ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative Approaches in Development of Educational Materials: A Case Study of Science Teachers
Author: Seckin Kapucu, Munise
Date: 2021-10-00
Type: Journal Articles
Subjects: Material Development,Instructional Materials,Science Instruction,Instructional Effectiveness,Science Teachers,Public School Teachers,Teacher Attitudes,Technology Integration,Photography,Computer Simulation,Inservice Teacher Education,Educational Innovation,Portfolios (Background Materials),Professional Development,Foreign Countries

This study aims to examine experiences of science teachers in the training process they attended for innovative technology applications. Case study method, one of the qualitative research methods, was used for study design. 35 science teachers, who work in public schools affiliated to Ministry of National Education in seven regions of Turkey have participated in the study. In determining the participants, maximum variation and criterion sampling methods from the purposeful sampling methods were used. In the research, teachers were provided with training on innovative technology applications for a week period. Data collection tools used in the research were the reflection form developed by the researchers, daily activity evaluation forms and e-portfolios. The data was analyzed applying content analysis technique. Regarding the findings, teachers found innovative technologies positive in terms of attracting student attention, increasing involvement of the students, and facilitating/concretizing learning; and negative in terms of causing distraction and technology dependence. Regarding the results obtained from e-portfolios, participants produced concrete or digital products involving making a spacecraft, making Virtual Reality (VR)lasses, constructing hologram pyramid, creating picture holograms and video holograms. In addition, the participants emphasized that they mostly had positive opinions about the training they have attended, they encountered difficulties in Unity software, they plan to include innovative technology applications in science education especially in teaching astronomy and space concepts, they suggested stakeholders increasing the trainings given by experts and applied professional development activities.
Implementing Flipped Classroom Model in Developing Basic Language Arts of the Fourth Grade Students
Author: Kaya, Mehmet Fatih
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 4,Turkish,Elementary School Students,Student Attitudes,Teacher Attitudes,Elementary School Teachers,Parent Attitudes,Flipped Classroom,Language Skills,Cognitive Ability,Affective Behavior,Psychomotor Skills,Interpersonal Competence,Skill Development

This study aims to examine the role of the Flipped Classroom Model (FCM) in the development of the basic language skills of 4th grade students in Turkish language lesson. In this respect, in the 4th grade Turkish language lesson in which the FCM was used, the views of fourth-grade students, their teachers, and parents related to the circumstances and process occurred during the implementation of the FCM in improving the basic language skills of students were investigated. The study was designed in the action research. The study was conducted with thirteen activities in the fourth grade Turkish language lesson and lasted nine weeks and 45 course hours. Data were collected from observations, interviews, documents, action plans, learning materials and validation committee meeting decisions. According to results the activities carried out during the implementation contributed to the development of language skills of the students. It was also seemed that students' various cognitive, affective, psychomotor and social skills developed, that improvements happened in terms of classroom management, and that behavioral problems which affect the implementation process decreased. In addition, students, their teachers and parents were observed to have positive opinions regarding the FCM and the implementation process.
The Adventure of an Adventure Videogame in French
Author: Muñoz González, Juan Manuel
Date: 2021-06-00
Type: Journal Articles
Subjects: Video Games,Teaching Methods,Second Language Instruction,French,Higher Education,College Students,Student Attitudes,Program Effectiveness,Preservice Teachers,Student Characteristics,Foreign Countries

With the understanding that videogames have become a powerful resource not only for entertainment but also as an educational resource for foreign language teaching today, the objective of this study was to examine the use of the videogame &quot;Broken Sword&quot; for the teaching of French as a foreign language in a higher education setting. To assess the suitability of the video game as a foreign language teaching tool, a quantitative methodology based on a 22-item ad hoc questionnaire was used, through which we collected the assessment of the students. Despite the expectations and the high degree of participation and cooperation of the students surveyed, the results revealed an attitude of indifference regarding the videogame's contributions to language learning. We considered the results to be very positive, as for many of the students this exercise was not only a test with a language that they did not master yet, but also had technical difficulties that they had to overcome. The challenge of this experience invites us to continue working with new videogames titles and to improve our future methodological interventions.
Investigation of the Attitudes Distance Education of the Faculty of Sport Science Students in the COVID-19 Period
Author: Karaca, Yasin
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,COVID-19,Pandemics,Gender Differences,Access to Computers,Internet,Attendance,Courses,College Students,Student Attitudes,Exercise,Distance Education,Online Courses,School Closing

