ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Social Appearance Anxiety, Automatic Thoughts and Depression-Anxiety-Stress in Emerging Adulthood
Author: Çelik, Esranur
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Stress Variables,Predictor Variables,College Students,Young Adults,Interpersonal Relationship,Intimacy,Self Esteem,Body Height,Body Weight,Social Desirability,Foreign Countries

The aim of study is to examine the relationship between social appearance anxiety, automatic thoughts and depression, anxiety, and stress in university students. The research was carried out on a total of 381 participants, 214 of whom were women and 167 were men. The ages of the participants were between 18 and 35 and the mean age was 22. Data were collected via Social Appearance Anxiety Scale, Automatic Thoughts Scale and Depression, Anxiety and Stress Scale and Personal Information Form. Pearson Correlation was used to examine whether there is a relationship between social appearance anxiety, automatic thoughts, and depression, anxiety, and stress. Independent sample t-test was conducted to examine whether the automatic thoughts levels differed in terms of having an emotional relationship. Analysis of variance was used to reveal whether social appearance anxiety differentiated at the level of weight and height satisfaction. Hierarchical regression analysis was conducted to examine whether automatic thoughts and social appearance anxiety predicted depression, anxiety, and stress symptoms. It was concluded that there are positive and significant relationships between social appearance anxiety, automatic thoughts, depression, anxiety, and stress. The automatic thought averages of who had an emotional relationship were found to be significantly lower than the averages of who did not have. It was determined that there is a difference in social appearance anxiety levels according to height satisfaction. It is thought that studies to reduce automatic thoughts may be effective in reducing psychological symptoms.
Views of the School Principals about the Inclusive Education and Practices
Author: Yazicioglu, Tansel
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Principals,Inclusion,Educational Practices,Preschool Education,Elementary Secondary Education,Foreign Countries,Responsibility,Power Structure

School principals restructure the school to cope with social changes and needs, fulfill the functions of the school to meet the needs of the society and improve the social quality of the school by providing organizational effectiveness. In this study, it is aimed to reveal the views of the school administrators working at pre-school education institutions and at the primary and secondary schools about the inclusive education. This study is designed as a case study, one of the qualitative research approaches. The participants of the study are the school administrators working at pre-school education institutions and primary and secondary schools in Çankaya and Yenimahalle districts of Ankara. The data were collected using the &quot;Semi-structured interview form&quot; which was developed by the author. The findings of the study indicate that the opinions of the school principals about the inclusive education are generally positive. However, the suggestions of school principals should be taken into account about increasing teachers' knowledge and skills regarding the inclusive education and making objective and impartial educational evaluations and diagnoses.
Incorporating Village Tourism into &quot;Community Economy&quot; Course: A Project-Based Learning Method in University
Author: Baroroh, Kiromim
Date: 2021-10-00
Type: Journal Articles
Subjects: Municipalities,Tourism,Community Development,Rural Economics,Economics Education,Undergraduate Students,Student Development,Consciousness Raising,Sustainable Development,Values,Late Adolescents,Active Learning,Student Projects,Problem Based Learning,Foreign Countries

Village tourism is a type of tourism which integrates nature, culture, education, and the active participation of the local. It is intended to improve the community's prosperity. This model aligns with the Community Economy (CE) concept which advocates for people's well-being. This paper aims to describe the ways in which village tourism is incorporated in a CE course in economics department using problem-based learning (PBL) method and explore the development of students' characteristics out of the learning process. The subjects of this research were 3 lecturers and 90 students from a state university and a private university in Indonesia. The research design was mixed research. The data collection techniques include observation, interview, and documentation. The research results show that 1) village tourism condition can be integrated into themes related to CE materials such as CE's basic concept, development model, policy, strategy, and partnership, society's empowerment, cooperative and micro small-medium enterprise, poverty alleviation, and 2) student's characteristics developed during the project. The researchers set some criteria to be observed: nationalistic, hardworking, creative, environmentally conscious, independent and cooperative, and after the observation, this research found that there was an increase in all these criteria. PBL encourages students to develop villages in Indonesia and find ways to increase national income and create sustainable development.
Investigation of the Relationship between Transformational Leadership Style and Teachers&apos; Successful Online Teaching during COVID-19
Author: Masry-Herzallah, Asmahan
Date: 2021-10-00
Type: Journal Articles
Subjects: Transformational Leadership,Web Based Instruction,Instructional Effectiveness,COVID-19,Pandemics,Distance Education,Foreign Countries,Social Differences,Teacher Characteristics,Administrator Role,Teacher Administrator Relationship,Predictor Variables

