ethanporcaro/eric-fulltext-meta huggingface dataset:
ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience
Author: Ardiç, Özdenur
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,English (Second Language),Second Language Instruction,Language Teachers,Gender Differences,Faculty Development,Teacher Attitudes,Institutional Characteristics,Teaching Methods,Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Experience

This study aimed to scrutinize Information and Communication Technology (ICT) competence of English as a Foreign Language (EFL) instructors in Turkey and their professional development (PD) needs in ICT in relation to the variables of gender, institution, teaching experience, and their past PD experience. This study also explored the types of training sources EFL instructors preferred to further their PD in ICT. The data were collected by administering a questionnaire of ICT competence and PD needs of teachers. The participants were 193 EFL instructors teaching at various universities in Turkey. The data were analyzed by using IBM SPSS Statistics (i.e. Mean, Standard Deviation, ANOVA, Mann-Whitney U and Kruskal-Wallis test). The results indicated that EFL instructors perceived their current ICT competence as low in the seven major areas. However, gender and previous PD experience in ICT played a role in their perceived ICT competence. The study also revealed that regardless of gender, type of institution, previous PD experience in ICT, and teaching experience, EFL instructors reported a medium and higher amount of ICT training needs. The most preferred modes of PD in ICT were immersion or internship activities while the least preferred modes of PD were workshops/conferences/seminars. The implications of the study are also presented.
Challenges of English Language Teaching in High Schools in Turkey and Possible Suggestions to Overcome Them
Author: Demir Ayaz, Aycan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,High School Teachers,Teacher Attitudes,Language Teachers,High School Students,Student Attitudes,Barriers,Program Effectiveness,Textbooks,Class Size,School Schedules,Student Motivation,Libraries,Laboratories,Clubs,Faculty Development,Language Skills

The English language curriculum prepared by the Ministry of National Education for high schools in Turkey seems to be satisfactory in theory, but the related studies about the attitudes of actual practitioners towards English classes in high schools are not detailed and comprehensive enough. This study aims to fill this gap. To do so, qualitative research was conducted with 13 English language teachers and 55 high school students from different parts of Turkey. They were asked for their opinions, applications, observations, and challenges of the English language teaching system in their high schools and some suggestions for the problematic issues were requested from them via open-ended questions. The data were analyzed descriptively; the results showed that most teachers are not satisfied with the coursebooks, crowded classes, quite limited class hours, and unmotivated students. Their main suggestions cover the privatization of education, having language libraries, labs, speaking clubs, and more lesson hours for English and decreasing the number of students in each classroom. Additionally, teachers want to attend international seminars to become aware of the latest methods/sources. Students have some valuable suggestions for the improvements as well. Nearly all of the students are unhappy about the coursebooks; thus, they suggest them to be revised. They also want to join international projects and improve their language skills. As a result of the study, suggestions covering many issues like coursebooks, assessment, teacher training, and European projects were proposed with an aim to diminish the gap between theories and applications in real classes.
Effect of Input Mode on EFL Free-Recall Listening Performance: A Mixed-Method Study
Author: Shi, Yali
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Video Technology,Audio Equipment,Recall (Psychology),Listening Comprehension,Interaction,Verbal Ability,Visual Aids,Undergraduate Students,Language Tests,Foreign Countries,Linguistic Input,Gender Differences,Scores,Dialogs (Language)

This study conducted a mixed-method study of the influence of audio and video input mode on free-recall listening performance. It first explored quantitatively whether input mode significantly influenced 34 sophomores' performance in general and across two genres (passage and long dialogue) and three ranks of idea units (the discourse topic, main point, and supporting detail). Then it investigated qualitatively how four of the participants interacted with the audio and video input. T-test results showed the video mode significantly facilitated listening performance in general and for long dialogue in particular, as well as the recall of supporting details for long dialogue. Qualitative findings revealed that the participants' interaction with the video varied with their language proficiency and the visual-verbal relationship in the input, suggesting the threshold of language proficiency for the visuals to take effect and the intervening effect of visual input and task features.
The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers
Author: Güngör, Müzeyyen Nazli
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Language Teachers,English (Second Language),Second Language Instruction,Elementary School Teachers,Secondary School Teachers,Social Influences,Cultural Influences,Teaching Methods,Teacher Education Programs,Instructional Materials,Classroom Techniques,Barriers,Student Diversity,Cultural Differences

