ethanporcaro/eric-fulltext-meta huggingface dataset:
Countability versus Flexibility: Rethinking Vocabulary and Determiner Instruction
Author: Antes, Theresa A.
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Teaching Methods,Vocabulary Development,Nouns,Essays,Computational Linguistics,Difficulty Level,Error Analysis (Language),Language Usage,Mandarin Chinese,Native Language,Writing (Composition),Grammar

Research and pedagogical materials focusing on the acquisition of the determiner/quantifier system in English frequently highlight countability as a locus of difficulty for English language learners, particularly learners whose languages do not overtly mark a count-mass distinction. The current study uses a document analysis approach to analyze unedited written essays from the ICNALE corpus, produced by 52 Mandarin Chinese writers of L2 English across four proficiency levels. A target language use (TLU) analysis of the essays, all written on the same topic, suggests that prototypically count and mass nouns are not a source of inherent difficulty for learners. Instead, count-mass flexible nouns are the locus of the greatest number of errors, due to an inability to use these nouns correctly in context. In this article, I argue that a reanalysis of ESL/EFL pedagogical practice is necessary, one that focuses specifically on count-mass flexible nouns, and revisits determiner (especially article) use whenever new vocabulary is introduced. Presenting flexible countability as one facet of a noun's semantic meaning, I argue, will add lexical depth while concurrently allowing for more target-like use of determiners and quantifiers.
Feedback on Local Intelligibility by Same-L1 Learners: Face-to-Face or Computer-Mediated?
Author: Yonesaka, Suzanne Marie
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Feedback (Response),Computer Mediated Communication,Speech Communication,Peer Evaluation,Pronunciation,Native Language,Peer Relationship,College Students,Japanese,Comparative Analysis,Asynchronous Communication,Audio Equipment,Foreign Countries,Phonemes,Phonetics,Pronunciation Instruction,Private Colleges,Task Analysis

During spoken interaction with peers, ESL or ELF learners use peer feedback to negotiate and converge on mutually intelligible pronunciation. In contrast, for EFL learners who interact mainly with same-L1 peers, it is not clear whether the giving and receiving of peer feedback on intelligibility can facilitate uptake leading to improved pronunciation. However, it has been suggested that same-L1 learner pronunciation feedback requires ample time and a narrow focus, conditions that could be realized in a CMC environment. This study investigates the effect of modality--face-to-face (FtoF) or computer-mediated (CMC)--of peer feedback on the intelligibility of 83 Japanese university students' /l/ and /r/ in four target words. After discrimination and pronunciation training, treatment consisted of participants making peer intelligibility judgments in two modalities. The FtoF group pronounced and provided immediate feedback in pairs, while the CMC group recorded utterances that were randomly delivered to peers for asynchronous intelligibility judgements. The participants' pre-, post-, and delayed posttest recordings (956 utterances) were rated for intelligibility. For each target word, Generalized Estimating Equations examined the effect of group, initial discrimination ability, change in listening discrimination ability, and initial pronunciation confidence. The CMC group was significantly more likely to be intelligible for post-treatment singleton-/r/ and delayed posttreatment /l/-clusters. The results suggest that, depending on the intended target, intelligibility feedback from same-L1 peers in a CMC environment does not hinder and may promote pronunciation development.
Turkish Elementary Teachers&apos; Value Perceptions: A Sample of Rize
Author: Karabacak, Nermin
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Foreign Countries,Measures (Individuals),Values,Teacher Attitudes,Public Schools,Gender Differences,Marital Status,Teacher Characteristics,Status,Educational Attainment

The purpose of this study is to investigate the values of elementary teachers in terms of gender, marital status, seniority and level of education variables. The study was conducted in accordance with the relational screening model. The sample of the study consists of 400 elementary teachers, 182 male and 218 female teachers working in public schools in Rize City, located in the north-east part of Turkey. The data were collected between March-May 2015. The &quot;Schwartz Values Scale&quot; (PBL) developed by Schwartz and adapted to Turkish by Demirutku was used in the study to reveal the values of elementary teachers. The participants were asked to mark a single option from 6 options ranging from &quot;Much Like Me&quot; to &quot;Never Say It to Me&quot; about the scale information and participants' brief portrayal of how similar they were to themselves. SPSS package program was used for statistical analysis of the data. Independent groups t-test, one-way analysis of variance (ANOVA) and correlation analyzes were performed in comparison with the items made in terms of personal characteristics.
Teaching Materials Developed Using QR Code Technology in Science Classes
Author: Uçak, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Science Teachers,Science Education,Foreign Countries,Case Studies,Preservice Teachers,Coding,Telecommunications,Educational Technology,Technology Uses in Education,Material Development,Student Attitudes,Game Based Learning,Handheld Devices,Technology Integration