The Corona pandemic has engendered drastic change throughout the world and schools in most countries have, relatively quickly, been required to transfer from frontal traditional learning to online learning. The research investigated the relationship between transformational leadership style and teaching mediated by school communications and moderated by sector (Jewish and Arab) in education systems in Israel during the Corona pandemic. 331 Jewish and Arab teachers participated in the research, expressing attitudes on the principals' leadership, the quality of school communications and the success of their online teaching during the Corona crisis. A positive correlation was found between principals' transformational leadership style and the success of online teaching, and the quality of communications in the school mediated this correlation. It was also found that the Jewish teachers reported more successes in online teaching and that the indirect correlation between transformational leadership and successful online teaching, through the quality of school communications, was moderated by population sector, so that it was stronger among Jewish teachers in comparison to Arab teachers. These findings have significant implications to improve organisational effectiveness, especially in the transition to online learning, and especially regarding the cultural uniqueness of different sectors.
Language Learning Strategies, English Proficiency and Online English Instruction Perception during COVID-19 in Peru
Author: Fernandez Malpartida, Walter Miguel
Date: 2021-10-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),COVID-19,Pandemics,Longitudinal Studies,Language Proficiency,Online Courses,Teaching Methods,Distance Education,Comparative Analysis,Undergraduate Students,Language Tests,Student Placement,Metacognition,Telecommunications,Feedback (Response),Student Attitudes,Foreign Countries,Measures (Individuals)

The research´s main objectives were to develop a longitudinal assessment of students´ use of language learning strategies, examine their English proficiency and report their perception of online English instruction during the new normal in Lima-Peru. The sample involved 50 undergraduate students who participated in an online high intermediate English course during 16 weeks. A mix-method research was established based on the sample size and the research questions. For the quantitative part, two comparative groups were evaluated using two instruments which were chosen from the literature review: (a) the Oxford (1990) Strategy Inventory for Language Learning (SILL), and (b) the Oxford placement test which measures English proficiency. The findings revealed that both groups reported both weak and strong language learners, and metacognitive strategies were the highest used among them. Also, the group of students who actively practiced LLS activities not only increased their overall LLS use but also improved their English proficiency. With regard to the qualitative part, a phone call interview design was implemented to 10 participants who generally reported a positive experience in terms of teaching support, feedback quality, participation and class recording availability.
Woman, Man, Society and Sex: How Pre-Service Teachers Perceive Basic Gender Concepts?
Author: Gündogani, Asli
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Sex Stereotypes,Gender Issues,Gender Bias,Equal Education,Sex Role,Social Attitudes,Social Bias,Freehand Drawing

The aim of the study is to reveal Turkish pre-service teachers' gender perceptions. For this, cognitive structures of pre-service teachers were analysed with minds maps created with the word association test (WAT) and their mental models were analysed by drawing. In this context, a holistic single case study was adopted depending on the purpose of the research and the data collection process. According to the findings obtained from the WAT, it was determined that the cognitive structures of pre-service teachers were built on the&quot; sex,&quot; &quot;society&quot; and &quot;woman,&quot; and the &quot;man&quot; was in a weakly related in the cognitive structure. On drawing analysis, it was seen that most of the pre-service teachers depicted &quot;man&quot; and &quot;woman&quot; with visuals reflecting traditional stereotypes. On the other hand, visuals reflecting an egalitarian and contemporary perspective. In the light of both analysis results, Turkish teacher education curricula were discussed and specific suggestions were presented.
Showcasing the Predictive Validity of High School Records for Students of English Language and Literature
Author: Ostovar-Namaghi, Seyyed Ali
Date: 2021-10-00
Type: Journal Articles
Subjects: High School Students,Student Records,Predictive Validity,College Entrance Examinations,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),English Literature,Grade Point Average,Correlation,Academic Achievement,Foreign Countries

