ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Link between Foreign Language Anxiety and Attitudes towards English among Turkish High School EFL Learners
Author: Özer, Zekiye
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Anxiety,English (Second Language),Second Language Learning,Second Language Instruction,Language Attitudes,Private Schools,Public Schools,Gender Differences,Foreign Countries,Communication (Thought Transfer),Likert Scales,Measures (Individuals)

The current study was conducted to investigate the relationship between foreign language anxiety (FLA) and attitudes towards English. A total 518 Turkish students studying at private and state high schools participated in the study. Quantitative research design was adopted in the present study. Foreign Language Classroom Anxiety Scale (FLCAS) and Attitudes towards English Scale were used as data collection tools. In order to analyze data, SPSS 23 software was used, and Multivariate Analysis of Variance (MANOVA) and correlation statistics were utilized. According to data analysis results, the study revealed that students' FLA levels were at moderate level and they had negative attitudes towards English. The results of data analysis also indicated that there was a negative strong relationship between students' FLA levels and their attitudes towards English. Although gender had a significant impact on students' anxiety levels, grade levels of students were not seen as a factor strongly related to FLA. It was also found that ninth and tenth graders had more positive attitudes towards English classes. However, gender was not a predictive factor for students' attitudes towards English. These results suggest that positive attitudes help students to overcome FLA. That is why, fostering positive and enjoyable language learning environment is significant to increase success in English.
Investigating the Effect of Socioscientific Issues-Based Instruction on the Academic Achievement of Students: A Mixed-Research Synthesis
Author: Akyol, Cüneyt
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science and Society,Science Instruction,Academic Achievement,Meta Analysis,Effect Size,Synthesis,Outcomes of Education,Student Attitudes,Instructional Effectiveness,Elementary School Students,Secondary School Students,College Students,After School Education,Discussion,Expertise,Faculty Development,Curriculum Development

This synthesis aims to see the effects of Socio-scientific Issues-Based Instruction (SSI) on the academic achievement of students in Turkey and to help shape future studies on this topic. A mixed-research synthesis method was employed in this study. As a result of the data searching process, 12 studies with quantitative data and 6 studies with qualitative were included in the synthesis. The quantitative studies were analysed through a meta-analysis and the qualitative studies were analysed through thematic synthesis method. As a result of the meta-analysis it was determined the SSI had strong and significant on (g=1.076, 95% CI [0.724, 1.428]) on academic achievement. In addition, it was determined that the calculated common effect size differed significantly according to the school level and the education program applied. As a result of the thematic synthesis six analytic themes were formed. It was attempted to explain the variance between studies included in the meta-analysis, using the analytical themes obtained from the thematic synthesis. As a result of the analysis, it was determined that SSI should be done outside the classroom, experts should be invited to these activities, teachers should be trained on this subject and a special education program should be prepared.
The Effect of Using Technology in Primary School Mathematics Teaching on Students&apos; Academic Achievement: A Meta-Analysis Study
Author: Akçay, Ahmet Oguz
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Effect Size,Instructional Program Divisions,Mathematics Achievement,Program Effectiveness,Foreign Countries,Conventional Instruction,Research Methodology,Teaching Methods

In this study, it was aimed to reveal the effect of using technology on the students' academic achievement in primary mathematics education. In accordance with this purpose, the current study is to determine the overall effect size by bringing together the experimental studies conducted on the effect on students' academic achievement of using technology in primary school mathematics teaching between 2013 and 2019. The meta-analysis method was used because it was aimed to calculate the effect sizes of studies examining the effect of technology-based applications used in mathematics education on academic achievement. The effect size of the analyzed studies was found to be 0.483. Also, a significant difference was found between the effect sizes in relation to grade level, technology-based applications, the duration of the studies, the type of the study, and whether the study was conducted nationally or internationally. It was concluded that the technologies used in primary school mathematics teaching have a small positive effect on students' mathematics achievement.
Pre-Service Teachers&apos; Career Choice Motives: A Scale Development Study
Author: Erben-Kecici, Sayime
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Choice,Test Construction,Test Validity,Test Reliability,Teacher Education Programs,Foreign Countries,Teaching (Occupation)

