ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining How Social Media Affects Learning English: An Investigation of Mobile Applications Instagram and Snap Chat in TESOL Classroom
Author: Al Fadda Hind, Abdulaziz
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Social Media,English (Second Language),Second Language Instruction,Teaching Methods,Student Attitudes,Program Effectiveness,Second Language Learning,Preferences,Barriers,Language Skills,Grammar,Vocabulary

The purpose of this research paper was to explore the effects of social media in learning English speaking and reading skills. Although social media platforms like Facebook, Instagram, Twitter, and Snapchat, are mostly used socially and for marketing, they also have a significant impact on learning English. In determining how social media affects learning English, this paper will be focusing on mobile Apps; Snapchat and Instagram. The paper investigates how user attitude, experience, and perception influence the use of Instagram and Snapchat in learning the English language in a classroom. The research was done on different databases, including Academic Search Complete, Education Source, ERIC, Library, Information Science, and Technology Abstracts, and Professional Development Collection. Research shows that learners with social media accounts are less enthusiastic about learning English, even if it means recreational reading. This differs from the learners without user accounts whose attitude of learning English speaking skills is positive. This research paper concludes that, in comparison to Snapchat, Instagram is a more effective social media platform for engaging and learning of the English language. This contributes to a greater understanding of the English language and its culture while providing more practical knowledge and promoting interactions. However, more research is needed to determine the impact of Snapchat on learning English speaking skills.
Teachers&apos; Roles beyond and within the Context: An Ever-Changing Concept
Author: Siddiqui, Sharmin
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Responsibility,Teacher Rights,Teacher Role,Teacher Collaboration,College Faculty,Professional Recognition,Career Development,Teacher Motivation,Organizational Culture,Middle Management,Teacher Student Relationship,Student Diversity,Teaching Methods,College Students,Foreign Countries

The research aims to explore what the teachers know and believe about their rights and responsibilities in a teaching profession and what the realities that reflect the inconsistencies between their beliefs and actions. The research mainly investigates how the vertical segregation in educational institutions along with the demographic and cultural issues impacts the teachers' roles in a variety of contexts. For collecting data about how the teachers view their roles within and beyond the classrooms, two campuses of King Khalid University were selected, and the research methods involved the online survey of the teachers and the interviews of the focus group. The study shows that a cooperative working environment, crystal clear organizations' policies, stimulating carrier paths, and professional recognition motivate the teachers to play their roles on a broader scale. The study also reveals that the educational organizations do not endorse a culture of leadership for every level of management though, teachers as professionals of mid-level management immensely contribute to learners in being skilled, knowledgeable, and resourceful.
Reflective Thinking and Teaching Practices: A Study on Pre-Service Teachers&apos; Perceptions and Improvement of Reflection in the Curriculum Development Course
Author: Özüdogru, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Critical Thinking,Journal Writing,Preservice Teacher Education,Preservice Teachers,Curriculum Development,Student Attitudes,Elementary Education,Knowledge Level,Public Colleges,Foreign Countries

The current study aimed to investigate the Curriculum Development Course knowledge levels of pre-service teachers and the depth of their reflections according to the framework proposed by Kember et al. (2000). In this explanatory mixed-method research study, pre-service teachers who enrolled in the Elementary Education-Classroom Teaching Department in two state universities of Turkey were included. The data collected through an achievement test, a reflective thinking scale, and a reflective writing form were analyzed using both descriptive and inferential statistical analysis techniques. Also, the writings of pre-service teachers were analyzed according to Hatton and Smith's (1995) framework. The results showed that taking Curriculum Development Course enriched with reflective writing activities increased pre-service teacher's course knowledge and resulted in significantly higher reflection levels in some dimensions of reflective thinking. However, there was scarcity in the number of dialogical and critical reflections. The findings were discussed and some recommendations for researchers were proposed.
The Effect of Semantic Mapping and Question Generation Teaching Strategies on English as a Second Language Tertiary Students&apos; Reading Achievement
Author: Sabbah, Sabah Salman
Date: 2020-03-00
Type: Journal Articles
Subjects: Semantics,Reading Achievement,Cognitive Mapping,Foreign Countries,Reading Instruction,Females,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Instructional Materials,Community Colleges,Two Year College Students,Low Achievement,Reading Tests,Teaching Methods,Comparative Analysis,Validity,Reliability,Intervention,Reading Materials,Scores,Instructional Effectiveness

