hasan (1976), so that students can learn how to analyze coherence and cohesion in their translations with different communication patterns. The subjects for this study were 80 English-major students, and the tools are four texts from Dr. Pausch's speech and published books. Data from student learning journals and their pre-test and post-test results were collected for statistical examination. Rather than simply translating words and following grammatical rules, the study provides new ideas for teaching translating, enhancing the quality of student translations by melding the latter with their personal experiences of the words they read and hear.
Designing Morphosyntax Material for EFL Students: Indonesian Case
Author: Mukarromah, Inayatul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Writing (Composition),Morphology (Languages),Syntax,Second Language Instruction,Second Language Learning,English (Second Language),Writing Difficulties,Writing Improvement,Instructional Materials,Instructional Effectiveness,Design

Students' understanding about Morphosyntax is often low due to its complex processes. This study attempted to design a learning handout that would help students solve their writing problems particularly in Morphosyntax cases. This qualitative study was conducted at two Indonesian Universities, namely UNTAG Banyuwangi and IAIN Jember Indonesia. Six phases in Design Based Research (DBR) by Hoadley (2004) and four phases of DBR by Reeves (2012) were combined as the design of the research. Four classes with a total of 114 students participated and the lecturers of writing course and grammar course were involved. Following the mixed design of DBR by Hoadley and Reeves, this study produced a learning handout that, after tested at the second cycle, proved helpful to solve students' Morphosyntax problems especially in Writing Class. The students facing writing problems decreased averagely 35-40% after they learnt writing using the produced learning handout. In this case, the needs to master more on Morphosyntax to support their English proficiency skills especially in writing has been solved.
Investigating EFL Achievement through the Lens of Demotivation
Author: Boonchuayrod, Piyaporn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Academic Achievement,Learning Motivation,Majors (Students),Undergraduate Students,Teaching Styles,Teacher Competencies,Student Attitudes,Teacher Student Relationship,Peer Relationship,Academic Failure,Educational Attitudes,Instructional Materials,Barriers

It is generally agreed that demotivation is any forces that reduce a student's passion or enthusiasm to learn. Despite some studies on demotivation across language levels, culture, and languages; research has not been conducted on university students from different language levels in Thailand. The aim of this mixed-method study is three-fold. Firstly, it attempts to factorize types of demotivation among English major students. Secondly, it examines the effect of demotivation on EFL achievement. Thirdly, it investigates the differences of demotivation in different levels of EFL achievement. The study involved undergraduate students majoring in English completing a questionnaire and being interviewed. The results revealed that there were four potential types of demotivation among English major students: 1) Media, teaching styles and teacher competence; 2) Attitudes towards teachers and classmates; 3) Experiences of failure and attitudes towards English learning, and 4) Characteristics of lessons and class materials. Findings also showed that Demotivation Type 3 (Experiences of failure and attitudes towards English learning) influenced EFL achievement (p &lt;0.001). Interestingly, there was a significant difference in the degree of influence of Type 3 among low, moderate, and high levels of EFL achievement. In the conclusion, pedagogical implications of these findings are discussed in order to help teachers understand important factors that demotivate students to achieve in English language learning so that the occurrence of those factors may be avoided.
The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners
Author: Hamad, Mona M.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Video Technology,Audio Equipment,Speech Communication,Majors (Students),Undergraduate Students,Teaching Methods,Comparative Analysis,Instructional Effectiveness,Computer Assisted Instruction,Listening Skills,Imitation,Pretests Posttests,Foreign Countries

The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners' speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening &amp; Speaking Course at College of Science &amp; Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students' speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.
Elementary Teachers&apos; Perceptions of Preparedness to Teach English Language Learners
Author: Wissink, Barbara
Date: 2019-05-23
Type: Journal Articles
Subjects: English Language Learners,Teaching Methods,Elementary School Teachers,Teacher Attitudes,Case Studies,Teacher Education Programs,Student Placement,Inclusion,Creoles,Foreign Countries,Second Language Learning,Course Content,Christianity,Religious Education,North Americans,French,Empathy,Teacher Student Relationship,Self Efficacy,Classroom Communication,Linguistic Input,Lesson Plans,Classroom Observation Techniques

With the steady increase in the English Language Learner (ELL) population in the U.S., this case study was aimed at capturing elementary teachers' perceptions of how well their teacher preparation program was prepared to teach ELLs. This work utilized the case study design, and included five North American elementary teachers as the subjects of the research who were teaching ELLs in a small Christian Academy located in southern Haiti. All of the teachers were fluent in English, and two of the teachers from Canada were also fluent in French. All of the elementary students spoke Creole. The instruments in the case study included a questionnaire, two interviews, and classroom observations of teaching. The data was coded and triangulated. The results of this study supported existing research, and specifically included a desire for explicit coursework on how to teach reading to ELLs within their teacher preparation program, as well as increased time instructing ELL students in high ELL population schools that utilized inclusive instruction during their student teaching placements. Required second language coursework was also recommended, as the teachers believed it would have enhanced their understanding of the complexity of language acquisition and develop empathy for ELL students.
Effect of Piano Education on the Attention Skills of 7-12 Year Old Children
Author: Huseynova, Elnara
Date: 2019-05-23
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Attention Control,Children,Preadolescents,Program Effectiveness,Color,Visual Stimuli,Reaction Time,Elementary School Students,Interaction

