ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Literacies and Interactive Multimedia-Enhanced Tools for Language Teaching and Learning
Author: Misir, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Educational Technology,Information Literacy,Technology Integration,Student Motivation,Plagiarism,Inclusion,Web 2.0 Technologies,Reference Materials,Cultural Awareness,Online Courses,Foreign Countries,English (Second Language),Second Language Instruction,Multimedia Materials,Online Searching,Social Media,Instructional Effectiveness,Interaction

The primary aim of the paper is to introduce digital literacies and the utilization of interactive and multimedia-enhanced tools for language learning purposes in and out of institutional settings. The topics covered in this paper include what digital literacy means in language education contexts and utilization of social media, online gaming, tagging, picture, voice, and video editing tools, mixing tools, interactive HTML5 contents, translation tools, search engines and (visual) thesauruses to evaluate, contribute, and create the information rather than being a mere consumer. Bearing in mind the nature of interaction and collaboration of the digital tools, suggested ways to integrate these tools to teaching and learning of languages are also presented. The paper also identifies common concerns and challenges in regard to motivation to use digital tools, judging the validity of a source, prohibitions due to country policies, plagiarism, filtering in search engines, and insensitivity with online language, which hinders the effective use of digital tools.
Views of English Language Teacher Candidates about Pedagogical Formation Certificate Programs in Turkey
Author: Sariçoban, Arif
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Teacher Certification,Foreign Countries,Educational Quality,Teacher Education Programs,Program Effectiveness,Public Colleges,Age Differences,Student Attitudes

This particular small-scale research tries to scrutinize the teacher training practices and the quality of Pedagogical Formation ELT Certificate Programs from the perspectives of teacher candidates. In this respect, those teacher candidates' views about the issue will be taken through a questionnaire consisting of 5-point Likert-type items and an open-ended section. The data were analyzed by descriptive statistics as well as content analysis. The number of participants is 63. Some of the participants were currently enrolled in the pedagogical formation program when the study was conducted and some of them were graduates of the programs with several years of teaching experience. The results indicate that the pedagogical formation program helped the participants improve themselves to a certain extent. Another important finding of the study was that the participants who are employed as teachers and have several years of experience valued the outcomes of the pedagogical formation program more than the prospective teachers. Finally, the study also indicated that more teaching practice is needed.
Examining Project-Based STEM Training in a Primary School
Author: Çetin, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Student Projects,Elementary School Teachers,Elementary School Students,Program Effectiveness,Critical Thinking,Problem Solving,Cooperative Learning,Barriers,Classroom Environment,Instructional Materials,Group Activities,Teaching Methods,Learning Activities,Program Development,Program Implementation,Program Evaluation,Teacher Attitudes,Student Attitudes

This research primarily aims to examine project-based STEM training implemented in a state primary school in Turkey regarding teachers' and students' views. The phenomenological design, which is one of the qualitative research designs, was exclusively adopted in the study. The research sampling consisted of 18 students and 2 teachers working at a state primary school located in an Anatolian province during the 2017-2018 academic year. The research data were collected through interviews some of which were voice-recorded and analyzed through content analysis. Research findings revealed that successful implementation of STEM practices necessitates a systematic working plan consisting of preparation, implementation and evaluation stages. Besides, it was revealed that STEM training practices facilitate unearthing students' talents and developing their critical thinking and problem-solving skills as well as manual dexterity. The research findings also suggested that these practices increase cooperation among students, help them develop a positive attitude towards the lesson and behave more carefully during the classes. Nonetheless, various problems such as inadequate space, teaching materials and group-work driven problems were observed during STEM practices. Based on the research findings, it is suggested that STEM training should be separately implemented without being included in a single discipline.
Exploring the Relation between High Creativity and High Achievement among 8th and 11th Graders
Author: Bart, William M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Creative Thinking,Academic Achievement,Mathematics Achievement,Reading Achievement,Science Achievement,Middle School Students,High School Students,Grade 8,Grade 11,Creativity Tests,Correlation

