ethanporcaro/eric-fulltext-meta huggingface dataset:
The Interplay between Turkish EFL Learners&apos; Motivation and Vocabulary Knowledge
Author: Yildiz, Cennet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Student Motivation,Vocabulary Skills,Language Proficiency,College Students

Vocabulary is regarded as an important part of communicative language ability and a significant predictor of second language proficiency. The relation between vocabulary knowledge and communicative language ability has important implications for L2 students, foreign language teachers and educational systems. Thus, many studies have been conducted to investigate this relation. However, there is scarce literature related to different factors which affect EFL learners' vocabulary knowledge. Hence, this study explored the relationship between motivation and vocabulary knowledge. 711 preparatory school students participated in the study. Language Learning Orientation Scale and Vocabulary Levels Test (VLT) were utilized in the data collection process. Participants emphasized the pragmatic use of English (extrinsic motives) rather than intrinsic motives, so findings revealed a moderate level of self-determination. The results of the vocabulary levels test showed that the mean score of the total vocabulary knowledge was below the average. On the other hand, a significant relationship was found between learners' motivation and their vocabulary knowledge. The results implied that language teachers should pay attention to their learners' motivation levels in order to increase their vocabulary knowledge.
Pre-Service English Language Teachers&apos; Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?
Author: Pita-Castro, Angélica
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Reflective Teaching,Self Concept,Professional Identity,Second Language Instruction,Foreign Countries,Student Journals,Student Attitudes

This research study is about the way pre-service English language teachers' levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants' reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.
It Is Time to Restructure Initial Teacher Education in Turkey Due to the COVID-19 Pandemic
Author: Karatas Aydin, Firdevs Iclal
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Preservice Teachers,Curriculum Development,Blended Learning,Professional Development

This study aimed to describe the roadmap of Turkey for universities and teacher education programs at the time of the COVID-19 pandemic and to investigate the rapid online learning experiences and preferences of pre-service teachers throughout the COVID-19 pandemic. The participants of this case study were pre-service teachers who enrolled in various departments in the faculty of education in different regions of Turkey. The data were collected via an online self-reflection form. The participants reported a preference for face-to-face learning. They also reflected that online learning is more effective than video and presentation. The majority of the pre-service teachers suggested revision in the curriculum regarding blended learning. The findings of this study can be used either to improve pre-service teacher professional development or restructure the programs around the world for the future.
Theme-Based Teaching to Promote Oral Fluency in a University in Colombia
Author: Velásquez-Hoyos, Angela Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Thematic Approach,Oral Language,Language Fluency,College Students,Foreign Countries,English (Second Language),Second Language Learning,Workshops,Instructional Effectiveness,Summer Programs,Learning Activities,Vocabulary Development,Intonation

The present qualitative study with an action research orientation focuses on the strengthening of students' oral fluency in English through the implementation of six theme-based teaching workshops. The participants were students of an EFL pre-intermediate English language course in the institute of foreign languages at the Technological University of Pereira, in Risaralda State, Colombia. Besides the implementation of theme-based teaching, this study includes the speaking phases of rehearsal, performance, and debriefing to impact students' oral fluency. This project emerged from an exhaustive needs analysis which showed that the university's students, as future professionals, had difficulties with their oral performance i.e. their being unable to speak about topics related to their university life in English; hence, the need of including themes aligned with their academic contexts was highlighted with the purpose of helping them improve their oral fluency in English. The findings indicate that the students improved in their oral fluency in terms of vocabulary, intonation, and a reduction in the number of long pauses when speaking in English.
The Views of Teachers on Distance Education during COVID-19 Process
Author: Kilinç, Hasan Hüseyin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Distance Education,COVID-19,Pandemics,Foreign Countries,Public Schools,Educational Technology,Instructional Effectiveness

The aim of this study is to reveal the views of teachers on distance education, which is carried out using various platforms due to the pandemic in Turkey. The case study design, one of the qualitative research methods, was used in the research. Convenience sampling method was used in the selection of the participants. The participants were selected on the criteria that they conducted live lessons through distance education platforms and worked at a public school during the pandemic. The data of the study were collected through an interview form prepared by the researchers. The data collection instrument consists of two parts. The first part consisted of questions related to demographic information of the participants. The second part of the form included questions to determine teachers' views on distance education. The data of the study were analyzed with a computerassisted qualitative data analysis program. The participants stated that distance education has the advantages in terms of communication, flexibility in time and place, high number of participants, and economy. On the other hand, they stated that distance education has limitations in terms of technological reasons, limited active learning, socio-economic reasons, receiving instant feedback, supervision and control, and disadvantaged groups' inability to benefit. Although it was concluded that the participants considered themselves sufficient to manage the distance education process effectively, it was determined that the teachers did not receive any in-service training in order to plan, implement and evaluate the distance education processes. In this context, the participants stated that they want to receive in-service training on the use of Web 2.0 tools, live lesson management, distance education planning training, infrastructure training, presentation techniques. The participants offered suggestions to teachers, students, parents, and other stakeholders about the solutions of the problems they experienced.
First-Year Secondary Students&apos; Perceptions of the Impact of iPad Use on Their Learning in a BYOD Secondary International School
Author: Watts, Martin
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Tablet Computers,Ownership,Program Effectiveness,Barriers,Educational Technology,Foreign Countries,International Schools