This study aimed at investigating the effect of two strategies of teaching reading: 'semantic mapping' and 'question generation' on the reading achievement of a sample of 40 female students enrolling in two classes in Level 2 English as a Second Language Foundation Program at the Community College of Qatar. The researcher of the current study tried to find ways to help solve the problems of students' low achievement in reading comprehension tests. Convenient sampling was used to select the two classes as the researcher herself was teaching them. The two classes of 20 students each constituted two experimental groups. One class was taught by the semantic mapping strategy, and the other was taught by students' question-generation strategy. A pre-posttests design was used in both experimental groups. T-test computed on the pretests in both classes revealed that the groups were equivalent. The researcher established the validity and reliability of all the components of the study: the pre-posttest and the instructional material. The instructional material selected for the intervention consisted of four extra expository texts, which are not written in students' textbooks. After analyzing students' results on the pre-post tests using two T-Test statistical analyses, it was found out that there were significant differences in the mean scores of each group on the pre-post tests, which reveals that each individual strategy has significantly influenced the group achievement. In order to investigate which teaching strategy was significantly better than the other was a third T-test on the post-tests, mean scores in both groups were computed. The results were in favor of the experimental group, which was taught by the Semantic Mapping Strategy. In light of these findings, the researcher suggested several recommendations directed to ESL instructors, curricula designers, and researchers.
Teacher Perceptions of Using Chess as a Heuristic Pedagogical Method
Author: Chitiyo, George
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Game Based Learning,Games,Teaching Methods,Teaching Experience,Elementary School Teachers

The purpose of this study was to investigate the experiences and perceptions of teachers who used chess during instruction for an entire academic year in several school districts within a southern U.S. state. Data for the study were obtained via an electronic survey administered to a sample of 62 teachers in Spring 2018. Results of the study showed that teachers were enthusiastic about using chess during instruction, and they had largely positive perceptions regarding the benefits of chess among their students.
Pragmatics of Political Blame in British and Iraqi Parliaments
Author: Saleem, Ammar Ghalib
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Political Issues,Language Usage,Pragmatics,Interpersonal Communication,Cultural Differences,Public Officials,Rhetoric

This research is a pragmatic study of political blame in British and Iraqi Parliaments. It aims to unfold the similarities and/or differences in terms of the pragmatic and pragma-rhetorical strategies used by British and Iraqi politicians when they exchange blame in both offensive and defensive situations. A statistical analysis is conducted to quantitatively support the findings of the pragmatic analysis. The analyses conducted have yielded different results among blame is a process composed of two stages. Each stage is distinct for its pragmatic components and pragma-rhetorical strategies. British and Iraqi MPs at the blame stage tend to utilize impoliteness as their main strategy. However, British and Iraqi MPs perform differently at the blame avoidance stage in that British MPs employ politeness as their main defense strategy, whereas Iraqi MPs exploit impoliteness. Besides, British and Iraqi MPs at the blame stage tend to violate the maxim of quality by fabricating their statements. At the blame avoidance stage, the maxim of relevance was the most violated one through the strategy of evasion. As for pragma-rhetorical strategies, British and Iraqi politicians at the blame stage exploit the pragma-rhetorical strategy of number-game to support their credibility. At the blame avoidance stage, British politicians primarily utilize hyperbole, whereas Iraqi politicians deploy shifting blame.
Teacher Candidates&apos; Perception According to Mediation Effect of Play Perception and Play and Physical Activities Lesson
Author: Akkaya, Sümeyra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Play,Physical Activities,Teaching Methods,Student Interests,Foreign Countries,Predictor Variables,Elementary Education

The aim of this research is to determine the effect of play perception on play and physical activities lessons on sensory and behavioral attitudes in the context of the mediating effect of cognitive attitude. In this regard, a hypothetical model was proposed by examining the relationships between the relevant sub-dimensions in line with the literature review. A total of 310 teacher candidates studying in the classroom school teaching department in the 2020-2021 academic year participated in the research. The study group was chosen randomly based on the voluntariness of the participants. In order to collect the relevant data in the research, two measurement tools were used in the data collection process; Play Perception Scale developed by Günes et al. (2020) and &quot;Attitude Scale towards Play and Physical Activities Lesson&quot; developed by Hazar and Tekkursun Demir (2017) were applied. As a result of this study there is a significant and positive direct relationship between interest in the play and behavioral towards the lesson. Likewise, there is a linear relationship between the nature of the play and the affective attitude towards the lesson, and this relationship is negative. Looking at the mediation test results; The cognitive attitude towards the lesson, whose mediation is tested in the theoretical model, acts as a meaningful mediator between the function of the play and the behavioral attitude. When the mediating effect of the cognitive attitude between the authenticity of the play and the behavioral and sensory attitudes is examined, it is observed that it is significant. As the specificity of the play increases, the cognitive attitude decreases. It can be recommended to increase the course hours especially in the primary school level, where the developmental level of children is at the highest level, by adding practice hours to the curriculum for these lessons.
The Use of Question Modification Strategies in ESL Class
Author: Jusoh, Zailani
Date: 2020-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Teachers,Practicums,Elementary Schools,Questioning Techniques,Teaching Methods,Language Teachers