Given the importance of novice teacher experiences and their long-term effects in the field, this cross-cultural exploratory study investigates the challenges of 34 novice Turkish and Polish English teachers and how they develop their professional understanding in the early years of teaching. The participants were non-native novice English teachers working with K-12 learners in culturally, socially, economically and historically diverse regions of Turkey and Poland. The data collected simultaneously in both countries in the spring term of the 2016-17 academic year were generated from two sources: a) critical incidents of the novice teachers, and b) online and/or oral interviews with these teachers, followed by comprehensive cyclical data analysis. The challenges related to pedagogical and sociocultural factors influenced the way the teachers teach in their contexts. The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally. [Paper presented at the ATEE Conference (Sweden, 2018).]
One Hand Washes the Other and Both Wash the Face: Individuality versus Collaboration in L2 Writing
Author: Savasci, Merve
Date: 2019-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Writing Processes,College Preparation,Instructional Effectiveness,Accuracy,Scores,Writing Evaluation,Teaching Methods,Student Attitudes,Foreign Countries,Pretests Posttests,Majors (Students),College Freshmen

The aim of this pre-experimental study is twofold: (1) to investigate the comparative effectiveness of individual, pair, and group writing conditions in L2 writing classes, and (2) to explore students' perceptions about each of these conditions. The participants were university-level Turkish EFL learners studying in the English Preparatory Program of a state university. The data for investigating the effectiveness of these writing conditions came from in-class paragraph writing tasks whereas students' perceptions were investigated through an open-ended questionnaire and semi-structured focus group interviews. The quantitative data were analyzed by running descriptive statistics analysis, Wilcoxon signed-rank test, and the Friedman test, and the qualitative data were content analyzed. As the findings indicated, when the participants wrote in groups they outperformed those who worked individually or in pairs regarding the (a) fluency, (b) accuracy, (c) complexity, (d) length, and (e) overall score of the paragraphs. Besides, perceived advantages and disadvantages of both collaborative writing (i.e., pair and group writing) and individual writing were pointed out by the participants. Based on the findings, some pedagogical implications and suggestions for further research are presented.
eHealth Literacy of Late Adolescents: Credibility and Quality of Health Information through Smartphones in India
Author: Masilamani, Vaageessan
Date: 2020-00-00
Type: Journal Articles
Subjects: Credibility,Telecommunications,Handheld Devices,Health,Literacy,Adolescents,Access to Information,Information Sources,Adolescent Attitudes,Behavior Change,Health Behavior,Information Needs,Native Language,Obesity,Cancer,Gender Differences,Prediction,Computer Software,Web Sites,Foreign Countries,Indians

The introduction of smartphones has revolutionized how late adolescents (aged 18-21 years) access and use the internet. Vast troves of health information are today just a tap or swipe away, with smartphones and internet connectivity becoming increasingly accessible. The need for eHealth literacy among late adolescents is now gaining importance as it ensures an effective use of health information. This study conducted a survey among 427 late adolescents in order to evaluate their eHealth literacy levels; their perceptions of the quality of online health information; their level of trust and credibility in online health and checked if acquiring health information through the online medium led to a change in their behavior intention. The results showed that most of the late adolescents preferred viewing multiple websites for their health information needs. Health information in the form of text and images were preferred over video content; and most preferred accessing online health information in their native language. Cancer and obesity are the common health issues of interest to both genders. Mobile applications (apps) were the least preferred mode of accessing heath information despite the high usage of smartphones. eHealth literacy and credibility positively predicted behavior intention while quality of health information did not predict behavior intention.
InContext: A Mobile Application for the Improvement of Learning Strategies at University
Author: Lerma-Noriega, Claudia-A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Software,Learning Strategies,Educational Technology,College Students,Journalism Education,Writing Assignments,Research Methodology,Private Colleges,Foreign Countries,Questionnaires,Metacognition,Thinking Skills,Multimedia Materials,Word Processing,Self Management,Critical Thinking