This research is aimed to determine the effects of piano education on the attention skills of 7-12-year-old children. In the research, pretest-posttest control group design is used, and attention skills of both of the groups are measured before and after the experiment. Unlike the control group (n=53), the experimental group (n=46) had private piano education an hour a week for 14 weeks with a tutor, and as a result of the cooperation with the parents, the students practised the piano on their own at home. For collecting data, 4 stage Stroop Colour-Word Test is used. In analysing the data, SPSS 23.0 packaged software and 2x2 mixed ANOVA's are used. Independent factors are determined as group (piano lesson group and control group) and time (pretest-posttest). Dependent variables are reading black and white (RBW), name the colour of the square patches (NCS), reading the coloured words (RCW) and saying the colours of the coloured words (SCCW). Different ANOVA's are used for each dependent variable. In the study, in all the applied sections, it was seen that the reading time of the children who have been having piano education has shortened and their attention skills have been improved. Nevertheless, especially in 'Name the Colour of Square Patches' and 'Reading the Coloured Word' tests results it was seen that, children having piano education have improved their attention skills statistically more than the children who are not having piano education. Children having piano education are considered to be more careful about the aliasing effect and their perception to be improved.
The Relationship between Perspective Taking Skills and Language Development in Preschool Children
Author: Emen, Meltem
Date: 2019-06-00
Type: Journal Articles
Subjects: Perspective Taking,Language Acquisition,Vocabulary Development,Preschool Children,Foreign Countries,Kindergarten,Intelligence Tests,Verbal Ability,Vocabulary,Theory of Mind,Empathy,Interpersonal Competence,Predictor Variables

Perspective taking is a fundamental skill that helps us to understand others' thoughts, feelings and perceptions. Past studies have shown that there were significant relations between young children's perspective taking abilities and age, gender, formal schooling and socioeconomic status. The present study was conducted to investigate the relationship between perspective taking skills and language development in preschool children. The study sample included 98 three to five-year-old children (53 girls and 45 boys) attending six kindergartens located at the city center of Adana, Turkey. Children came from families with similar demographic characteristics. As data collection instruments, Perspective Taking Test for Children (PTC) and Peabody Picture-Vocabulary Test were used. Data were obtained by individual interviews. Firstly, children were presented the PTC. The next day, Peabody Picture-Vocabulary Test was applied to the children. The results show that there was a significant and positive correlation between perspective taking skills and language development of the children. These correlations were high value for the age of three years, moderate for four years old and high for five years old. It was also determined that language development of children predicted their perspective taking skills significantly.
Deaf Plus: A Mother Reflects on Her Son&apos;s Experience
Author: Johnson, Ukawia
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Mother Attitudes,Sons,Parent Child Relationship,High School Graduates,Cerebral Palsy,Advocacy,Educational Attainment,Individualized Education Programs,Decision Making,Academic Accommodations (Disabilities),Special Education,Academic Achievement,Student Attitudes,Students with Disabilities,Educational Experience

After having the son with cerebral palsy and auditory neuropathy, the authors had to learn how to advocate for her son. After 12 years of ups and downs, uncertainties, hard work, determination, and tears, her son James graduated from high school with a regular diploma. In this article, she describes of the struggles she and her son had to go through in order for him to receive an education.
School Heads&apos; Perceptions about Their Leadership Styles
Author: Rehman, Ahsan-Ur
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Leadership Styles,Instructional Leadership,Transformational Leadership,Moral Development

This study explored school heads' perceptions regarding their school leadership styles. The study adopted a qualitative research design. The sample of the study consisted of 10 male and 10 female head teachers from Peshawar, Khyber Pakhtunkhwa, Pakistan. Data were collected using semi-structured interviews. Findings revealed that school heads adopted a number of leadership styles. The main leadership styles included instructional leadership, transformational leadership and moral leadership. These different leadership styles were adopted keeping in view the needs of different situations that heads found themselves working in. The study has important implications for school management, schoolteachers, researchers and policy makers.
Al-Ghazali&apos;s Aims and Objectives of Islamic Education
Author: Sheikh, Sajid Ullah
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Muslims,Educational Philosophy,Educational Objectives,Role of Education,Individual Development,Parent Role,Teacher Role,Student Role,Curriculum,Moral Development

