ethanporcaro/eric-fulltext-meta huggingface dataset:
The Prospective EFL Teachers&apos; Impressions towards Teaching Styles: Foresights for Their Professions
Author: Su-Bergil, Ayfer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,English Teachers,Second Language Instruction,English (Second Language),Teaching Styles,Pedagogical Content Knowledge,Preservice Teacher Education,Professionalism,Preferences,Gender Differences,Cognitive Style

The expanding belief based on many researches and evidences across the world is that the teachers' quality goes beyond the requirements of what the educational system provide for the whole stakeholders. In this sense, the promising quantity of prospective English as a Foreign Language (EFL) deserves to maintain up to date and comprehensive knowledge of pedagogy which would furnish them with high standard teaching skills and competences. Therefore, this study focuses on delving into the teaching styles of 34 prospective EFL teachers, which will present the pedagogical knowledge of their teaching styles and how they will perform them when they are in action. For this purpose, Grasha's teaching style inventory consisting of 40 items in a 5-point likert-type format was used to collect data. The descriptive statistics in addition to the parametric calculations promoting information related to the prospective EFL teachers in specific and general to attain the personal teaching style preferences of them and a prevailing sight about the disposition of the target prospective EFL teachers of Amasya University are taken into account in the data analysis process. The analysis process announces that the courses aimed to provide the prospective EFL teachers with professionalism should be elaborated and handled meticulously during their faculty education. Furthermore, the association between the teaching style preferences that prospective EFL teachers desire to teach and their real teaching style(s) they exhibit and declare professionally should be regarded by policy makers in the employment process of teachers.
An Investigation of Textbooks Used to Teach Turkish as a Foreign Language with Rasch Measurement Model and Maxqda
Author: Biçer, Nursat
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Turkish,Second Language Instruction,College Faculty,Teacher Attitudes,Textbook Content,Foreign Countries

This study aims to investigate textbooks used to teach Turkish as a foreign language according to Turkish lecturers' perspectives. Within this scope, these textbooks were evaluated in terms of the characteristics they possess. The study benefited from qualitative and quantitative approaches. The Rasch measurement model was used in the quantitative and case study was used in the qualitative part. The perspectives of 54 lecturers working at Turkish education centers of universities in Turkey were obtained and 32 of them were used in the study. The Textbook Evaluation Scale developed by Batdi (2010) was used to collect the quantitative data of the study. A semistructured interview form developed by the researchers was used to collect the qualitative data. Rasch and content analysis were used to analyze the data. Codes and themes were revealed using Maxqda software while conducting the content analysis. Excerpts from the interviews were included to corroborate the participants' assessments. At the end of the study, the general characteristics of the textbooks used to teach Turkish as a foreign language were identified and the positive and negative attributes were determined. The different analyses conducted indicated that the books of YediIklim and Istanbul have positive characteristics compared to the other books.
Code-Switching in Tertiary-Level EFL Classrooms: Perceptions of Teachers
Author: Istifci, Ilknur
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Second Language Instruction,English (Second Language),Turkish,College Faculty,Teacher Attitudes,Classroom Communication,Beginning Teachers,Experienced Teachers,English Teachers

This study aims at examining the functions of 4 teachers' and their students' code-switching in tertiary-level EFL classrooms and the teachers' perceptions of code-switching. Data were collected by video-recording of the lessons of each teacher once a week and the classes were video-recorded in a three-week period. After transcribing video recordings of their lessons, the data were analysed qualitatively by finding the code-switching functions of teachers and students and finding if there are any similarities and differences between novice and experienced teachers' code-switching functions. Moreover, semi-structured interviews were also carried out with the teachers to get their perceptions of code-switching. Results of the study showed that teachers did not use code-switching most of the time in teaching, there were a few instances. Of these instances, some similarities and differences among teachers' and students' functions of code-switching, and also between novice and experienced teachers' use of code-switching in classroom discourse were detected. Furthermore, interviews revealed that what the teachers do in the classroom in terms of code-switching and their perceptions on code-switching matched. Based on the results, some implications were mentioned in terms of the use of L1 in language classes. [This study was presented with the title &quot;Code switching in EFL classrooms&quot; in ILTERG Conference in Antalya on 8-10 April, 2019.]
Learning from Reflection: A Case of a Post-Sojourn Debriefing Workshop with EFL University Students
Author: Mete, Defne Erdem
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Workshops,Study Abroad,Experiential Learning,Reflection,Writing (Composition),Foreign Countries,Program Effectiveness,Critical Incidents Method