In the present study, it is aimed to develop a valid and reliable scale to examine the factors playing role in the career choices of pre-service teachers studying in different teacher education programs. Accordingly, the scale was developed with the data gathered from 360 pre-service teachers studying in different departments of the education faculty of a state university in the Central Anatolian Region in Turkey in the 2018-2019 academic year. Only freshmen students were included in the sample and thereby their motives for choosing teaching profession were examined in the time period when they had just started teacher education programs. The scale development process started with the generation of the item pool based on a literature review and studies of validity and reliability followed this phase. Specialists' opinions were resorted to for content validity and the construct validity was tested through exploratory factor analysis. Cronbach's Alpha values were examined for reliability. As a result of the validity and reliability studies, it is put forth that the 26-item scale consisted of five factors which are advantages of profession, pedagogic interest, belief in talent, social effects and lesser difficulty level of teaching programs. The validity and reliability values of the scale suggest that it is a valid and reliable instrument to be used in studies related to pre-service teachers' motives in career choices.
Why Are Women Under-Represented in STEM in Higher Education in Tanzania?
Author: Matete, Rose Ephraim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Disproportionate Representation,STEM Education,Higher Education,Social Influences,Cultural Influences,Gender Bias,Sex Stereotypes,Secondary Education,Self Esteem,Student Empowerment,Change Strategies,Science Laboratories

Women's underrepresentation in Science, Technology, Engineering and Mathematics (STEM) has been documented worldwide. This study investigated the factors underlying women's underrepresentation in STEM in higher education in Tanzania. The study employed a qualitative research approach that was informed by historical design. Data were collected through a systematic literature review and analyzed using a content analysis. Drawing from the literature, the study findings indicate that a lack of women's participation in STEM is due to both socio-cultural and psychological factors. Sociological factors indicate that a patriarchal system and male dominance perpetuate gender inequality in STEM. Findings also indicate that cultural myths and beliefs that the science field is hard and that women are incapable of handling masculine activities hinder women from participating in science-related fields. The findings indicate further that a lack of laboratories in Tanzanian secondary schools force teachers to teach science subjects by using theories as an alternative to practical instruction. From a psychological point of view, evidence suggests that a lack of confidence among female students themselves regarding performance in science subjects hinders them from participating in STEM fields. It is recommended in this paper that if Tanzanian female students are to participate in science-related subjects in Higher Learning Institutions (HLIs), the government needs to orient them towards science subjects at the primary school level for them to build up an interest in science-related subjects. In addition, the training of science teachers remains imperative.
Beyond the Novelty Effect: EFL Learners&apos; Attitudes towards ICT Use in the Classroom
Author: Kopinska, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,High School Students,Student Attitudes,Technological Literacy,Adolescents,Foreign Countries,Gender Differences

The present study explores high school students' (aged 16-17) attitudes towards the use of technology Information and Communication Technology (ICT) in the English as foreign language (EFL) classroom. While digital competence has become one of the core skills in our society, ICT is gaining more presence in the EFL teaching and learning. However, it is not widespread in the mainstream education, as it is the case of Spain, especially at high school level. There is also still some reticence on the part of the teachers to let the ICT be part and parcel of their daily practice. Since adolescents often experience a motivational drop as far as learning a foreign language (FL) in school setting is concerned, EFL teachers should promote the integration of ICT in classroom activities, as research has shown that technology-supported activities may contribute to engaging students in the process of learning a FL and act as a motivating factor. This paper examines 77 EFL learners' responses to a questionnaire administered before and after the implementation of an 18-month ICT-based intervention in their classroom. The main findings reveal that attitudes towards technology were positive and they were maintained beyond the possible &quot;novelty effect&quot;, which supports the claims in favor of ICT's integration in EFL teaching.
On the Nature of Collocations and Ways of Teaching Them in Foreign Language Classes
Author: Nagy, Tünde
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,Second Language Learning,Second Language Instruction,Language Skills,Creativity,Humor,Problem Solving,Morphology (Languages),Semantics,Syntax,Learning Processes,Hungarian,Native Speakers,Educational Games,Cartoons,Worksheets