This study uses a statistical survey over three consecutive years to show how the first-year students of a mid-sized Bring Your Own Device (BYOD) secondary international school perceive the impact of using their own iPad on their learning. The students' perceptions how awareness of the usefulness and challenges associated with using their iPads in school life as well as at home. The students indicate several perceived benefits relating to having instant access to a variety of learning opportunities via the internet. However, they also indicate the challenges of keeping a balanced approach and avoiding overuse of their iPads inside and outside school (e.g., for gaming and social media). The original rationale for implementing the BYOD scheme did not anticipate specific benefits for students' academic outcomes (grades). However, academic performance has continued to be monitored to identify any adverse effects associated with the scheme. Students' overall academic performance has not been adversely affected since the scheme was implemented.
Definitions of the Terms &quot;Open,&quot; &quot;Distance,&quot; and &quot;Flexible&quot; in the Context of Formal and Non-Formal Learning
Author: Atkinson, Simon Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Definitions,Open Education,Open Educational Resources,Distance Education,Blended Learning,Delivery Systems

This opinion piece seeks to define and contextualise educational terms that are used, and appear to be misused, in contemporary academic literature and practice. It aims to explore the concept that these three words, &quot;open,&quot; &quot;flexible,&quot; and &quot;distance,&quot; fall into the categories of policy, mode of learning, and models of delivery. In the context in which the global educational community across all sectors adapts to new forms of learning, it is essential that practitioners agree on the terminology. Words have definitions, but they also have technical meanings and daily, commonplace, uses that sometimes defy those dictionary definitions. Words sometimes become symbolic, they are adopted by a specific community to cover a range of &quot;sins&quot;, and this use serves to normalise or induct new users into that community. The ability to twist and bend definitions to suit a specific context, to appeal to policy makers or funders, relies on some malleability, some ambiguity, of definitions. In the context of Boyer's definition of the integration of research (Boyer, 1997), the purpose of this piece is to enable colleagues to decide how to best define and deploy existing, and validate new terminology.
Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents&apos; Perspective
Author: Shahbazi, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Parent Role,Experience,Second Language Learning,English (Second Language),Online Courses,Stress Variables,Parent Teacher Cooperation,Interpersonal Communication,Translation,Educational Technology,School Role,Parent Education,Family Programs,Kindergarten,Foreign Countries,Emotional Response,Small Group Instruction

The researchers of this case study explored English language learner (ELL) parents' experience as they supported their children's English language development in an online (virtual) kindergarten programme. One-on-one semi-structured interviews were used to collect data. Then the researchers used thematic analysis to describe the participants' lived experience with the phenomenon. Findings indicated that online learning increased the emotional stressors for parents of ELL children, and altered the communication between parents and teachers. Meanwhile, the use of breakout rooms reinforced the children's language development, and translation services supported parents. Based on the findings, the researchers recommend that schools and boards provide the parents and families of multilingual learners with ongoing workshops to give them the tools and confidence to continue supporting their children in person and online. They also recommend a greater investment in translation services.
Teaching, Engaging, and Motivating Learners Online through Weekly, Tailored, and Relevant Communication: Academic Content, Information for the Course, and Motivation (AIM)
Author: Kenah, Andy
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learner Engagement,Student Motivation,Electronic Learning,Computer Mediated Communication,Individualized Instruction,College Freshmen,Foreign Countries,Web Based Instruction,Student Attitudes,Evaluation Methods

Engaging and motivating learners to successfully complete their studies are crucial elements for the success of distance educators around the world. The researchers' AIM newsletter, which is formatted in accordance with motivational learning theory, has been delivered to first-year learners in economics at Open Polytechnic of New Zealand from 2010 to 2022. AIM is an acronym for Academic content, Information for the course, and Motivation--three critical elements that are required to meet the challenges of effective online course facilitation. This paper uses Keller's IMMS to evaluate the learner's perspective of the AIM newsletter. Results show that learners consider AIM newsletter attracts the learner's attention and provides relevant links between theory and current world examples, linking the learner's own experiences, increasing their confidence in the course, and providing overall satisfaction with the learning experience. In essence, AIM newsletter provides an effective and efficient method of delivering and motivating learners throughout their studies.
Technology, Teaching, and the Many Distances of Distance Learning
Author: Dron, Jon
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Students,Teachers,Teaching Methods,Intentional Learning,Interpersonal Relationship,Technology Uses in Education