The present study aims to investigate the opinions of prospective science teachers about the use of QR codes in the teaching materials that they prepared in the &quot;Instructional Technologies and Material Development&quot; course. The study group consists of 38 (32 female, 6 male) 3rd-year prospective science teachers who attended the &quot;Instructional Technologies and Material Development&quot; course in the fall semester of the 2018-2019 academic year, and who chose to use QR codes academic year, and who chose to use QR codes in the teaching materials. In this case study, the data were collected through semi-structured interviews. The data were analyzed by the content analysis method. The study revealed the perspectives of prospective science teachers on the use of QR codes in the teaching materials they prepared, in the learning process, its advantages, disadvantages, and effects of QR codes on the materials prepared.
The Comparison of Item Parameters Estimated from Parametric and Nonparametric Item Response Theory Models in Case of the Violance of Local Independence Assumption
Author: Dirlik, Ezgi Mor
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Nonparametric Statistics,Item Response Theory,Models,Correlation,Test Theory,Difficulty Level,Test Items,Error of Measurement,Achievement Tests,Elementary Secondary Education,International Assessment,Foreign Countries,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests

Item response theory (IRT) has so many advantages than its precedent Classical Test Theory (CTT) such as non-changing item parameters, ability parameter estimations free from the items. However, in order to get these advantages, some assumptions should be met and they are; unidimensionality, normality and local independence. However, it is not always so easy to be met these assumptions by datasets. Especially when the normality of data is not provided, another approach for IRT can be applied, which is Non-Parametric Item Response Theory (NIRT). NIRT provides more flexible methods to scale datasets and it is used when the assumptions of Parametric Item Response Theory (PIRT) are not met at a satisfactory level. The assumption of local independence, is one of the situations in which NIRT can be used more effectively than PIRT. In this study, by using a real dataset, taken from TIMSS 2011, the effect of local dependence on the item parameters was investigated. With this goal, a dataset composed of 1,000 students was formed randomly from the TIMSS 2011 eight grade Mathematic test. Firstly, the item parameters were calculated from data set according to the two approaches without any manipulation. After that, two items were arranged as local dependent by changing the response patterns completely the same and the item parameters have been estimated from each sample by using R program, &quot;ltm&quot; and &quot;mokken&quot; packages. Two sets of item parameters estimated from data set were compared and the differences of the parameters were analyzed with statistical test. By this way, the effect of local independence has been analyzed on the item parameters have been decided.
Exploring Pre-Service Teachers&apos; Pedagogical Beliefs in Primary Education
Author: Taskin, Çigdem Sahin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary Education,Foreign Countries,Beliefs,Preservice Teacher Education,Measures (Individuals),Item Banks,Gender Differences,Grades (Scholastic)

Considerable research emphasized that pre-service teachers enter teacher education programs with beliefs about teaching and learning and relate their beliefs to the experiences they gained through their previous studies. Then, their pre-existed beliefs have been shaped through the teacher education. Therefore, understanding pre-service teachers' pedagogical beliefs plays an important role in their professional development. The purpose of this research is to understand pre-service teachers' pedagogical beliefs in primary education in Turkey. Pedagogical Beliefs Scale developed by the author is used in order to understand their pedagogical beliefs. Scale development included data from 553 pre-service teachers. To understand primary pre-service teachers' pedagogical beliefs, data gathered from 310 primary pre-service teachers. Findings revealed that majority of the pre-service teachers hold constructivist beliefs. Although there is no statistically significant difference among the primary pre-service teachers regarding the year they enrolled, statistically significant difference found in favour of female pre-service teachers. Findings of this research revealed that pre-service teachers hold compatible pedagogical beliefs with the demands of the primary curriculum in Turkey.
Investigation of the Football Fanaticism Levels of Physical Education Teachers
Author: Kurak, Kemal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Team Sports,Age Differences,Gender Differences,Marital Status,Teaching Experience

The aim of this study is to investigate fanaticism activities and fanaticism levels of physical education teachers as football supporters. The sample of the study consists of a total of 1292 teachers, 754 males and 538 females, who were working as physical education teachers in the cities of Gaziantep, Malatya, Elazig and Kahramanmaras in the 2017-2018 education period. Within the scope of this study, the &quot;Football Supporter Fanaticism Scale&quot; (FSFS), which includes 13 items, was used. The data obtained in the data collection period were analyzed using SPSS software. The physical education teachers in the study were investigated for their fanaticism, age, gender, marital status and years of professional experience. It was determined that the participants consisted of 17.6% of fanatics, 35.8% of team supporters and 46.6% of football spectators.
Contrastive Analysis of the Russian and Korean Classifying Nouns &quot;Type&quot; and &quot;Kind&quot;
Author: Yoo, Hak Soo
Date: 2019-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Contrastive Linguistics,Nouns,Russian,Classification,Korean,Semantics,Text Structure,Translation,Second Language Learning,Second Language Instruction,Language Usage