This study explores the relationship between high creativity and high scholastic achievement in mathematics, reading, and science among 8th and 11th grade students. A quantitative methodology was used in the study. Data were collected from 941 eighth-grade students and 605 eleventh-grade students at an independent public school district in Minnesota, a Midwestern State in the U.S.A. The data collection instruments included a general personal questionnaire, the Torrance Tests of Creative Thinking (TTCT) Figural Form A, and the Minnesota Comprehensive Assessment Test (MCA). Correlations were computed and chi-square analyses were performed to address research questions. Grade-based standard scores were used in the measurement of creativity and academic achievement with the top 20% cutoff scores being used to identify students with high achievement and students with high creativity. The results indicated that the relation between high creativity and high academic achievement varies among eighth and eleventh graders. High mathematics and high reading achievement are related to high creativity among both eighth- and eleventh-grade students, but with small effect sizes. High achievement in science is related to high creativity among eleventh-graders. Our results indicate that high creativity and high achievement in reading, mathematics, and science achievement tend to be positively related, but those relationships are at best weak, indicating that there are substantial components to high creativity that are not shared by high achievement in mathematics, reading, and science and vice versa.
Teachers&apos; Perceptions of Competence Related to Rubrics and the Problems They Confront
Author: Günes, Perihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Competence,Scoring Rubrics,Science Teachers,Foreign Countries,Evaluation Problems

The purpose of this research is to determine the competencies and difficulties experienced by science teachers in developing, using, and scoring rubrics. For this purpose, the descriptive survey model was used in the research. This study was conducted with 71 science teachers working in 12 different provinces of Turkey. The availability sampling method was used to determine the sample of the study. A survey of 17 items developed by researchers was used to determine teachers' views on the rubric. Personal information and Likert-type questions in the survey were analyzed with descriptive statistics. As a result, it was found that the teachers felt partially adequate in preparing and applying rubric and scoring, and faced some difficulties in these processes. It was determined that most science teachers had difficulty in understanding explanations, deciding on the appropriate subject, deciding on the type of rubric to be used, and the criteria of performance to be measured when preparing the rubric. It was also revealed that the limited level of knowledge of most teachers about rubrics partly affected their practice with these tools. Finally, it was found that the teachers were always objective and tolerant when scoring with rubrics, never giving close scores without looking at performance, sometimes affecting the student's overall success in class and disciplinary behavior.
Examining the Pre-School Curriculum in Terms of the STEM Approach
Author: Tofur, Sezen
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,STEM Education,Theory Practice Relationship,Problem Solving,Skill Development,Technology Uses in Education,Foreign Countries,Teaching Methods

The aim of this study was to examine the preschool curriculum in terms of the STEM approach. Qualitative method was adopted in the study. Document analysis was performed. In the data analysis, inductive content analysis technique was used. Seven themes related to the STEM approach were revealed in the preschool curriculum. These themes included turning theoretical knowledge into practice/product, problem solving, development of skills, teaching of skills, the use of technology, integration and other statements related to the approach, respectively. The findings showed that the preschool curriculum was adequate in terms of turning theoretical knowledge into practice, development and teaching of skills and problem solving with regard to the STEM approach, while being limited in integration, using technology, and including construction games. The issue that was emphasised the most in the curriculum was skills. No content regarding how children can properly use technology was encountered. As a result, there should be more emphasis on addressing the outcomes with an interdisciplinary approach, and the curriculum should be improved for the use of technology. The curriculum content should be re-structured to attach the same degree of importance to all themes mentioned in this study to make it compatible with the STEM approach.
The Correlation between Metacognitive Awareness and Thinking Styles of Pre-Service EFL Teachers
Author: Sariçoban, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Cognitive Style,Thinking Skills,Second Language Instruction,Language Teachers,English (Second Language),Preservice Teachers,Predictor Variables,Correlation

Metacognition is an umbrella term encompassing thinking and memory, learning, motivation, and cognitive development as indicated by Metcalfe &amp; Shimamura (1994). As is generally believed, metacognition has direct linkage with higher order thinking skills, which is all about regulating and functioning on cognitive processes of learning. According to Livingstone (2003: 2), &quot;activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress towards the completion of 'that' task is metacognitive in nature.&quot; As to the educational practices, learners thinking styles and metacognitive awareness should be attached importance in the sense that both are considered influential factors on learning and thinking. Therefore, the current study aims to scrutinize this possible relationship that takes place in foreign language education specifically. For this purpose, a representative group of 121 pre-service EFL teachers enrolled in English Literature Department was the participant group of this study. &quot;Thinking Styles Inventory&quot; (&quot;TSI&quot;) and &quot;Metacognitive Awareness Inventory&quot; (&quot;MAI&quot;) were used to collect data. The results were statistically analyzed through the application of SPSS 22.0 version. Based on the findings of the study, it can be said that the participants have a moderate level of metacognition, the most prominent thinking styles are &quot;legislative,&quot; &quot;judicial,&quot; &quot;monarchic,&quot; and &quot;anarchic&quot; thinking styles, and &quot;legislative,&quot; &quot;executive,&quot; &quot;monarchic,&quot; and &quot;internal&quot; thinking styles predict metacognition.
Why and How to Use a Poem in ELT Classroom
Author: Khan, Saima
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Poetry,Teaching Methods,Pronunciation,Phonemic Awareness,Vocabulary,Language Skills,Suprasegmentals,Intonation,Language Usage,Figurative Language,Intention,Expectation