When it comes to teaching vocabulary in foreign language classes words are often taught in isolation, without regard to the context in which they appear. The paper draws attention to the importance of teaching words in context so that the meaning of a word often results from the meaning of a larger construction it is part of. After presenting the morpho-syntactic and semantic characteristics of collocations, and the difficulties language learners face in acquiring them, the paper presents a few ideas on how to teach collocations, giving examples of activities and exercises that can facilitate the learning process. The focus has been laid on activities that can complement the lessons in class, can be applicable at different levels and also require relatively little preparation from the part of the teacher. In addition, an important aspect has been to choose activities that language learning have fun doing (that include creativity, problem solving, humor, real life examples, own experiences, etc.) and that integrate the necessary language learning skills (speaking, listening, reading, and writing). Without the intention of being exhaustive, the paper concentrates on those activities and tasks that present collocations in their entirety, as constructions, assuming that these are the most useful for students. While the ideas presented are generally applicable in foreign language classes, the present paper has been written with native Hungarian speakers in mind.
Student Opinion in Focus
Author: Nótin, Ágnes
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Focus Groups,Elementary School Students,Disadvantaged,Self Efficacy,Student Experience,Technology Uses in Education,Foreign Countries,English (Second Language),Second Language Learning

At the end of the first semester of the 2017/18 academic year, we conducted research in the form of focus groups on the attitudes of disadvantaged primary school students toward language learning and school. The students were asked about their thoughts relating to school, their self-perceived academic efficiency and their experiences related to English classes. The results show that the children (N=17) generally have a positive attitude towards school work and English classes. In the English classes, ICT-supported learning (e.g. the use of tablets and smartboards) is present, which the students explicitly prefer compared to more traditional approaches. School attachment and attachment to the teacher in question also play an important role as the foundations of motivation in this work process.
English Language Teaching Professionals&apos; Trajectories within the Context of Learning Organisations
Author: Price, Beatrix
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Faculty Development,Language Teachers,Communities of Practice,Foreign Countries,Professional Associations,Teaching Methods,Teacher Educators,Teacher Attitudes,Career Development,Beginning Teachers,Native Speakers,Cross Cultural Studies,Teacher Characteristics,Teacher Motivation,Pedagogical Content Knowledge

English as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave &amp; Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.
The Impact of Social and Cultural Capital on the Success of Language Exams
Author: Somfalvi, Zita
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Cultural Capital,Academic Achievement,Language Tests,College Students,Foreign Countries,College Second Language Programs

The problem of not having a language exam by the end of the university years affects thousands of students in Hungary. The literature reveals that this area is less researched, but there are a number of factors that I found important to examine. I did my research in the East Hungarian region. The reason for this is that many studies in this area have a higher rate of unsuccessful language learners than the rest of the country. I used online survey method in the form of a questionnaire, which consisted mostly of closed questions (alternative, selective and scale). My questions were focused on topics such as socioeconomic status, school life, language biography, cultural capital, language-specific social capital, language-learning type, affective characteristics, language pedagogy, drop-out and language learning attitudes. In this present study I highlight the effect of social and cultural effect on the success of language learning. During the query I used snowball method and address list query. As finding the target people proved to be very difficult, the number of elements is not significant (N = 202).
Do Students Take the Predictions of Human Capital Theory into Account? An Analysis of Motives behind Further Studies in Higher Education
Author: Fényes, Hajnalka
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Human Capital,Cultural Capital,Social Capital,Wages,Socioeconomic Background,Student Motivation,High School Students,Decision Making

In this paper, we seek to answer the research question as to whether students take into account the predictions of human capital theory (namely the higher wages associated with further studies) in their decision to participate in higher education. Our alternative research question is whether students can be described by Bourdieu's theory on capital conversion, that is, whether they aim to accumulate cultural and social capital during their studies, which can also be profitable for them in the future. Our research method is quantitative: we use cluster analysis to examine the motives behind further studies and employ cross tabulation and variance analysis to reveal the relationship between clusters and social background variables. We find that the wage premium associated with further studies is not the most important motive among students; it holds only minor importance even for those from a disadvantaged social background. The results suggest that students in secondary schools, especially talented but underprivileged ones, should be motivated to enter higher education by informing them about the potential wage premium they can attain if they study further. Importantly, we also find that underprivileged students may be unaware of the fact that higher education is an efficient mechanism to accumulate social and cultural capital, which then can be converted into economic capital.
Inquiry of the Relationship between the Popularity of Foreign Languages and the Learning Effectiveness on the Basis of OKM 2016 Database
Author: Somfalvi, Zita
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Databases,Correlation,Learning Motivation,Comparative Analysis,Gender Differences,High School Students,Urban Areas,School Size,Institutional Characteristics,Parent Background,Educational Attainment,Student Attitudes,Student Characteristics,National Competency Tests,Instructional Effectiveness,Foreign Countries,Grade Point Average,Intellectual Disciplines

