ethanporcaro/eric-fulltext-meta huggingface dataset:
Dimensions of Teacher Performance Evaluation by Students in Higher Education
Author: Mohammadi, Mohammad
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Instructional Improvement,Teacher Effectiveness,Evaluation Criteria,Questionnaires,Educational Research,Teacher Morale,College Students,College Faculty

Evaluation is one of the important aspects of the process of educational activities. And by it, the shortcomings and strengths of educational programs are realized. In the meantime, the evaluation of the professor as an important strategy to improve the quality of education has been considered by universities. Therefore, higher education centers set criteria for determining the competence of their teacher and thereby evaluate their performance through a codified process. The purpose of this type of evaluation is to improve the teaching method and to improve its effectiveness. In this library research, by combining topics and presenting the views of scientists and writers, we will be aware of the strengths and weaknesses, and in the end, some suggestions will be provided.
Using Machine Translation Engines in the Classroom: A Survey of Translation Students&apos; Performance
Author: Olkhovska, Alla
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Ukrainian,Computer Software,Universities,Language Processing,Undergraduate Students,Majors (Students),Comparative Analysis,Editing,Scoring,Teaching Methods,Foreign Countries

This paper outlines the results of the experimental study aiming to explore the impact of using machine translation engines on the performance of translation students. Machine translation engines refer to the software developed to translate source texts into target languages in a fully automatic mode which can be classified according to the algorithm (example-based, rule-based, statistical, pragmatics-based, neural, hybrid) and the level of customisation (generic, customised, adaptive). The study was carried out in the form of a translation test held during the first semester of 2019/2020 academic year (September). The subjects included 48 undergraduate students of the School of Foreign Languages of V. N. Karazin Kharkiv National University (42 women and 6 men aged from 19 to 22) majoring in translation. They were subdivided into two sample groups: sample group 1 performed translation from English into Ukrainian with the help of the MT engine while sample group 2 translated the same text from English into Ukrainian by hand. The MT engine chosen for conducting the research was Microsoft Translator for personal use. The research was arranged into the following stages: preliminary (designing the experiment), main (implementing the experiment into life), conclusive (processing the results and interpreting them). The comparison of the students' average results allowed us to come to the conclusion that the hypothesis preconceived in the beginning of the study was confirmed: the quality of the text translated by the students who received no previous training in post-editing with the use of a modern machine translation engine was of a poorer quality compared to the translation of the same text made by the students without the use of a machine translation engine. The students using the machine translation engine showed the tendency not to treat critically the output of the machine translation engine, thus scoring more penal points than the students translating on their own. The evidence from this study implies the necessity of teaching students to use machine translation in their work and to post-edit texts by means of developing the appropriate cross-curricular methodology of teaching.
Translation Assessment: Is There Anything to Be Tested Objectively?
Author: Korol, Tetiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,College Students,Foreign Countries,Competence,Test Construction,Multiple Choice Tests,Test Validity,Test Reliability,Finance Occupations,English (Second Language),Ukrainian,Computer Assisted Testing

Due to the complex and integrative nature of translation competence construct, its free of subjectivity assessment is considered quite a challenging task for modern translation pedagogy. The conducted literature review revealed diverse directions and opportunities to raise translation competence assessment objectivity. In this key, there is a need for the further studies focused on the designing and implementing of objective translation tests. Thus, the given paper aims at the development and verification of objective multiple-choice computerised test in Translation for the Financial Sector, which combines key-based grading procedures and involves latent translation phase encouraging students to translate with the use of particular translation transformations engaging proper psychophysiological mechanisms in order to respond the item adequately. This study has a mixed research design and involves the qualitative and quantitative analysis of the developed test performance and comments on it, as well as word dictation, translation declarative knowledge test and subjective translation exam test results of 82 third-year students of Poltava University of Economics and Trade received during 2017-2020 academic years. The findings of this study reported on steady correlation of the results of the developed objective translation test with the subjective exam ones (0.992). This fact gives reason to recommend its application as a supplementary translation competence assessment tool contributing to the assessment objectivity. Further investigation should be directed to the determination of the functions and place of the developed objective test in the integrated system of translation competence assessment.
A Research on Students&apos; Preferences for Mobile On-Screen Keyboard
Author: Abdusselam, Mustafa Serkan
Date: 2021-03-00
Type: Journal Articles
Subjects: Preferences,High School Students,College Students,Adolescents,Gender Differences,Age Differences,Telecommunications,Handheld Devices,Keyboarding (Data Entry),Computer System Design,Computer Software,Foreign Countries