Besides numerous positive transformations and unique opportunities in language pedagogy, the post-method era brought with itself several challenges for language teachers. After intensive research and empirical studies, the use of literature was welcomed in ELT classrooms. But the question arises as to what extent and in what ways does literature support language learning? In an attempt to answer these questions and fill this lacuna, the present paper highlights ways in which literature assist language teachers. Moreover, the paper presents resourceful strategies to frame exercises using poems for ELT classroom. Shakespeare's &quot;Sonnet 65&quot; is used to illustrate some vital themes explored in this paper. In spite of the observed difficulty level of the sonnet and the layers of meaning it encapsulates, dynamic and engaging activities can be crafted out of this poem. Since the elements discussed in this study are ubiquitous to the genre of poetry, therefore the use of the presented methodology would also be universal.
The Meaning of War and Peace for the Migrant Syrian Students at Tertiary Level in Turkey: An Art-Based Study
Author: Egüz, Sule
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,College Students,Peace,War,Student Attitudes,Beliefs,Freehand Drawing,Coping,Trauma,Imagery,Psychological Patterns,Refugees

The present study aimed to determine the definition of war and peace by the migrant Syrian students at tertiary level; their image of war via their artistic drawings, as well as to reveal their expectations from peace. For this purpose, the study was conducted in the 2018- 2019 academic year with an art-based research approach, employing art as a method, a form of analysis and as an object. The participants comprised 25 Syrian students between the age range of 17-20 years old who emigrated from Syrian war zones to Turkey. The analysis of the data focused on the definitions of war and peace, Syrian students' drawings, and their verbal expressions about the drawings that help develop an analytical framework. The findings of the study demonstrated that most of the drawings reflected real images of war and peace; the participants rendered both visual and verbal symbolizations as the main expression of their suffering during the war and longing for peace. The drawings provided clues that could help them cope with the possible traumatic incidents they could experience at the present or in the future, and preserve their identity destructed by factors out of their control.
The Voices of English Language Teachers Regarding Professional Development: A Third Space Activity for In-Service English Language Teachers
Author: Erarslan, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Schools of Education,Preservice Teacher Education,Preservice Teachers,Teaching Skills,Inservice Teacher Education,Faculty Development,Teacher Workshops,Mentors,Educational Needs,College School Cooperation,Foreign Countries

Since faculties of education mainly serve in the field of pre-service teacher education, their role for in-service teacher education is questioned for a long time. In Turkey, a partnership protocol signed in 1997 between the Ministry of National Education (MoNE) and the Council of Higher Education (CoHE) to enable pre-service teachers to adapt to the school process and to the act of teaching skills under the guidance of a mentor teacher. Yet, in-service teacher education is widely neglected by universities creating a big gap in terms of providing teachers with in-service teacher training activities by the Faculties of Education. Thus, this study set out to understand English language teachers' perceived needs in terms of in-service teacher education and their expectations from faculty academics. For the study, a partnership agreement was signed between the Directorate of National Education (DoNE) and the Education Faculty and a two-day seminar and workshop was conducted organized as a &quot;Third Space Activity&quot;. At the end of the event, teachers' perceived needs for in-service teacher education, their views about the Third Space activity, and their expectations and wants from the academics were investigated. The qualitative data were analysed on the basis of Hutchinson and Waters' needs analysis. Based on findings, this study highlights the significance of a close cooperation between the universities and schools. This study also highlights and questions a neglected function of education faculties in terms of providing in-service teachers with the necessary teacher training activities.
Using Web 2.0 Tools in and beyond the University Classrooms: A Case Study of Edmodo
Author: Egüz, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Electronic Learning,Higher Education,Technology Uses in Education,Undergraduate Students,Foreign Countries,Computer Mediated Communication,Handheld Devices,Interaction,Feedback (Response),Student Attitudes