Some universities in Iran have recently witnessed a shift in admission criteria from university admission test performance towards high school records. This sudden change seems to be unwarranted since the predictive power of high school records has not been explored. To fill in this gap, this study aims at showcasing the predictive validity of high school records for undergraduate students of English language and literature. To this end, a random sample of undergraduate students studying at Shahrood University of Technology was selected as the participants, the predictor variables were operationally defined as the participants' grade point average (GPA) in three school subjects including English, Persian and Arabic languages along with their overall high school GPA, and the outcome variable was operationalized as the participants' overall GPA for the first academic year. The results of the Pearson correlation revealed a significant but very low correlation between the variables of interest. Moreover, the results of multiple regression analysis revealed that none of the predictor variables well predicts academic success in the English language and literature. Although the results of this study are case-specific, they have clear implications for policymakers and interested researchers nationwide.
The Effects of Interventionist and Interactionist Dynamic Assessment on L2 Students&apos; Perfectionism, Foreign Language Anxiety and Willingness to Communicate
Author: Rahmaty, Hanieh
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Evaluation,Second Language Instruction,English (Second Language),Alternative Assessment,Personality Traits,Student Attitudes,Interpersonal Communication,Evaluation Methods,Anxiety,Interaction,Intervention,Secondary School Students,Adolescents,Communication (Thought Transfer),Foreign Countries

Given the importance of assessment in language education, the main purpose of this study was to investigate the effects of interactionist and interventionist Dynamic Assessment (DA) on EFL learners' perfectionism, willingness to communicate (WTC), and foreign language anxiety (FLA). The participants were 166 pre-intermediate EFL learners in two public schools and a language institute. They were divided into three groups and given three separate questionnaires to measure their perfectionism, WTC, and FLA before the treatment. During 14 sessions, groups A and B received instruction using interactionist DA and interventionist DA, respectively. Group C was instructed conventionally. After the treatment, they were given the same three questionnaires. The participants' responses to the questionnaire items were turned to scores on a Likert-like scale. The collected data were analyzed using one-way ANCOVA. The results showed no significant differences among the groups in terms of their perfectionism and willingness to communicate. Although there was no significant difference between the interactionist and interventionist models of DA, they were both significantly more effective than the control condition on learners' FLA. This means that DA, regardless of its type, has a facilitative role in reducing anxiety in a foreign language setting. These findings can have implications for teachers, students, and material developers.
Validation of C-Test among Afghan Students of English as a Foreign Language
Author: Rasoli, Mohammad Kabir
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Majors (Students),Language Tests,Language Proficiency,Listening Skills,Reading Skills,Writing Skills,Test Validity,Test Reliability,Undergraduate Students

This study reports on the results of a research program carried out to validate the C-Test amongst Afghan EFL learners. One hundred advanced English majors were administered two different language tests namely a language proficiency test (composed of listening, reading, and writing) and a C-Test composed of four different texts to measure the overall language ability of the participants. Various analyses were used to examine the validity and reliability of the C-Test. The C-Test correlated highly with the criterion measures. The results of the study confirmed that the C-Test is a reliable and valid test that can be used as a general English language proficiency test among Afghan students of English as a foreign language.
The Effectiveness of Case Studies in Entrepreneurship Education
Author: Zotov, Vladimir
Date: 2021-10-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Comparative Analysis,Correlation,Undergraduate Students,Economics Education,Universities,Foreign Countries,Case Method (Teaching Technique),Instructional Effectiveness,Career Development,Educational Quality,Student Attitudes

The purpose of the study is to assess the impact of case studies on the effectiveness of the educational process, namely, on academic performance and the entrepreneurial success of students of economic universities. The study involved 143 fifth-year economics students studying at Moscow universities. The study participants were divided into two groups: the focus group of 73 students actively using case studies, and the comparison group of 70 participants that did not apply the method. The study period was 12 months long. The total percentage of employed students (both groups) turned out to be rather high: more than 70% of graduates started official labor activities. The use of business cases contributes to a greater demand for graduates in the labor market. The results indicate a significant correlation between the methodology under study and entrepreneurial success that manifests itself in starting one's own business demonstrating high values of X[superscript 2] = 9.970 and 8.715 (Yates' correction), p &lt;0.05. The use of case studies in economic universities in Russia has proved a complete success in the career development of graduates in an entrepreneurial environment. The broader introduction of the method is justified and will contribute to the quality of entrepreneurship education.
The Effectiveness of Design Thinking in Improving Student Creativity Skills and Entrepreneurial Alertness
Author: Pratomo, Laurensia Claudia
Date: 2021-10-00
Type: Journal Articles
Subjects: Design,Entrepreneurship,Thinking Skills,Comparative Analysis,Vocational Schools,Creativity,Teaching Methods,Experiential Learning,Learning Theories,Learning Activities,Pretests Posttests,Foreign Countries