This study's objective is to determine the relationship between the popularity of the foreign language and the study efficiency based on the OKM 2016 database. In our results you can see that the popularity of foreign languages is outstanding compared to other subjects. Concerning the gender and study average it is apparent that among girls and those with higher study average the subject is more popular than among boys and those with lower study average. The results of regression show that girls, those who live in town, who attend high school, who learn in larger schools, who do not attend religious school, who are descendants of highly educated parents and those whose parents' status is active in the labour market have positive opinion. Beyond the socio-demographic variables the popularity of the foreign language as a subject has an effect on the study average. The relevance of this study can be defined in the future research of unsuccessful language learning.
Preliminary Testing of a Peer-Teaching Model Using Geospatial Open Source Tools to Address Community Health Issues
Author: Jones, Denise
Date: 2020-10-00
Type: Journal Articles
Subjects: Peer Teaching,Geographic Information Systems,Open Source Technology,Public Health,Community Problems,Water Quality,Participatory Research,Youth

Young people's involvement in community-based research is a well-established interventional model, but not nearly as widespread as it should be. Although young people have valuable insights to share, their voices are often missing from the research process. To address this void, Youth Enrichment Services (YES) engages youth from under-resourced contexts and creates authentic learning experiences by connecting them to social issues that impact their lives. YES' most recent project is highlighted in this study, where teenage youth of color examined the social and environmental conditions that contributed to heightened lead exposure in a Pittsburgh Community. Using community-based participation research, students became the study's architects, data gatherers, and analysts thereby centering their critical perspectives in an adult-centric research regime. This study offers insight into how the employed peer-teaching, field-based learning model equipped students to facilitate their own geospatial learning to address toxic lead exposure. The results suggest that by harnessing and then channeling the varied interest and technical skill levels of students, peer-teaching models significantly enhanced technical learning outcomes when implemented in an applied, community-oriented research context. Integrating technical skills education with youth driven CBPR adds the critical dimension of youth experience into the research process and allows students to own their knowledge development.
A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces
Author: Hughes, Roxanne
Date: 2020-12-00
Type: Journal Articles
Subjects: Females,Gender Bias,Equal Education,Minority Group Students,Racial Bias,Ethnicity,STEM Education,Disproportionate Representation,Theory Practice Relationship,Relevance (Education),Problem Solving,Skill Development,Student Empowerment,Resilience (Psychology),Self Esteem,Sex Stereotypes,Cooperation,Role Models,Interaction

Women and girls, particularly women and girls of color, remain underrepresented in STEM disciplines. This underrepresentation begins as early as late elementary school age. Educators, particularly those in informal STEM education, can help address gender inequity in STEM by understanding how research can be translated into actionable strategies. This article summarizes research on gender equitable practices for middle school girls in the last decade and addresses the disconnect between research and practice by presenting the findings in a way that educators can immediately act on. The research falls into six strategies that have demonstrated positive influences on gender inequity in STEM education: (1) connecting STEM experiences to girls' lives; (2) supporting girls as they investigate questions and solve problems using STEM practices; (3) empowering girls to embrace struggle, overcome challenges, and increase self-confidence in STEM; (4) encouraging girls to identify and challenge STEM stereotypes; (5) emphasizing that STEM is collaborative, social, and community-oriented; (6) providing opportunities for girls to interact with and learn from diverse STEM role models. Our review highlights that each of these strategies are important to developing positive STEM identities in girls, particularly girls of color, which can help them to bridge the STEM gender and racial gap.