ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Discourse Marker Use in Thai University Students&apos; Conversations
Author: Arya, Tanyaporn
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Discourse Analysis,Second Language Learning,English (Second Language),Language Usage,Pragmatics,Interpersonal Communication,Connected Discourse

Using a specialized corpus of English conversations between Thai university students and non-Thai speakers of English, this study examines the distribution of discourse markers employed and how they function in context. Analysis of transcriptions from a conversational perspective, reference to audio recordings and frequency counts revealed thirty-four different discourse markers used, making up 5.6% of the total corpus. The most frequent were &quot;and,&quot; &quot;OK,&quot; &quot;but&quot; and &quot;so&quot; respectively. Results indicate that, for engagement in conversations, discourse markers were employed by participants most commonly for referential purposes, lacking in extensive discourse marker use for interpersonal communication (e.g. marking and confirming shared knowledge, hedging) and cognitive functions (e.g. reformulating, repair). For the management of conversations, structural discourse markers emerged from the data to function mainly as topic shifters and mostly to give turns. The deficiency in overall discourse marker use found in Thai EFL student conversations points to a pedagogical urgency to create learner awareness of how applying these small words can significantly impact the quality of a conversation and the relationship between interlocutors.
FRELE-TH: Springboard for Holistic English Educational Reform
Author: Hiranburana, Kulaporn
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,English (Second Language),Second Language Instruction,Guidelines,Competency Based Education,Adoption (Ideas)

This article reviews problems and challenges of English educational situations in Thailand and it explores, as part of the Educational Reform, the Framework of Reference for English Language Education in Thailand--FRELE-TH (2017) based on the CEFR (Council of Europe, 2001) which was developed as a research study, granted by Thailand Professional Qualification Institute (TPQI), through the collaboration between Chulalongkorn University Language Institute and the Language Institute of Thammasat University. The paper, more significantly discusses the FRELE-TH (2017) as a shared basis for reflection and communication among the different partners and practitioners in English Language Education, including the academics and the professions in Thailand. This involves the paradigm shift from content to competence in curriculum or syllabus planning, course materials development and evaluation (digital learning and digital testing) at different levels. Learners' significant involvement in the process is emphasized.
Iranian L2 Researchers&apos; Perspectives on Research Ethics
Author: Gharaveisi, Zhila
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Teacher Researchers,English (Second Language),Teacher Attitudes,English Teachers,Plagiarism,Definitions,Educational Attainment,Research Methodology,Authors

This study aims at exploring L2 researchers' perspectives on research ethics in Iran. A total of ten teacher researchers were selected among a larger group of researchers based on the criteria of academic degree and familiarity with research principles. They were interviewed about different aspects of research ethics. Their responses were audio-recorded and transcribed by the researcher. Finally, the emerging themes were extracted from the responses which showed plagiarism, data management, participant rights, and authorship rights as the most frequent themes discussed by the respondents. Furthermore, the extent of the participants' self-expressed adherence to ethical considerations in research was differential, ranging from a minimum amount of adherence to an acceptable degree of adherence and commitment to research ethics. In addition, the results showed that not all participants had a clear understanding and definition of the four major themes which emerged from the results.
Multilingual Pedagogies in Practice
Author: French, Mei
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Language Usage,Multilingualism,Code Switching (Language),Culturally Relevant Education,Teaching Methods,English Language Learners,English (Second Language),Secondary Education,Single Sex Schools,Females,Catholic Schools,High School Students

Amongst Australian EAL specialists there is increasing recognition of the value of incorporating students' home languages and cultural knowledge into teaching and learning. However there remains a need for guiding principles for developing effective multilingual and translanguaging approaches for linguistically diverse students. This paper presents some classroom approaches and suggest principles for effective multilingual curriculum and pedagogy. An ethnographic study in an Australian high school revealed that students used their multilingual repertoires to support learning individually, collaboratively and through access to external information. Teachers responded by rejecting, accepting or actively engaging students' multilingual resources. Analysis of teaching approaches suggests some principles for effective multilingual classroom practice. Successful multilingual pedagogies require both teachers and students to challenge the &quot;monolingual mindset&quot; (Clyne, 2008, p. 347) of Australian education. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is also crucial. Additional principles include affirming multilingualism, attending to affect, developing shared learning outcomes, defining a social purpose and addressing practical considerations. A key to success is that these pedagogies are developed from students' existing multilingual practices. It is hoped that proposing these principles can extend discussion and research around the use of multilingual resources in school-based learning.
Teacher Emotion Questionnaire: A Turkish Adaptation, Validity, and Reliability Study = Ögretmen duygu anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalismasi
Author: Yurtseven, Nihal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Emotional Experience,Questionnaires,Psychometrics,Likert Scales,Test Reliability,Construct Validity,Factor Analysis,Factor Structure