In this study, it was aimed to examine the attitudes of the Faculty of Sport Sciences Students education in the period of COVID-19 according to gender, class, regular internet access status, courses attendance status, the device in which the courses were followed, the environment to attend courses and viewing distance education useful variables. In the research general survey model was used. Participants consisted of 98 volunteer students who were selected according to the random sampling method studying in the Department of Exercise and Sport Education for Disabled People at Malatya Inonu University Faculty of Sport Sciences. In the research The Attitude Scale for E-learning was used. The data analysis of the research was carried out in SPSS 22.0 statistics package program for Windows. Normality distribution was done by the Kolmogorov-Smirnov normality test. Differences between groups were determined using independent sample t-test (Independent Samples T-Test) and one-way analysis of variance (One-way ANOVA) and Post-Hoc LSD tests. Significance was accepted as (p &lt;0.05). As a result of the research, it has been observed that the attitudes of the students of the Faculty of Sport Sciences towards distance education have significant differences according to gender, regular internet access status, the environment of attending classes, discomfort while listening to courses and finding distance education useful. The results of the research revealed that the students found the distance education applied in COVID-19 period beneficial.
Young University Students and Techno-Addiction. The Use of Social Networks in Their Social-Educational Context
Author: Martínez Pérez, Sandra
Date: 2021-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Social Media,Addictive Behavior,College Students,Student Behavior,Student Attitudes,Foreign Countries,Geographic Location,Internet,Student Characteristics

The use of Smartphones, Tablets and Social Networks has grown exponentially in recent years as a means of communicating, interacting, sharing and working collaboratively. Increasingly, young people are recognising that they are establishing a greater relationship with technologies for educational and leisure purposes, to meet new people, create new languages and even to become dependent on them. The aim of our study is to know, analyse and determine the degree of addiction of young people from twelve Spanish universities. To do this, we applied an adaptation of the &quot;Social Media Addiction Scale-Student Form&quot; (SMAS-SF, Sahin, 2018) which was answered by 1870 students from seven Autonomous Communities (Andalusia, Asturias, Castile and Leon, Catalonia, Galicia, Murcia and the Basque Country). The results obtained show significant differences between the young people of the different Autonomous Communities; moreover, the students do not perceive themselves as people addicted to technology and social networks.
Teachers&apos; Attitudes and Opinions on Mathematics Lessons Conducted with Distance Education Due to COVID-19 Pandemic
Author: Demir, Baris
Date: 2021-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Mathematics Education,Distance Education,School Closing,COVID-19,Pandemics,Foreign Countries

Distance education has become widespread since the schools are physically closed due to COVID-19 pandemic. This study concentrates on determining attitudes of teachers towards distance mathematics education and examining their views based on some variables. Participants of the study consists of 189 teachers who voluntarily participated to the study, are selected via maximum variation sampling method, are working in primary, secondary and high school levels in provinces of Mugla and Kocaeli, and who teach Mathematics via distance education platforms. This study relies on mixed-method research where data collection was done with distance education attitude scale and view form, both prepared and applied online. Data from distance education attitude scale was analyzed quantitatively and data from view form was analyzed with descriptive analysis method. The result of the study demonstrated that attitudes of teachers towards distance mathematics education were indecisive but in negative direction. While attitudes of teachers towards distance mathematics education were found to differ significantly based on some variables like age, occupational experience, type of school, level of education and foreknowledge towards distance education, they did not differ significantly for gender and duration of internet use. Moreover, teacher also remarked positively towards sustainability and repetitive nature of the courses while they commented negatively on technical problems and structure of some courses may not fit in distance education.
Telehealth for Families of Children with Special Needs: Experts&apos; Opinions
Author: Saral, Dincer
Date: 2021-10-00
Type: Journal Articles
Subjects: Access to Health Care,Telecommunications,Foreign Countries,Developmental Disabilities,COVID-19,Pandemics,School Closing,Family Needs,Coaching (Performance),Program Effectiveness,Access to Computers,Barriers