InContext is a custom-designed mobile application for writing assignments intended for university students in journalism and research methodology courses. In these disciplines, it has been observed that there is a need for an educational and technological tool to guide the writing of text using preloaded templates in which students can input text and multimedia material to create articles or write research reports. Besides its ease of use, the app was intended to improve metacognitive thinking. This led to the establishment of six working hypotheses in an exploratory study. For the study, a random sample of students enrolled in the aforementioned courses was selected during the August-December 2019 semester at a private university in Mexico. They took a pre-test using the &quot;Motivated Strategies for Learning Questionnaire&quot; (MSLQ) that had been translated into Spanish and already validated in Mexico. Subsequently, the students used the application and then answered the same questionnaire as a post-test. The study aimed to compare the results of the tests to see whether there was an improvement in cognitive skills. The results showed an increase in four skills: critical thinking, data search, cognitive self-regulation, and regulation of effort. The research results did indicate metacognitive development that would benefit the academic and professional work of future graduates.
&quot;I Mean, I Like English Even Better than Turkish&quot;: English-Speaking German-Turkish Students as Multilingual Transnationals
Author: Erduyan, Isil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Urban Schools,High School Students,English (Second Language),German,Turkish,Language Usage,Immigrants,Cultural Influences,Place of Residence,Urban Areas

Focusing on a group of multilingual German-Turkish students enrolled at an urban high-school in Berlin, this paper inquires how ELF identities and transnational experiences inform each other. Semi-structured, audio-recorded interviews conducted as part of a larger project (Erduyan, 2019) are analyzed through microethnographic lenses informed by a scalar approach. Following Lam (2009) and Maloney &amp; De Costa (2017) the analyses focus on the &quot;local,&quot; &quot;translocal,&quot; and &quot;transnational&quot; scales that permeate students' narratives. Findings suggest that being ELF users/speakers helps Turkish students fill in a gap that they perceive they cannot fill in by being Turkish or German speakers alone, that of being cosmopolitan, global citizens with transnational experience. Findings also suggest the changing meanings of homeland for Turkish students--from the traditional, monolingual, provincial Turkey to a more urban, cosmopolitan Turkey. The inevitable implications of these changes for identity construction are discussed further in the article.
School Performance: New Multimedia Resources versus Traditional Notes
Author: Halpern, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Notetaking,Study Habits,Handwriting,Web 2.0 Technologies,Internet,Academic Achievement,Adolescents,Learning Motivation,Information Literacy,Technological Literacy,Foreign Countries,Student Attitudes,Attention Control,Grade Point Average,Secondary School Students

With the increasing adoption of information and communication technologies among youngsters, it has become common for high school students to incorporate the use of multiple devices and digital platforms in their study habits. Although these digital resources support and motivate them to learn, these are also a source of continuous distraction. This research analyzes the impact of studying with handwritten notes, WhatsApp, YouTube and searching the Internet in academic performance, through a mixed method that combines 31 focus groups and a survey of 7,217 students from 12 to 18 years of age in Chile. The results of the focus groups show that the positive impact of technologies in learning would depend on the students' motivation for learning, their ability to efficiently control and manage the available digital resources, and their capacity to search and evaluate information on the Internet. The survey concludes that those who study with their notes more frequently have better academic performance, whereas those who frequently study with YouTube and WhatsApp have a lower GPA, with no significant differences when it comes to internet browsing. These results reinforce the need raised by scholars to generate policies that promote digital literacy both inside and outside the school.
Exploring the Relation between Teacher Factors and Student Growth in Early Writing
Author: Bresina, Britta Cook
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Teaching Skills,Writing Instruction,Curriculum Based Assessment,Elementary School Teachers,Elementary School Students,At Risk Students,Students with Disabilities,Faculty Development,Coaching (Performance),Correlation,Writing Skills,Data Use,Teaching Methods,Data Collection,Program Implementation,Fidelity,Special Education Teachers

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students (n = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students' early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student CBM slope in early writing (p &lt; 0.01) and a small but significant relation between fidelity of writing instruction and student CBM slope (p &lt; 0.01). Implications for instructional coaching and improving student writing progress are discussed.
An Age of Endarkenment? Can Adult Education Still Make a Difference?
Author: Brown, Tony
Date: 2020-04-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Educational Policy,Political Attitudes,Adult Educators,Educational History,Educational Finance,Barriers