This corpus-based contrastive analysis examines the Russian classifying nouns, &quot;tip&quot; (type) and &quot;vid&quot; (kind) as well as the Korean classifying noun &quot;yu-hyeong&quot; and &quot;jong-nyu.&quot; In the Russian language, the use of the words &quot;tip&quot; and &quot;vid&quot; depends on characteristics and the general contents of the text. In addition, in strictly special scientific texts dealing with the systematization of any objects, these words represent different levels of the classification grid (objects are divided into types and types into kinds), and in non-scientific texts they can become synonyms (different types = different kinds of objects). The Korean scientific text classifying words &quot;yu-hyeong&quot; and &quot;jong-nyu&quot; also represent different classification levels (higher -- &quot;yu-hyeong,&quot; lower -- &quot;jong-nyu&quot;). But in non-scientific texts, the word &quot;jong-nyu&quot; is most often used. This suggests the possibility of changes in the meaning of the Russian words &quot;tip&quot; and &quot;vid&quot; depending on the characteristics of the text, which is not seen in the words &quot;yu-hyeong&quot; and &quot;jong-nyu&quot; in the Korean language, as well as a greater permeability of scientific-style vocabulary to non-scientific Russian texts. Understanding how these words are used from a comparative standpoint can be beneficial for translators and aid in developing practical curriculum for Korean students studying Russian as a foreign language.
Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey
Author: Karaman, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Academic Achievement,Middle School Students,Foreign Countries,Learning Strategies,Questionnaires,College Students,Structural Equation Models,Early Adolescents,Grade 7,Grade 8,Public Schools,Grade Point Average,Transformative Learning

This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process Questionnaire (R-SPQ-2F) and GPA scores of participants were used in the study. Data were analyzed by Structural Equation Modeling. The results of the study revealed that motivational variables are related with the use of deep learning approach which is related with higher GPA. Path analyses demonstrated that deep learning approach fully mediated the relationship between students' motivational variables and academic achievement. Self-efficacy, task value, and intrinsic goal orientation as the indirect effects through deep learning approach on academic achievement were strong predictors in the model. [This study was presented at the International Congress of Eurasian Educational Researches held in Ankara on June 19-22, 2019.]
&quot;My Partner Always Helps Me&quot;: Exploring Two Co-Teachers&apos; Practices to Support Writing in a First-Grade Linguistically Diverse Elementary Class
Author: Bauler, Clara V.
Date: 2019-08-00
Type: Journal Articles
Subjects: Team Teaching,English Language Learners,English (Second Language),Second Language Learning,Writing (Composition),Language Teachers,Writing Instruction,Content Area Writing,Academic Language,Classroom Communication,Case Studies,Grade 1,Elementary School Teachers,Elementary School Students,Scaffolding (Teaching Technique),Teaching Methods,Teacher Role,Lesson Plans,Teacher Collaboration,Mainstreaming

English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one content and one language teacher. Through a case study approach, we explored two co-teachers' practices that fostered writing development within one first grade linguistically diverse mainstream classroom. Through analysis of classroom interaction as well as teachers' and researchers' notes, findings revealed that in holding core shared practices, the two teachers achieved an enhanced ability to scaffold their teaching to support their students' writing development. Core shared practices included a sensitive view of students' academic language and writing development, modeling for conversations about writing, embedding specific scaffolds for academic language, and opportunities for talking and sharing ideas about writing. These core practices enabled the ESOL and content teacher to take up and share equal and complementing roles during planning, instruction, and assessment. Co-teaching can yield positive results provided that the ESOL teacher has a central, not peripheral role in the mainstream classroom.
Pausing Patterns Preceding and Following Adverbial Clause Conjunctions in English: A Prosodic Analysis of Native and Non-Native Speakers of English
Author: Kiliç, Mehmet
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Intonation,Suprasegmentals,Speech Communication,Pretests Posttests,English,Native Speakers,Turkish,Form Classes (Languages),Phrase Structure,Teaching Methods,Transfer of Training,Oral Reading,Intervention,College Students,Foreign Countries,Language Proficiency,Language Tests,Audio Equipment,Computer Software