The purpose of this study is to carry out the linguistic equivalence, validity and reliability study of the Teacher Emotion Questionnaire (TEQ) developed by Buric, Sliškovic and Macuka (2018). After ensuring the linguistic equivalence of the Turkish form, responses of 601 teachers were tested by Exploratory Factor Analysis (EFA) to ensure the construct validity of the scale. As a result of EFA, the scale was divided into six factors; item factor loads ranged from 0.49 to 0.85, and items in the scale explained 68.00% of the total variance. In order to verify the six-factor structure, data were collected from a study group of 255 teachers and Confirmatory Factor Analysis (CFA) was performed. Similar results were obtained from CFA, the model was validated and model fit indexes were found to have excellent or acceptable values. After the construct validity of the scale, the reliability analysis was carried out. Cronbach's alpha (= 0.92), Spearman-Brown (= 0.67) and Guttman Split-Half (= 0.80) coefficients obtained within the scope of internal consistency reliability demonstrated that the scale had the desired internal consistency.
Analyzing Teachers&apos; Interactions through Social Network Analysis: A Multi-Case Study of Three Schools in Van, Turkey
Author: Hangul, Sükrü
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Networks,Interaction,Foreign Countries,Gender Differences,Teacher Characteristics,Collegiality,High School Teachers,Public Schools,Friendship,Group Dynamics,Teaching Experience,Intellectual Disciplines

This study aimed to catch a glimpse of teachers' social networks and explore the cause and nature of interaction patterns by using social network analysis. This study was designed as a qualitative case study research. Three high schools from Van, Turkey, were selected with purposeful sampling method and data were collected through semi-structured interviews. Through network and content analyses, it was found that informal interaction networks revealed a form that was different from formal structure. Although each school had a unique network pattern, gender played an important role in relationship patterns in all networks. In addition, similarity of teaching subjects, working duration at school and seniority seemed to bring teachers closer. Finally, it was revealed that teachers who shared common interests had more interactions. All in all, homophily was effective in shaping interactions between teacher dyads.
Factors Influencing Chinese Language Learning Anxiety in the Classroom Setting
Author: Sung, Ko-Yin
Date: 2019-12-00
Type: Journal Articles
Subjects: Anxiety,Chinese,College Students,Second Language Learning,Gender Differences,Prior Learning,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Native Speakers,Language Proficiency,Performance Factors,Self Efficacy,Language Skills,Writing Skills

This study investigated the foreign language anxiety (FLA) construct of U.S. college learners of Chinese as a foreign language (N = 149) and examined whether the following factors, &quot;gender,&quot; &quot;language class level,&quot; and &quot;whether foreign language(s) were learned prior to learning Chinese,&quot; had significant influences on the learners' anxiety levels. A modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) was used to collect data. The results of the factor analysis illustrated a 4-component solution including Chinese class performance anxiety, the lack of mastery of all four language skills, writing Chinese characters, and learner confidence. The results of the MANOVA test showed that a significance was found in the independent variable of gender on the learners' anxiety. The male learners were less anxious than the females when performing their Chinese language skills in class or when they had not fully mastered all four language skills.
A Study on the Examination of the Metaphoric Perceptions of Middle School Students about Pattern = Ortaokul ögrencilerinin örüntü hakkindaki metaforik algilarinin incelenmesi üzerine bir arastirma
Author: Çenberci, Selin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Figurative Language,Instructional Program Divisions,Grade 5,Grade 6,Grade 7,Mathematics Instruction,Mathematical Concepts,Algebra

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the &quot;phenomenological&quot; design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.
Examining Usability of the Six Thinking Hats Technique in Playwriting Education: Turkey as a Case Study = Alti sapkali düsünme tekniginin oyun yazarligi egitiminde kullanilabilirliginin incelenmesi: Türkiye örnegi
Author: Belkis, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Usability,Teaching Methods,Playwriting,Art Education,Theater Arts,Foreign Countries,Creative Thinking,Undergraduate Students,Public Colleges,Instructional Effectiveness,Student Attitudes

Efforts to define creativity have started in the 20th century, with the emergence and spread of psychology as a modern discipline. The relationship between creativity and art education is frequently researched globally in the last twenty years, but studies on the relationship between creativity and performing arts education are few in number. Researching the relationship between creativity and dramatic writing education in context of theoretical approaches and practical techniques could develop new ideas and practical tools to be used. The current study aims to examine the usability of the Six Thinking Hats Technique, which is a creative thinking practice, in playwriting education in Turkey. The method of the study is based on a review of available literature and a case study. First, the creativity concept and creative processes were examined; then the Six Thinking Hats Technique was adopted to be implemented in composing a play-text. The study groups consisted of eight sophomore dramatic writing students who have completed their third semester in a public university in Turkey. Lastly, the participant's opinions were analyzed with a final test. The study concludes that the Six Thinking Hats Technique can be used in group studies, genre determination and final production in playwriting education in Turkey. This technique may also be used to develop new ideas and practice strategies in intra-class group activities during playwriting education.
Investigation of Libyan and Turkish Students&apos; Thinking Levels in Solving Quadratic Word Problems Based on SOLO Taxonomy = Libyali ve Türk ögrencilerin ikinci dereceden bir degiskenli sözel problemlere iliskin düsünme seviyelerinin SOLO Taksonomisi&apos;ne göre arastirilmasi
Author: Elassabi, Awatef
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Problem Solving,Word Problems (Mathematics),Cultural Differences,Mathematics Skills,Mathematical Logic,Mathematical Concepts,Algebra,Knowledge Level,Comprehension