New internet technologies have not only transformed communication but also revolutionized teaching and learning. One of the greatest steps forward in this area was Web 2.0 technology. In addition, new technologies such as podcasts, social networking, and online learning communities started to shape communication between teachers and students, and these became tools for sharing educational content. This paper examines the use of Web 2.0 tools in higher education, specifically in a case study of Edmodo. The first section of the paper provides information about the relationship between Web technologies and education. The second section focuses on a case study using Edmodo as a Web 2.0 tool to teach classical Turkish literature to third-year undergraduate students. The main purpose of the case study is to identify and classify the purposes for which the students and teacher preferred to use Edmodo for communication and in which ways they communicated with each other. A mixed research methodology with a combination of qualitative and quantitative methods was used to collect the data. An open-ended survey was also conducted via SurveyMonkey (www.surveymonkey.com) in regard to students' perceptions of Edmodo. The result of the study showed that student-initiated communications via Edmodo were much fewer than teacher-initiated communications.
A Rasch Analysis of Rater Behaviour in Speaking Assessment
Author: Polat, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Response Theory,Interrater Reliability,Speech Skills,Second Language Learning,Language Tests,English (Second Language),Foreign Countries,Scoring

The assessment of speaking skills in foreign language testing has always had some pros (testing learners' speaking skills doubles the validity of any language test) and cons (many testrelevant/irrelevant variables interfere) since it is a multi-dimensional process. In the meantime, exploring grader behaviours while scoring learners' speaking skills is necessary not only for inter/intra-rater reliability estimations but also for identifying the potential stringent and lenient graders in the rater-group to act accordingly to settle the best matches for graders when pairedrater-scorings or cross-marking-gradings are preferred for increasing the objectivity. In this exploratory study, which was implemented in 2019, 6 expert speaking graders scored 24 English language learners' speaking interviews from their video recordings including an individual and a pair discussion task for each student. A Rasch model in which MFRM (Many Faceted Rasch Measurement) was utilised to explore the scoring behaviours of the expert graders in terms of stringency and find out if their grading habits significantly affect language learners' overall speaking performances. The results of the present research showed that graders had significant score differences among each other and some of them scored too leniently or too stringently that might affect learners' speaking grades significantly.
Attitudes of Prospective Foreign Language Teachers towards Learning a Second Foreign Language
Author: Çetin, Filiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Preservice Teachers,Second Language Learning,Language Attitudes,Foreign Countries,Gender Differences,Academic Achievement,Instructional Program Divisions,Positive Attitudes,Student Characteristics,English (Second Language),French,German

In this study it was aimed to scrutinize the attitudes of prospective teachers of foreign languages towards learning a second foreign language. The data were collected via &quot;Attitude Scale Towards Second Foreign Language&quot; developed by Çetin et.al. (2019) from a total of 300 student teachers of foreign languages in Gazi University Ankara. Out of these 300 student teachers, 206 were female and 94 were male. The study adopted the survey method and was conducted during the Spring Semester of 2018-2019 academic year. For the data analyses conducted via SPSS package program, t-test and one-way variance analysis (ANOVA) from parametric tests were conducted. In addition, the effect size values were calculated in order to determine the effect of independent variables on the attitudes of participants towards learning a second foreign language. At the end of the study it was observed that attitude scores of the prospective teachers of foreign languages were high 71% of the participant prospective teachers obtained scores between this score interval. Also, it was found that attitude scores of prospective teachers differed in accordance with their gender, grade, academic success, attaching importance to learning a language, department perception and attaching importance to second foreign language activities.
Prospective Science Teachers&apos; Views on Career Planning and Their Self-Efficacy Levels for Career Decision-Making
Author: Ince Aka, Elvan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Career Choice,Decision Making,Student Attitudes,Teacher Education Programs,Self Efficacy,Career Planning,Social Cognition,Foreign Countries

The aim of this survey study was to determine prospective science teachers' competency levels in making career decisions and to determine their views on career planning. The participants were 88 prospective middle school science teachers enrolled at the Science Teaching Program of a state university during the spring 2018. The data were collected through the Career Decision-Making Self-Efficacy Scale (CDSS) (Ulas &amp; Yildirim, 2016) and openended, written extended response questions prepared by the researcher. The findings revealed that for career decision-making, the participants had high efficacy levels; they were predominantly doing their own career planning; and that they were influenced by their family members' views. They envisioned career planning as a long-term process starting at birth and encompassing the whole school and professional lives. The majority thought that their career decisions affected every aspect of their lives.