This quasi-experimental research explores the difference between the pausing patterns of native English and nonnative Turkish speakers of English concerning their pause durations preceding and following English adverbial clause conjunctions. The findings reveal statistically significant differences between native and nonnative participants for two conjunctions, namely &quot;because&quot; and &quot;whereas.&quot; The study analyzes in detail the potential reasons for the difference and attributes the difference to three types of transfer: (i) transfer from teacher and teaching practices, (ii) transfer of cognitive planning habits in spontaneous speech to read speech, and (iii) transfer from other learners. Moreover, through experimental intervention, the current research tries to raise awareness in nonnative participants regarding their idiosyncratic pausing patterns. Based on the findings from the posttest measurements, we conclude that it is possible to fine-tune the pausing behavior of nonnative speakers of English. The study contributes to the literature on the teaching of temporal characteristics of speech.
Multicultural Children Literature in Preservice Teacher Education: Responses through Literature Circles
Author: Isler, Nergiz Kardas
Date: 2019-00-00
Type: Journal Articles
Subjects: Childrens Literature,Preservice Teacher Education,Group Discussion,Student Attitudes,Critical Reading,Cultural Awareness,Social Justice,Multicultural Education,Awards,Foreign Countries,Reader Response,World Views

This study aims to analyze preservice teachers' opinions about children books through a literature circle (LC) approach in multicultural learning environments. The data of the present study were collected from the children literature course offered for preservice classroom teachers during the 2014-2015 and 2015-2016 spring semesters at Hacettepe University. The preservice teachers (PSTs) in children literature course read and responded to Newbery Award winning books both individually and in literature circle groups within a framework of critical literacy and reader response theories. The results of the current study revealed the deficiencies of the pre-service teachers in the process of critical reading and actualization in spite of their satisfactory interpretations of the events. In this study, the PSTs expressed their opinions for the &quot;gaining an understanding of different perspectives on life in the world&quot; and &quot;the cultures of specific groups, developing the skills needed to take social action to eliminate social injustice&quot; categories in all four children books. However, they did not share their opinions related to gain an awareness of own cultures and cultural backgrounds and obtain a recognition an understanding of global issues, learning how to reduce stereotyping, prejudice and racism within ourselves and within society&quot; categories. This study may contribute to a variety of research fields including pre-service teacher education, multicultural education and literary studies.
Roles of Planning and Tasks in EFL Performance
Author: Dawadi, Saraswati
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Metacognition,Oral Language,Accuracy,Language Fluency,Personal Narratives,Task Analysis,Positive Attitudes,Language Proficiency,Masters Programs,Teacher Education Programs,Language Teachers,Student Attitudes,Foreign Countries,Narration,Persuasive Discourse,Graduate Students

There is a substantial body of research into the effects of planning time on second language (L2) oral performance, but different effects were found -- some of them showing increased accuracy, others increased complexity and/or fluency of language. In this study, 30 English as a foreign language learner individually performed a narrative and an argumentative task under planned and unplanned conditions. Then, ten of the participants took part in a retrospective debriefing. Both the oral narratives and retrospective reports were transcribed and analyzed manually. The results revealed that planning led to syntactically more varied but less accurate language whilst fluency remained unaffected. Significant effects of task type could be observed, with argumentation outperforming narration on most measures. In addition, an interaction between planning and task type was statistically proven for almost all measures of fluency and for a single measure of complexity. Furthermore, most participants had positive attitudes towards pre-task planning. The findings also suggest that choosing suitable task-based implementational conditions can assist L2 learners in improving oral performances.
Investigating Differential Item Functioning in DINA Model
Author: Sünbül, Seçil Ömür
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Bias,Models,Correlation,Probability,Simulation,Statistics,Error Correction

In this study, it is aimed to investigate the effects of various factors on the performance of the methods used in the determination of differential item functioning (DIF) in the DINA model included in the Cognitive Diagnosis Models. The current study is limited with Logistic Regression and Wald test methods which were used to determine the differential item functioning in DINA model. The Type I error and power rates of these methods in certain conditions were investigated to evaluate their performances. In the simulation study for the Type I error rates, four variables were manipulated: sample sizes, the number of attributes, correlations between attributes and reference group s and g parameter values. In the determination of the power rates of the methods, additionally, the variables that were manipulated in the Type I error study, DIF sizes and percentages of DIF items were manipulated, too. As a result, it was observed that especially in all cases where reference group' s and g parameter values are low, both methods yielded a good control of Type I error rates. In addition, according to the results, it was observed that both DIF size and sample size affect the power rates of both methods.