In recent years, growing technology has affected people's communication. Not only speaking and listening but also writing has an important role in communication. Particularly, devices have changed and applications have varied thanks to spreading mobile hardware. The aim of this study is to explore the usage status and preferences of students for mobile on-screen keyboards. In this regard, 20 common keyboard programs offered for IOS and Android platforms were examined. A question pool including various items about the features of these programs was created for the survey to be used. The developed survey consists of 27 items, 26 of which are three-point Likert types and one of which is semi-structured type. During the study, 238 participants completed the survey. Frequencies and percentages were calculated for the collected data, and participants' preferences were determined. The results conclude that student mostly has used the keyboard for the WhatsApp application. While the most preferred features are local character support, frequently used words, voice message sending, vertical or horizontal usage, key response time, typing with swipe keyboard was the least preferred one by the participants.
Language Learning Strategies Used in English Writing by Thai Undergraduate Students
Author: Pongsukvajchakul, Patsara
Date: 2021-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Strategies,Undergraduate Students,Foreign Countries,Age Differences,Gender Differences,Measures (Individuals),Metacognition,Writing Strategies,Writing Instruction,Student Attitudes,Student Characteristics

This research investigated language learning strategies used in English writing by 100 Thai undergraduate students. It analyzed differences in the use of language learning strategies in English writing in the second semester of the 2019 academic year at Kasetsart University in Chonburi, Thailand. The research instrument was a 50-item questionnaire adapted from Oxford's strategy inventory for language learning (SILL). Data on language learning strategies used in English writing were examined using descriptive statistics (mean, frequency, percentage and standard deviation). Differences in the use of language learning strategies in English writing were analyzed by t-test and F-test. The results indicated that primarily, students used social strategies, followed by memory strategies, compensatory strategies, metacognitive strategies, cognitive strategies and affective strategies in English writing, respectively. Significant differences in the use of language learning strategies in English writing were found on students' field of study, year of study and writing frequency, except gender, age and English point.
Use of L1 in the Iranian EFL Classroom
Author: Mayni, Setareh Masoumi
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language of Instruction,Teaching Methods,Teacher Attitudes,Student Attitudes,Indo European Languages,College Students,Females

By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers' beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student's and teachers'/policymakers' ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.
Practitioners&apos; Opinions on Student Assessment Process in Distance Education in the Context of Educational Technologies
Author: Yörük, Tayfun
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Evaluation,Computer Assisted Testing,Educational Technology,Technology Integration,Distance Education,Teacher Attitudes,College Faculty,Barriers,Measurement,Instructional Effectiveness,Information Security,Foreign Countries

The aim of this study is to reveal the views of the practitioners regarding the measurement and evaluation sub-system of distance education applications in higher education. 11 faculty members working at Akdeniz University, determined with an easily accessible sampling of purposeful sampling methods, participated in this study in which qualitative research method was used. The research is in case study design, one of the qualitative research designs. Therefore, to collect data, a semi-structured interview form was prepared and an interview technique was used in the study. The data were analyzed by the content analysis technique. All the data obtained in the study were coded. Various themes and sub-themes suitable for these themes were determined by the purpose of the research, percentages and frequencies related to the sub-themes were calculated. When the findings are evaluated in the context of education management and the use of educational technologies, it was observed that the problems encountered in measurement and evaluation system in distance education in higher education are the lack of technological infrastructure, the safety of exams, failure to provide equal opportunities. As a result, opinions about an effective measurement and evaluation system have been put forward by the practitioners.
Continuing Professional Development of Teacher Educators: Challenges and Initiatives
Author: Tyagi, Chanchal
Date: 2021-03-00
Type: Journal Articles
Subjects: Professional Continuing Education,Faculty Development,Lifelong Learning,Teacher Education,Teacher Educators,Teacher Attitudes,Self Motivation,Barriers,Foreign Countries

Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, self-initiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators' attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators' self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators' by using 'Teachers' CPD Initiatives Scale' &amp; 'Teachers' CPD Challenges Scale', and analyzed by using percentage and product-moment r.
Can Virtual Noticing Enhance L2 Students&apos; Lexical Complexity? A Study of the Effects of Online Discussions on L2 Learners&apos; Lexical Complexity
Author: Al Jahromi, Diana
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Language Usage,Language Variation,Language Processing,Group Discussion,Computer Simulation,Comparative Analysis,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Vocabulary Skills,Computational Linguistics,Psycholinguistics