Experiential learning activities have been largely used in education including English language teaching. Study abroad programs offer unique opportunities for learning from experience. Maximising learning from the sojourn experiences should be a major objective of higher education institutions with study abroad programs and designing post-sojourn debriefing workshops is crucial for this purpose. In this qualitative case study, Kolb's (1984) Experiential Learning Model was used to design a post-sojourn debriefing workshop for three Turkish EFL university students. The workshop was supported by the Cross-cultural Reflective Model (Dressler et al., 2018) designed for reflective writing about sojourn experiences. Critical incidents written by the participants of the study were the main materials to be used in the workshop and reflection was a continuous process throughout the study. Data were collected from reflection reports, reflection forms, written critical incidents, interview transcripts and field notes. Findings of the study revealed that an experiential post-sojourn debriefing workshop guided by a model of reflective writing for EFL university students was especially beneficial for enhancing intercultural learning, facilitating critical reflection and increasing motivation to share sojourn experiences. It was also highlighted that the use of critical incidents played a significant role for reflection in the workshop.
Developing Intercultural Awareness in Language Teaching: Insights from EFL Lecturers in Turkey
Author: Özisik, B. Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English Teachers,English (Second Language),Teacher Attitudes,Foreign Countries,Multicultural Education,Public Colleges,Intercultural Communication,Assessment Literacy,Media Selection,Teacher Role,Skill Development,Class Activities,Teacher Educators,Age Differences,Teaching Experience,Gender Differences,Textbook Content,Student Attitudes,Stereotypes

This study aims to reveal EFL lecturers' opinions about intercultural education and classroom practices including teaching materials, classroom activities, assessment, and teachers' role for developing intercultural awareness. To gain insights about the current situation in EFL classrooms at a university level in Turkey, lecturers' opinions and classroom practices have been examined through a questionnaire and an interview. This study, combining both quantitative and qualitative research, was designed according to the mixed method procedure and followed the sequential explanatory strategy. The study covered 172 EFL lecturers from preparatory schools of six state universities, and 12 EFL lecturers selected randomly joined the interview voluntarily. The participating institutions were Atatürk University, Cumhuriyet University, Erciyes University, Haci Bektas Veli University, Karabük University, and Karadeniz Technical University. The quantitative results show that although lecturers are aware of the importance of integrating both home and target culture into the classes, and developing learners' interactional skills, intercultural communicative competence and intercultural sensitivity, they are not sure about how to put intercultural learning into practice for EFL classroom tasks and activities. Accordingly, the results of the interview present the problems that prevent teaching about intercultural awareness and reveal that lecturers need guidance and training to practice confidently intercultural competence teaching in the classroom, especially in terms of assessment methods as they do not have a clear idea about the assessment and evaluation methods to apply with intercultural competence.
Pre-Service Teachers&apos; Attitudes towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait
Author: Nouf, Alenezi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Inclusion,Students with Disabilities,Mainstreaming,Learning Disabilities,Foreign Countries,Positive Attitudes,Severity (of Disability),Knowledge Level,Preservice Teacher Education,Children

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers' attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers' attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers' knowledge, were found to be related to pre-service teachers' attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.
Peer Editing as a Way of Developing ELT Students&apos; Writing Skills: An Action Research
Author: Yüce, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Instruction,Peer Evaluation,Skill Development,Program Effectiveness,Editing,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Foreign Countries