Telehealth interventions (TI) are broadly defined as the use of information and communication technologies to deliver information, diagnosis, or educational services. While the use of TI was previously just a choice to support children with special needs and their families, they have become a necessity nowadays when performing face-to-face education and training practices are almost impossible. The current qualitative study aims at describing the opinions and recommendations of the experts toward the basic characteristics of TI, guidelines for successful practices, ethical considerations, potential problems, and solutions associated with TI process. Six experts experienced with implementing and conducting research on remote training and coaching participated in the semi-structured interviews that were transcribed and analyzed using content analysis. The analysis revealed four themes: (a) Characteristics of TI, (b) important points in TI, (c) potential problems, and (d) potential solutions. Overall, the findings may shed light on the general conceptual and terminological definition of TI, discussions regarding to feasibility of TI in Turkey, and effective TI practices. Also, the findings may guide future practitioners, researchers, or teachers in conducting or investigating the effectiveness of TI.
Constructing Diagnostic Reading Assessment Instruments for Low-Level Chinese as Second Language Learners
Author: Yang, Shuyi
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Construction,Reading Tests,Diagnostic Tests,Mandarin Chinese,Second Language Learning,Second Language Instruction,Word Recognition,Difficulty Level,Reading Comprehension,Phonemes,Reading Difficulties,Prediction,Feedback (Response),Reading Instruction,Advanced Placement,College Students,Dictionaries,Language Proficiency,Vocabulary Skills,Scoring

The present study investigated the applicability of word reading, word segmentation, and text reading as diagnostic tools to assess comprehension, detect struggling readers, and inform instruction for low-level Chinese as second language (L2) learners (n = 70). The results showed that the three instruments measured different dimensions of word recognition and predicted text comprehension. Text reading was the most robust indicator of comprehension and the most sensitive screener for weak readers. The diagnostic instruments provided interpretable feedback, located problems at specific areas, and evaluated instructional material difficulty level. The findings offer empirical support for the use of text reading for diagnostic purposes in Chinese low-level L2 reading instruction and suggest the importance of helping students develop word recognition skills.
Effective Treatment of Vocabulary When Teaching L2 Reading: The Example of Yoko Tawada&apos;s &quot;Wo Europa anfängt&quot;
Author: Fichtner, Friederike
Date: 2021-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Self Concept,German,Linguistic Input,Reading Comprehension,Teaching Methods,Reading Processes,Reading Instruction,Immigration,Biculturalism,Semantics,Language Processing,Incidental Learning,Travel,Lesson Plans,Fairy Tales,Vocabulary Development

Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction (Barcroft, 2012) provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a reading-focused lesson and (b) promoting the gradual development of different aspects of word knowledge over time. The approach draws on theoretical advances and research findings related to lexical input processing, including the benefits of acoustically varied input and opportunities for target word retrieval. This paper explains the IBI approach and demonstrates how it can be applied when teaching authentic texts, using as an example L2 German and &quot;Wo Europa anfängt&quot; (1991) by Yoko Tawada, a narrative that addresses themes such as transnationalism, migration, borders, and cultural identity.
Exploring Task-Completion Processes in L2 Reading Assessments: Multiple-Choice vs. Short-Answer Questions
Author: Liao, Ray J. T.
Date: 2021-10-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Format,Comparative Analysis,Reading Tests,Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,College Students,Student Attitudes,Verbal Communication,Reading Writing Relationship,Intensive Language Courses

This study was to compare the processes that second language learners implemented when completing reading tasks in a multiple-choice question format (MCQ) with those in a short-answer question format (SAQ). Sixteen nonnative English-speaking students from a large Midwestern college in the United States were invited to complete MCQ and SAQ English reading tasks and then to engage in retrospective verbal reporting and semi-structured interviews. Results showed that when processing information in the source texts, students constructed text and situation models to (a) obtain a general understanding of the texts and (b) deepen their textual understanding. As students answered the comprehension questions, their question-answering processes were informed by the test format itself. Moreover, students employed different styles of interactive processing depending on whether they were completing MCQ or SAQ tasks. The implications of the study encourage test developers and teachers to implement a variety of test formats when possible.
Mapping Pre-Service Teachers&apos; Faulty Reasoning in Geometric Translations to the Design of Van Hiele Phase-Based Instruction
Author: Mbus, Nokwanda P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary School Mathematics,Geometric Concepts,Geometry,Misconceptions,Instructional Effectiveness,Instructional Design,Learning Theories,Problem Solving,Error Patterns,Knowledge Level,Undergraduate Students,Rural Areas,Foreign Countries