The primary aim of this study was to investigate the impact of using online discussions on L2 learners' lexical complexity (LC) using a blend of qualitative and quantitative data collection methods to measure how L2 learners' lexical variation, lexical density, and lexical richness can be influenced by online interactions facilitated in virtual discussions. In a quasi-experimental study, 50 3rd-year University of Bahrain L2 students were divided into an experimental group, which was involved in both in-class discussions and online discussion, and a control group, which was involved in in-class discussions only. These students' lexical variation, lexical density, and lexical richness were analysed and compared using three measures: &quot;type/token ratio (TTR),&quot; &quot;the total number of lexical words divided by total no. of words (L/W)&quot; and &quot;P_Lex lambda&quot; using measures of central tendency and independent sample t-tests. Overall results suggest that L2 learners' LC can be significantly enhanced through the utilization of online discussions in L2 learning settings due to a number of interrelated cognitive factors. Accordingly, a number of significant implications and recommendations have been delineated.
Investigation of the Relationship between Organizational Democracy and Job Stress Level Perceptions of Administrators and Teachers
Author: Tokgöz, Aytekin
Date: 2021-03-00
Type: Journal Articles
Subjects: Organizational Climate,Democratic Values,Stress Variables,Work Environment,School Administration,Elementary Schools,Public Schools,Administrator Attitudes,Teacher Attitudes,Accountability,Supervision,Justice,Gender Differences,Predictor Variables,Foreign Countries

This study aims to determine the relationship between the levels of work stress and the democratic perceptions of principals and teachers. The research was conducted in public schools located in Isparta. Correlational research design is followed. Interestingly, participants' perceptions of accountability for their superiors significantly predict the job stress levels of administrators and teachers positively. This can be interpreted as the perception of accountability increases, job stress increases. The fact that principals and teachers are supervised frequently by their managers, who gives importance to accountability, may cause pressure them. Additionally, it was observed that the perception of justice and equality significantly predicted the stress levels of teachers and administrators negatively. This finding can be interpreted that the increase in the fair attitude of the managers towards the employees and demonstrating equal behaviors cause a lower level of work stress. Moreover, the gender of principals and teachers predicted work stress significantly. It was determined that male participants' perception of job stress was higher than female participants. However, the seniority of administrators and teachers did not significantly predict the perception of work stress. Finally, the transparency and participation dimension of the organizational democracy did not significantly predict the job stress levels of administrators and teachers. This may be a result of a centralized organizational structure. Based on the research findings, recommendations were given to reduce the work stress experienced by principals and teachers and develop a culture of democracy in educational organizations.
Students&apos; Perceptions of the History of Science and Technology Course at Teacher Training University
Author: Bevz, Valentyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Science History,Technology,Mathematics,Computer Science,Physics,Majors (Students),Preservice Teacher Education,Educational Benefits,History Instruction,Instructional Effectiveness,Courses

The article presents the integrated course &quot;The History of Science and Technology&quot; developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students' progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course &quot;The History of Science and Technology&quot; and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as &quot;The History of Mathematics&quot;, &quot;The History of Physics&quot;, &quot;The History of Computer Science&quot; were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students' educational and cognitive activity in the process of introducing new material (76%); solving problems referring to history during lectures, seminars and doing homework (62%); doing individual tasks by students (56%). The efficiency of the course &quot;The History of Science and Technology&quot; is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course &quot;The History of Science and Technology&quot; provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.
Examining the Relationship between the Sense of Humor and the Social Exclusion Perceived by Gifted and Talented Students
Author: Demir, Serkan
Date: 2021-03-00
Type: Journal Articles
Subjects: Correlation,Humor,Social Isolation,Rejection (Psychology),Social Environment,Student Attitudes,Academically Gifted,Talent,Early Adolescents,Coping,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries

This research aimed to establish the relationship between the social exclusion perceived by gifted and talented students and their sense of humor. Besides, the goal was to evaluate the relationship between the variables of the use of humor, the process of coping through a sense of humor, and the appreciating humor in cases of ignoring and avoiding during social exclusion. A relational screening model was used in the research. Among the research variables included in the model, social exclusion (ostracism) is considered as a dependent variable, while the sense of humor is an independent variable. The study group is composed of 202 students who are diagnosed as gifted and talented students. Within the scope of the study, the &quot;Multidimensional Sense of Humor Scale for Children&quot; developed by Akin and Bilgin (2015) and the &quot;Social Exclusion Scale for Adolescents&quot; developed by Sertelin Mercan (2016) have been applied. When the data collected as a result of the study was examined, it was revealed that there was a positive relationship between the sub-dimensions of generating a sense of humor, coping through humor, and appreciating humor, which is the sense of humor sub-dimensions of gifted and talented students and the exclusion subdimension of social exclusion. This situation shows that gifted and talented children generate a sense of humor, cope with this situation through humor, and appreciate humor when they face exclusion in their social environment.