This research aims to examine the effectiveness of entrepreneurship learning with the Stanford D School design thinking approach and to make students more actively involved in learning activities so that their learning experiences can develop creative skills and entrepreneurial alertness. The underlying theory of the design thinking approach comes from the Experiential Learning Theory. This quasi-experiment was conducted by distributing questionnaires before and after the implementation of the learning approach. The research samples was students of the marketing expertise program from vocational schools, consisted of 60 students with Stanford D School design thinking approach and 60 students with teacher-centered learning approach. The data were analyzed by the Independent Sample t-Test and Paired Sample t-Test with SPSS 23 program. The results show that there are significant differences in creativity skills and entrepreneurial alertness between the experimental and the control class, and there are significant differences in the creativity skills and entrepreneurial alertness of the experimental class after receiving entrepreneurship learning with the design thinking approach. This gap can be overcome after students receive entrepreneurship learning using design thinking approach. The results of this study prove that Stanford D School design thinking can be applied to entrepreneurship learning, especially in vocational schools.
Discursive Change in Second Language Teachers&apos; Online Interactions: A Microgenetic Analysis
Author: Nazari, Mostafa
Date: 2021-10-00
Type: Journal Articles
Subjects: Discourse Analysis,Computer Mediated Communication,Language Teachers,Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Faculty Development,Teacher Attitudes,Teacher Educators,Knowledge Base for Teaching,Sociocultural Patterns,Learning Theories,Teaching Methods,Communities of Practice,Private Schools,Foreign Countries

Although studying teachers' online interactions has gained momentum in recent years, little is known about interactional development in online communities. The present study addressed this gap by exploring discursive change in second language teachers' interactions in an online professional development (PD) course structured around mobile phone usage. To this aim, the microgenetic analysis approach of sociocultural theory was adopted to track developments in teachers' interactions based on Goodall's (2000) skilled conversation threads. Data analysis revealed 152 skilled conversation exchanges in the online PD. Three themes were dominant among these exchanges and constituted most of the interactions: (1) Direct and indirect uses of mobile phones, (2) challenges and benefits of using mobile phones, and (3) teaching different language skills using mobile phones. Detailed analysis of the exchanges revealed that the teachers gradually changed in their perceptions about using mobile phones as well as the discourse they employed to represent their understandings. The findings are discussed in relation to teacher educators' role in facilitating online PD and the importance of developing a knowledge base that accounts for teachers' online membership.
&quot;COVID-19 Challenged Me to Re-Create My Teaching Entirely&quot;: Adaptation Challenges of Four Novice EFL Teachers of Moving from &apos;Face-to-Face&apos; to &apos;Face-to-Screen&apos; Teaching
Author: Farrell, Thomas S. C.
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Beginning Teachers,Language Teachers,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Online Courses,School Closing,Adjustment (to Environment),Foreign Countries,Barriers,Classroom Techniques,Interaction,Teaching Methods,Planning,Emotional Response

Language teaching is noted to be a stressful profession at the best of times, but in 2020 it became even more difficult for all teachers because of the spread of COVID-19 pandemic worldwide. Teachers were required to switch suddenly to deliver their lessons on online platforms, with many having little or no prior training. This has certainly been the case for language teachers, language students and language schools because most language courses, initially designed for face-to-face instruction, were suddenly 'forced' to move to online platforms. This sudden move meant that language schools, language teachers and their students needed to adapt fast to a new virtual world that for many was an unknown teaching world. For language teachers the main challenge was how to adapt their courses and lessons to make them suitable for this new online delivery mode. This paper reports on the reflections of the adaptation challenges of four English as a foreign language (EFL) teachers at a prominent English language institution in Costa Rica, Central America, as they suddenly had to shift to online lesson delivery due to the COVID-19 pandemic.
Managing Foreign Language Classroom Anxiety: A Case Study of Interactions between EFL Students
Author: Pei, Xiaoyu
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Anxiety,Peer Relationship,Foreign Students,Foreign Countries,Student Attitudes,College Freshmen

This case study was conducted in an American university between two international students from China Mainland in an effort to contribute insights into the sources of managing foreign language classroom anxiety (FLCA). Data was collected through qualitative techniques in a period of 16 weeks. The &quot;Foreign Language Classroom Anxiety Scale&quot; (FLCAS) was first utilized as a screening tool to measure anxiety and later as a method to categorize causes of FLCA. The results showed that students were able to manage, or at least reduce most of the anxieties but unable to manage all of them. The results also showed the methods that the students utilized, among which included enlarging vocabulary, seeking help after class, previewing the chapters, going to office hours, participating group discussion, doing positive thinking, preparing for class, gathering study group, discussing questions with good students, rehearsing oral activities, practicing speaking skills by talking to oneself, speaking slowly, going to teaching assistants, and studying for tests. The study suggested that joint effort of teachers and students should be made to better help students manage classroom anxiety.