Background: Pre-service teachers (PSTs) training does not equip students with adequate skills and knowledge of geometry to enable them to teach this section of mathematics competently. Inadequate teacher knowledge of transformation geometry, in particular, requires intervention that targets PSTs' faulty reasoning displayed in errors they make. Aim: The aim of this study was to explore the use of Bachelor of Education (BEd) students' faulty reasoning in geometric translations, in designing a Van Hiele phase-based instructional programme that could address such faulty reasoning. Setting: The setting for the study was a newly established rural university in South Africa. Methods: Tests on geometric translations were administered to BEd Foundation Phase students, followed up by interviews to explore errors made when responding to the test items. The errors were then mapped to the design of a Van Hiele phase-based instructional programme. Results: The results revealed that the students had several misconceptions with geometric translations. The misconceptions were delineated into the errors that the students displayed and these were classified under two themes. The first theme was incorrect properties of transformation and under this theme, the errors were coded as confusing translation with rotation, wrong translation method, incorrect interpretation of coordinates and confusing the x and y axis. The second theme was errors involving basic mathematics operations including wrong diagrammatic representation of coordinates and incorrect calculations. Conclusion: The study showed that if the students' misconceptions and the resulting errors are mapped to specific instructional approaches, their faulty reasoning in geometric transformations is addressed and effective learning is enhanced.
Lexical Mastery Thresholds and Lexical Units: A Reply to Laufer
Author: McLean, Stuart
Date: 2021-10-00
Type: Journal Articles
Subjects: Mastery Learning,Second Language Learning,Second Language Instruction,Vocabulary Development,Reading Tests,Morphemes,Inferences,Reading Comprehension,Reading Instruction,Instructional Materials,Word Frequency,Language Tests,English (Second Language),Recall (Psychology),Correlation

In response to McLean (2021), Laufer (2021) makes three claims which are either not supported by research or are based on studies with important limitations. First is that a vocabulary size, instead of a level, can be used to match learners with lexically appropriate materials despite test creators and research not supporting this. Second is that the word family (WF6) is an appropriate definition of the lexical unit if learners know at least 5,000 WF6s. The available evidence suggests that for such learners, knowledge of derivational forms is limited enough that it can result in the incorrect matching of learners to pedagogical materials (McLean, 2018). Additionally, foreign language learners who know 5,000 WF6s are rare. Third is that derivational forms are infrequent enough that knowledge of only a few affixes will support comprehension. This inference results from Laufer and Cobb's (2020) analysis, which has major limitations. [For McLean's 2021 article, &quot;The Coverage Comprehension Model, Its Importance to Pedagogy and Research, and Threats to the Validity with Which It Is Operationalized,&quot; see EJ1296462. For Laufer's 2021 article, &quot;Lexical Thresholds and Alleged Threats to Validity: A Storm in a Teacup?,&quot; see EJ1317203.]
Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don&apos;t Know, and What Needs to Be Examined
Author: Webb, Stuart
Date: 2021-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Second Language Instruction,Vocabulary Development,Reading Materials,Profiles,Listening Comprehension,Reading Research,Speech Communication,Language Tests,Nouns,Written Language,Word Recognition,Generalization,Word Lists,Computational Linguistics,Teaching Methods,Learning Processes

Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies. Moreover, lexical profiling research provides teachers and learners with concrete vocabulary learning targets that students can seek to achieve and evaluate their knowledge against. However, there are only three studies that have precisely investigated the effects of lexical coverage on reading comprehension (Hu &amp; Nation, 2000; Laufer, 1989; Schmitt et al., 2011), two that have directly investigated its effects on listening comprehension (Bonk, 2000; Van Zeeland &amp; Schmitt, 2013), and one that has done this for viewing comprehension (Durbahn et al., 2020). With few studies and few variables that may affect comprehension examined, discussions of the generalizability of lexical coverage findings are likely overstated. The aim of this article is to clarify earlier research findings and highlight areas where further research is needed.