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.
The Effects of Teaching Strategies, Methods and Techniques on Creative Thinking: A Meta-Analysis Study = Ögretim strateji, yöntem ve tekniklerinin yaratici düsünmeye etkisi: Bir metaanaliz çalismasi
Author: Dolapçioglu, Sevda
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Active Learning,Creativity,Creative Thinking,Thinking Skills,Skill Development,Educational Research,Elementary School Students,Secondary School Students,College Students,Intellectual Disciplines,Foreign Countries

This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students' creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.
The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind
Author: Alkthery, Amal Musaed
Date: 2020-03-00
Type: Journal Articles
Subjects: Writing Skills,Persuasive Discourse,Writing Instruction,Comparative Analysis,Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Writing Strategies,Teaching Guides,Cognitive Processes,Measures (Individuals),Scores,Pretests Posttests,Instructional Effectiveness,Foreign Countries

This research investigated the effect of SPAWN strategy in developing persuasive writing skills and productive habits of mind in the English language among second secondary grade students. The study adopted the quasi-experimental design, which involves two groups: experimental and control. For data collection, the researcher designed the following instruments and materials: the teacher's guide to teach persuasive writing and develop productive habits of mind by using SPAWN strategy, persuasive writing skills test and rubric, and the productive habits of mind scale. These instrument were applied to a sample of sixty students in the second secondary grade. Data were analyzed through Pearson's correlation coefficient, independent samples t-test, paired-samples t-test, and ETA squared. The findings revealed statistically significant differences between the mean scores of the experimental and the control groups in the post-administration of persuasive writing test and productive habits of mind scale in favor of the experimental group. Also, the results obtained through the paired-sample t-test and the Eta squared showed that the experimental group students achieved significantly higher scores in the post-tests. Besides, Pearson's correlation coefficient revealed the strong positive correlation between persuasive writing skills and the four selected productive habits of mind, which are: Thinking flexibly, Questioning and Problem posing, Apply prior knowledge to new situations, Creating Imagining and Innovating. In recommended , include the persuasive writing skills in second secondary grade students' textbook and teachers' guide to help teach, develop and evaluate students' persuasive writing skills effectively. Besides, including the procedures of SPAWN strategy in the teachers' manual to enhancing students persuasive writing and promote productive habits of mind.
English Teachers&apos; Perceptions of the Middle School English Language Curriculum = Ingilizce ögretmenlerinin ortaokul Ingilizce dersi ögretim programi ile ilgili algilari
Author: Kaya, Suat
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Instruction,Second Language Learning,English (Second Language),Middle School Students,Curriculum Development,Problems,Personal Autonomy,Communicative Competence (Languages),Language Skills,Public Schools,Foreign Countries

In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.
Effective Variables That Predict 5th Grade Turkish Students&apos; Success in Listening Comprehension of Turkish Language
Author: Aslanoglu, Aslihan Erman
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Grade 5,Elementary School Students,Private Schools,Listening Comprehension,Turkish,Native Language Instruction,Gender Differences,Reading Comprehension,Reading Habits,Books,Notetaking,Foreign Countries,Time Factors (Learning)

The aim of this quantitative study was to scrutinize the significance levels in logistic regression model used for classifying Turkish listening comprehension success (successful/unsuccessful) of the 5th grade Turkish students taking compulsory Turkish language course. The study was conducted with 286 students at 5th grade in six different private schools in Ankara, Turkey in 2017-2018 school year. In the study, Reading and Listening Comprehension Test and Student Information Questionnaire were utilized as the data collection tools. The study was based on the relational screening model. For the data analysis the Logistic Regression analysis was used. As a result of the analysis, in terms of the probability of predicting whether Turkish students were successful in Turkish listening comprehension or not; it was observed that the variables such as gender, success in reading, time-frequency allocated to in-class and out-of-class activities, note-taking while listening, listening homework, and how many books each student has were significantly effective.
Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?
Author: Alqarni, Ibrahim R.
Date: 2018-09-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Strategies,Vocabulary Development,Learning Motivation,Males,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Foreign Countries,Translation,Student Attitudes,Consciousness Raising,Memory,Cognitive Processes,Outcomes of Education,Intervention,Personal Autonomy

This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants' awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners' autonomy in different types of learning strategies.