Inspired from problematic nature of writing, this study adopted an action research through peer editing as a way of developing writing skills of students at an ELT department. This study was designed through the specific stages of an action research which are planning, action, observation and reflection. In planning and action stages, the researchers designed general and specific criteria to follow during the cycles, and they applied these criteria accordingly. In observation stage, the peer editing processes in specific cycles were observed. The researchers used cycles at this stage. These cycles were application processes which were followed step by step during peer editing. In reflection stage, reflections of the participants on peer editing in writing classes were gathered through a form. Qualitative data collected from participants were analyzed and reported descriptively at the end. The reflections were categorized as before and after writing classes, advantages and disadvantages of peer editing. In conclusion, peer editing in writing classes affects foreign language learners positively, and peer editing can be used in writing classes as an alternative way of developing ELT students' writing skills. [This paper was presented at the &quot;GlobELT 2019 Conference: 5th International Conference on Teaching and Learning English as an Additional Language&quot; (11-14 April 2019, Merit Park Hotel, Kyrenia-Northern Cyprus).]
Perceptions of Community College Students and Instructors on Traditional and Technology-Based Learning in a Hybrid Learning Environment
Author: Washington, Lukishia Denise
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Two Year College Students,College Faculty,Conventional Instruction,Educational Technology,Technology Uses in Education,Blended Learning,Technology Integration,Laboratories,Barriers,Technological Literacy,Faculty Development

A community college had been attempting to integrate technology into instruction. For example, as a part of the school's attempt to integrate technology, a computer lab was added to all literacy classes in order to create a hybrid model. However, evidence indicated the laboratories were not being used effectively. There was too little exposure to technology and what exposure there was inconsistent. The purpose of this study was to investigate the attitudes of faculty toward integration of technology into classroom instruction and the perceptions of students toward technology as a part of their learning. Data collection for this qualitative study was based on semi-structured interviews from 6 students and 6 instructors from the community college under study. Data were transcribed, coded, and analyzed. This process resulted in 3 major themes (technology integration, barriers, and traditional learning) and 5 subthemes (trends in higher education, continuing learner, unlimited access, limited access and support and technology adoption and its potential). The findings revealed that instructors were primarily at ease with technology but failed to integrate technology sufficiently to create an effective hybrid instruction model. Students wanted more exposure to learning technology, believing that experience with emerging technology was needed to acquire jobs now and in the future. Our recommendations called for increased professional development for faculty and greater organizational support for the college's change initiative.
Do + Subjunctive, Future Reference and Modality in Albanian
Author: Berisha, Ardita
Date: 2019-00-00
Type: Journal Articles
Subjects: Indo European Languages,Grammar,Morphemes

The purpose of this paper is to present the use of the structure &quot;do&quot; + subjunctive, as one of the grammatical forms that marks futurity in Albanian. This grammatical form has derived from the free syntactic structure of &quot;dua&quot; + subjunctive, which used to express modality of desire or volition; therefore, &quot;do&quot; + subjunctive in Albanian is known as volitive future. In addition to its main function, namely reference to future time, &quot;do&quot; + subjunctive is also often used to express clear modal meaning. This modal meaning that characterizes &quot;do&quot; + subjunctive can be read in a variety of ways, depending on the context in which it appears. It can be used to express an epistemic conclusion, a conclusion based on speaker's general knowledge or experience. This grammatical form can also be used to express different forms of deontic modality such as an order or a promise. Though less commonly, &quot;do&quot; + subjunctive can also be used to express speaker's volition or desire. This modal component is characteristic especially for the &quot;do&quot; + imperfect subjunctive: &quot;do të punoja&quot; &quot;I would work&quot;. In addition to these uses, &quot;do&quot; + subjunctive can also be used in conditional constructions, both in apodosis and protasis, to express real and unreal conditions.
Participant-Centered Adjunct Faculty Development: A Case Study Using the Great Teachers Model
Author: Packer, Colleen
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Adjunct Faculty,Faculty Development,Teacher Effectiveness,Models,Instructional Innovation,Teacher Participation,Teacher Attitudes