Adult education has the power to change lives, and in Australia has always been made up of educators and providers capable of adapting to the changing environments around them. Today, however, there is declining support for adult education at a time when there is growing public disenchantment with the political system, an uncivil public discourse, technological disruption and well-grounded fear for our environmental sustainability. This makes the challenge for adult education to meet the varying needs of adult learners more difficult. How might we think of adult education and learning for today's challenging times?
A Vocational Stream for Social Care Workers: A Case Study
Author: Thompson, Sally
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Work,Caseworkers,Vocational Education,Certification,Qualifications,Competency Based Education,Case Studies,Instructional Materials

This article is a case study of an attempt by a team of Vocational Education and Training (VET) teachers, researchers and users of social services to develop a more effective, knowledge rich, vocational stream qualification in the Health Care and Social Assistance industry. Health Care and Social Assistance is one of the fastest growing industries in Australia, adding entry-level jobs at a time when other industries are shedding them. Entry to this industry requires a Certificate 3 qualification from the relevant national Training Package. Training Packages have been designed to facilitate flexible points of entry to an industry for early school leavers and other disadvantaged groups, and then pathways to further study and careers. However, a growing body of research has pointed to the weaknesses of the training package model and competency based training more generally, to achieve these aspirations. Vocational streams and enhanced attention to knowledge in VET have been suggested as alternative ways forward. This case study draws on this research, and on the voices of service users, to build a more effective program for entry-level learners, while still working within the Training Package system. It highlights the limitations of Training Package Qualifications to provide accessible points of engagement for disadvantaged learners and provide them with the skills and knowledge required to pursue further education and build meaningful careers.
Opportunities for Change: What Factors Influence Non-Traditional Students to Enrol in Higher Education?
Author: McCall, Deanna
Date: 2020-04-00
Type: Journal Articles
Subjects: Nontraditional Students,Enrollment Influences,Higher Education,Enrollment Trends,Educational Policy,Student Diversity,Foreign Countries,Educational Mobility,First Generation College Students,Adults,Access to Education,Sex Role,Disproportionate Representation,Student Educational Objectives,Neoliberalism

In recent years, the Australian federal government has sought to increase the diversity of students attending higher education through supporting students that have traditionally been under represented. This is due to a perception that the attainment of a higher education can enhance a graduate's life as they have greater access to professional positions, which may also lead to higher wages and better career stability. Most of the existing research is focussed on the student's process of deciding to enrol, and how to support students to succeed once they are enrolled, but fails to explore in-depth narratives of students' stated reasons of why they enrol, and if they consider these preconceptions to have been met or challenged. The current research contributes knowledge by investigating factors that lead students to enrol in higher education. The study aimed to examine how the Australian federal government's 'Widening Participation' agenda has affected Australians' perception of higher education. It is important to examine how enrolment of non-traditional students has changed throughout the last fifty years, whether and how the Widening Participation agenda influenced enrolment of students and students' perceptions of the factors that led to their enrolment post completion of an enabling program. The research argues that the concept of a 'traditional' student enrolled in higher education is outdated and that 'non-traditional' students are now the majority.
Misconceptions in the Knowledge of Vocational Fitness Students and Graduates
Author: Jolley, Daniel J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Misconceptions,Information Seeking,Critical Thinking,Vocational Education,Trainers,Knowledge Level,Pretests Posttests,Foreign Countries,College Students,Nutrition,Health Education

The use of non-academic sources of health information is popular among both the public and exercise professionals. However, the quality of this information varies and without the application of critical thinking skills, may lead to misconceptions forming. This research aimed to compare the knowledge, presence of misconceptions, and critical thinking ability of vocational education and training (VET) fitness students at the beginning and end of their training, and qualified personal trainers (PTs). It also examines differences in the sources of information used by students and professionals. An Exercise Science Knowledge Survey was developed to assess knowledge and misconceptions about ten areas of exercise and nutrition. VET students were assessed at the beginning and end of a personal training qualification and PTs were surveyed once. Though VET students' knowledge improved and misconceptions decreased from pre- to post training, PTs did not differ from post-VET students in knowledge, misconceptions, or critical thinking ability. PTs reported using more varied sources of information and were more likely to trust reliable sources. Critical thinking ability correlated with higher knowledge scores and lower misconception scores. Instruction in critical thinking should be embedded at lower levels of VET, and exercise professionals should be encouraged to undertake higher levels of study.