This article presents a study of the skills of Libyan and Turkish students in their quadratic word problems based on SOLO Taxonomy. The research model used in this study is a case study. The participants were 27 students at a high school in Kastamonu, Turkey and were 27 students at a high school in the city of Tripoli, Libya. The data were obtained by thinking test consisting of three problems. The test was applied to the students in the spring semester of 2017-2018 academic year. Overall, the results showed that Turkish students had multiple structural levels of 48.15% and relational structural levels of 10.37%, which is considered a good ratio, and were better than Libyan students with multiple structural levels of 21.50% and relational-structural levels of 9.00%. This shows that the majority of Turkish students participating in the study may be successful in moving advanced thinking levels in these problems. On the other hand, there are students who cannot answer the problems as well as prestructural and uni-structural students. Some of the reasons why these students' levels are low may be misinterpretation of the problem, difficulty in understanding word problems and turning them into mathematical symbols, and negligence.
Risky Honors
Author: Cognard-Black, Andrew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Critical Thinking,Stress Variables,Risk,College Students,Failure,Risk Management,Grades (Scholastic),High Stakes Tests

Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their questions, and their proposed solutions to a new &quot;JNCHC&quot; Forum focusing on the tension among talented students between taking intellectual risks and a desire to avoid the personal struggle and possible failure that sometimes come from taking such risks.
Digital Storytelling: Boosting Literacy Practices in Students at A1-Level
Author: González Mesa, Pedro Alejandro
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Computer Uses in Education,Foreign Countries,English (Second Language),Second Language Instruction,Grade 11,Literacy,Writing (Composition),High School Students,Media Literacy,Cooperative Learning,Oral Language

This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants' recordings of their voices helped them improve their oral production without worrying about their classmates' opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.
Risky Triggers
Author: Andrews, Larry R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Trauma,Academic Freedom,Teaching Methods,Altruism,At Risk Students,Classroom Environment,Risk,Emotional Response,Controversial Issues (Course Content)

Risk-taking in honors education entails not only anxiety about grades and intellectually disturbing ideas but also painful emotional responses to course materials. Rather than censoring such &quot;dangerous&quot; materials, faculty should compassionately encourage vulnerable students to acknowledge their pain safely in an open and accepting classroom atmosphere.
Enhancing Reading Comprehension through an Intensive Reading Approach
Author: Andrés, Insuasty Cárdenas
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Foreign Countries,Undergraduate Students,Reading Strategies,English (Second Language),Second Language Instruction,Reading Instruction,Instructional Effectiveness,Student Attitudes

This article presents a project that explored the effectiveness of intensive reading to enhance reading comprehension with a group of university students in Pasto, Colombia. At the initial stage, a diagnostic test, field notes, and three questionnaires allowed the identification of the students' needs. During the intervention stage, a set of workshops and reading tests were implemented to reveal the impact of the reading comprehension strategies. In the evaluation stage, four instruments (reading tests, teacher's journal, students' questionnaires and pre- and post-tests) were used to collect the students' opinions and state the results. At the end, findings show that the reading comprehension strategies improved students' comprehension because it helped them tackle the problems they had before the intervention stage.
Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses
Author: Soto-Molina, Jairo Eduardo
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),Foreign Countries,Foreign Policy,Alienation,Publishing Industry,Textbook Content,Latin American Culture,Second Language Instruction

The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.
School Principals&apos; Self-Perceptions of Their Roles and Responsibilities in Six Countries
Author: Chan, Tak Cheung
Date: 2019-12-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Role Perception,Administrator Attitudes,Administrator Responsibility,Foreign Countries,Comparative Education,Age Differences,Gender Differences,School Safety,Academic Achievement,Student Personnel Services,School Community Relationship,Financial Problems,Educational Finance

The purpose of this study is to examine if school principals' roles and responsibilities in China, Ghana, Hungary, Turkey, Poland and the United States are significantly different from one another. This study adopts a survey design which provides a quantitative or qualitative description of trends, attitudes, or opinions of a population by studying a sample of that population. Quantitative and qualitative data were collected from school principals in these six countries by using a researcher designed survey questionnaire. The quantitative data derived from principals' responses were analyzed by country and by total average according to the subsets of character, professional knowledge, professional skill, administrative style, administrative duties, personnel management, and student affairs management. The principals' roles and responsibilities of the six countries were compared by using Multivariate Analysis of Variance. Answers to the three open-ended questions provide qualitative data for analysis. Emerging themes and patterns were observed among the principals' responses. Results of data analysis show that principals of the six countries confront many similar problems in their daily school functions. The unique political infrastructures of their locations determine how they address these problems to meet the individual demands of their own societies. Understanding of common challenges and emerging roles of principals in changing social and political settings provide educational leaders of these countries the opportunities to share their unique experiences and success stories.