Adjunct instructors represent upwards of 70% of college and university faculty in the United States, yet they often lack the resources and training to assist them in promoting student success. This study describes the implementation and perceived impact of a participant-based faculty development model adapted for use with adjunct faculty. The model focused specifically on teaching innovations and challenges. This study examined an institutional-level faculty development initiative based on the use of the Great Teachers Movement paradigm. This participant-based model provided opportunities for teachers engage in highly interactive discussions where they shared teaching innovations and sought solutions to teaching problems and challenges. Quantitative and qualitative data from 31 adjunct faculty participants provided the sources for data analysis. Results showed that adjunct instructors preferred the participant-based model over traditional presenter-based models of faculty development.
The -&quot;Shit&quot; Formant of the Definite Ablative Case in Plural and Its Usage in Buzuku&apos;s Meshari (1555-XVI Century)
Author: Vokrri, Mensur
Date: 2019-00-00
Type: Journal Articles
Subjects: Morphemes,Grammar,Indo European Languages,Sixteenth Century Literature,Form Classes (Languages)

This piece of work deals with the form of definite ablative in plural with the -shit formant and its usage in Meshari (1555) by Gj. Buzuku, consequently in the first book of written Albanian language of XVI century. Thus, this work intends to reflect this case formant in all the uses that come from Meshari by Bukuku. It deals with the nature of the definite plural ablative in -shit form in Buzuku's Albanian, defining the character of this case as self-sufficient or not self-sufficient. It will be given a review of the use of the corresponding ablative as prepositional and non-prepositional and it will present further classification of the prepositional use of this case with the used prepositions. The form of the definite plural ablative with -shit formant and its uses will be represented through representative examples, extracted directly from the entire study of Meshari's text. Further, in this case form and for the classified use of it, either as prepositional or as non-prepositional, exact numbers of uses will derive through respective statistics in chart form or graphics. In this way, findings and results that come from the entire Meshari of Buzuku will be discussed, interpreted and arguemented and in any instances these will be compared with the status and the use of particular case forms within the case system of present Albanian language.
Teacher Education in a Post Nation State Era: A Possible Ecological Approach--A Discussion and Reflection
Author: Petersen, Karen Bjerg
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Policy,Neoliberalism,Global Approach,Educational Philosophy,Educational Methods,Holistic Approach,Student Development,Skill Development,Educational Change,Accountability,Student Evaluation,Curriculum,Teacher Role,Ecology

The aim of the paper is to discuss recent trends related to tendencies in education policy and education worldwide. Neoliberal education policy as a coherent cross-national education policy set by the Organisation for Economic Co-operation and Development (OECD) standards, Program for International Student Assessment (PISA) tests, and other transnational educational comparisons influencing traditional national education policy, has been evident for many years. This tendency has been prevalent in Denmark and the United States for years as well. A range of prominent educational philosophers and educators have challenged these trends, pointing to the fact that the unintended implications have been a narrowing of curriculum to focus on teaching to the test activities and resulting in a decline in critical thinking among students. Many educators and educational philosophers have joined the critique towards recent transnational education policy. In reference to ongoing and intense discussions, the aim of this paper is to discuss and rethink new approaches. Based on revisiting educational ideas of educational thinkers such as Dewey, Klafki, and Biesta, the authors and others, attempt to develop a notion of a more balanced education system, named &quot;the ecological approach&quot;. An ecological approach in education and teacher education focuses on uniqueness, integrity, resilience, and personal development of students in combination with a skill-focused training of the student as a whole person.
The Usefulness of Technology in Teacher Professional Development: Extending the Frameworks
Author: Martinovic, Dragana
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Faculty Development,Program Effectiveness,STEM Education,Teacher Competencies,Peer Teaching,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Higher Education,Masters Programs

We describe three major challenges that teachers of STEM subjects face in their preparation and practice. Then, we discuss how technology could become a vehicle for providing timely and content-related support. To this end, we suggest a theoretical framework, which builds on the works of Vygotsky, Shulman, and Mishra and Koehler. Specifically, we use the notion of zone of proximal development to accentuate educators' professional growth and ideas from the activity theory to put educators' deliberate actions and learning in the wider context of peer learning. Then, we use this framework to describe two professional learning models, each from a different STEM field. This paper will be of interest to STEM educators and facilitators of professional learning activities, as well as developers of education technology resources.