The Constitution of Pakistan (1973) and our various educational policies have given clear direction on aims of our education system, which should be based on Islamic principles. However, since independence, Pakistan is still unable to devise a system of education, the aims of which are derived from Qur'an and Sunnah as mandated by the constitution. As such a dire need is felt to understand the aims and objectives education from our ideological perspective. It has been generally agreed that Al-Ghazali's thoughts comply with the Qur'anic principles, he is well accepted by vast strata of Muslims in Pakistan and appreciated by west as well. Accordingly, this qualitative study explored educational aims and objectives from Al-Ghazali's thoughts and philosophy, using content analysis of various writings of and on Al-Ghazali. Based on this research, we can conclude that the aim of Islamic education should be associated with the aim of a person's life. Based on this fundamental assumption and guideline provided by Al-Ghazali, we can develop aims and objectives of Islamic education as directed in the Constitution of Pakistan, 1973.
An Investigation about High School Students&apos; Mathematics Anxiety Level According to Gender
Author: Akbayir, Kamil
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,High School Students,Mathematics Instruction,Gender Differences,Mathematics Anxiety,Test Anxiety,Student Attitudes

The aim of this study is to investigate the anxiety levels of high school students towards mathematics lesson according to gender variable. A total of 89 ninth grade students (29 females and 60 males) from various high schools were enrolled in Van province center in the 2017-2018 academic year. In the study, the data were collected by using the developed &quot;Mathematical Anxiety Scale&quot; of the researcher. In the analysis of the collected data, frequency and percentage values were taken and independent sample t test was used. According to the results of the study, high school students' mathematics anxiety levels were at medium level. In addition, there were no statistically significant differences in the anxiety levels of female and male students. While the test anxiety levels of the students who participated in the study were higher than the other anxiety levels, the lowest anxiety level was seen as lack of curriculum subjects.
Analysis of Teacher Measurement-Evaluation Preferences from the Perspective of Epistemological Belief
Author: Özeren, Ender
Date: 2019-06-00
Type: Journal Articles
Subjects: Epistemology,Teacher Attitudes,Beliefs,Foreign Countries,High School Teachers,Evaluation Methods,Teaching Methods,Measurement Techniques,Constructivism (Learning)

The goal of this research is to make an epistemological analysis of methods used by high school teachers in teaching process and their measurement and evaluation preferences. The research is based on descriptive model and conducted on a total of 819 teachers. Data are collected through information form and analyzed with scientific statistical techniques. At the end of the analyses, it is observed that high school teachers participated in the research are partially sufficient in terms of epistemological belief; but these teachers stated that they highly benefit from the nature of knowledge while teaching a topic and conducting an exam. As there seems to be a dilemma between the statements and practices of teachers, the statements are found questionable. Participant teachers preferred the method of presentation in teaching process while they preferred conducting written exams in measurement-evaluation processes. These preferences justified the questionable point. This situation, which reveals the epistemological deficiency of teachers who participated in the research, is also an indication of epistemological discrepancy between current education programs and teachers. This indication shows that modern constructivist education programs in Turkey are practiced in a traditional sense. Putting education programs into practice by epistemologically destroying their nature is a serious risk that can prevent Turkey from reaching educational goals. It is known that constructivist approach makes significant contributions to ensure efficient education and to the process of raising creative individuals.
An Autobiographical Study of Language Teacher&apos;s Perceived Psychological Dynamics: Methodological Issues and Insights
Author: Saleem, Mehvish
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Grounded Theory,English (Second Language),College Faculty,Higher Education,Psychological Studies,Foreign Countries,Individual Differences,Males,Longitudinal Studies,Personal Narratives,Teaching Experience

Psychological research in second language acquisition (SLA) is a growing field. Much of this research has primarily focused on examining the language learner with comparatively little emphasis on exploring the language teacher. Moreover, psychological research informed by process-oriented approaches views individuals' psychological constructs stable individual difference variables. Recently, there has been a growing interest in the complex dynamic systems perspective, which has led researchers to focus increasingly on the dynamic nature of individuals' psychological variables. This study explores the psychological dynamics of two male participants working at tertiary-level as English language teachers in Pakistan over the long-term timescale of years. Data were generated using autobiographical narratives. An inductive approach, which is inspired by Grounded Theory was then used to analyze the data. The findings demonstrate both stability and change in teachers' experiences, thus suggesting the dynamic nature of their psychology. The paper concludes by discussing the methodological challenges facing future research on individual's psychological dynamics.
Metacognitive Awareness of Reading Strategies, Reading Practices and Academic Attainments of University Students
Author: Sheikh, Irfan
Date: 2019-06-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Instruction,Reading Achievement,Undergraduate Students,Business Administration Education,Correlation,Foreign Countries,Reading Habits,Predictor Variables,Recreational Reading

This study was conducted to examine the relationship between metacognitive awareness of reading strategies (MARS), and academic attainments (AA) of undergraduate business students. It also investigated the relationship between reading practices (RP) and MARS. There are three different categories of MARS -- global, problem solving, and support reading strategies. The Metacognitive Awareness of Reading Strategies Inventory (MARSI), developed by Mokhtari and Reichard (2002) was used as the instrument for this study where the sample consisted of 571 male and female students of undergraduate business program from private and public universities of Karachi. The results showed Metacognitive Awareness of Reading Strategies significantly predicts academic attainments of university students. The findings suggest that conducting workshops or training sessions for promoting MARS may be helpful to enhance students' concentration towards the reading process that may affect their learning.