The &quot;distance&quot; in &quot;distance learning&quot;, however it is defined, normally refers to a gap between a learner and their teacher(s), typically in a formal context. In this paper I take a slightly different view. The paper begins with an argument that teaching is fundamentally a technological process. It is, though, a vastly complex, massively distributed technology in which the most important parts are enacted idiosyncratically by vast numbers of people, both present and distant in time and space, who not only use technologies but also participate creatively in their enactment. Through the techniques we use we are co-participants in not just technologies but the learning of ourselves and others, and hence in the collective intelligence of those around us and, ultimately, that of our species. We are all teachers. There is therefore not one distance between learner and teacher in any act of deliberate learning--but many. I go on to speculate on alternative ways of understanding distance in terms of the physical, temporal, structural, agency, social, emotional, cognitive, cultural, pedagogical, and technological gaps that may exist between learners and their many teachers. And I conclude with some broad suggestions about ways to reduce these many distances.
Students&apos; Perception on Using Duolingo for Learning English Vocabulary
Author: Purwanto, Anton Adi
Date: 2023-02-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,English (Second Language),Computer Software,Second Language Instruction,Student Attitudes,Vocabulary Development,Technology Uses in Education,Educational Technology,Foreign Countries,Secondary School Students

The rise of technology has expanded a variety of interesting and new online-based learning aids for English. Duolingo app, which makes learning languages, especially English, easy, accessible, and effective. The objective of this study is to describe and observe the students' perceptions of using Duolingo software for vocabulary at Madrasah Tsanawiyah 01 Darussalam Kepahiang. This study applied qualitative analysis techniques and conducted tests, questionnaires, and interviews as well as interviews to collect data. In this study, the writer used a non-probability sampling method in which 25 students from class VIII E were selected as a sample. This study found that the majority of students were encouraged to learn English vocabulary through this Duolingo application. Students can use the Duolingo app to learn English vocabulary which is easy to understand and students are more interested and excited about learning new words. Duolingo can also keep students from getting bored while learning and help them come up with new ways to learn. According to the findings of the research, it is possible to assume that students' perception of using Duolingo is positive and extremely helpful for enhancing vocabulary during learning English.
The Role of Nonverbal Communication in Asynchronous Talk Channels
Author: Koh, Josiah
Date: 2022-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Asynchronous Communication,Electronic Learning,COVID-19,Pandemics,Distance Education,Digital Literacy,Computer Mediated Communication,Foreign Countries,College Students,Teacher Student Relationship,Social Behavior

With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson's correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy.
The Impact of Virtual Field Experience during COVID-19 on Preservice English Language Teachers&apos; Classroom Management Perceptions and Concerns
Author: Altinsoy, Ertan
Date: 2023-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Field Experience Programs,English (Second Language),Language Teachers,Student Attitudes,Classroom Techniques,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Public Colleges

This study is intended to reveal the virtual field experience of preservice English language teachers and investigate the impacts of COVID-19 enforced virtual field experience on the classroom management concerns and priorities of the participants. Within this scope, the present qualitative study included eight senior-year preservice English language teachers enrolled at a public university in Turkey and portrayed their three-month online practicum experiences by collecting data from reflective diaries, semi-structured interviews, and classroom observation records. The findings obtained by analysing the data within the framework of grounded theory with the aid of qualitative data analysis software revealed that virtual field experience process caused a serious impact on the classroom management concerns of the participants that were observed to be communication-oriented, lesson planning and instruction oriented, discipline-oriented and learner and teacher-oriented aspects. The findings further revealed that virtual field experience increased the participants' concerns about professional development which implied that it could be used as an alternative if it is revised and redesigned.
YouTube as an Alternative Learning Media for Independent Bilingual Young Learners: A Review
Author: Widiantari, Ida Ayu Putu Anugrah
Date: 2023-02-00
Type: Journal Articles
Subjects: Video Technology,Web Sites,English (Second Language),Second Language Learning,Bilingualism,Language Skills,Independent Study,Second Language Instruction,Skill Development,Student Motivation

This study was designed to review the literature on the implementation of YouTube as the alternative learning media in English Language Teaching for bilingual young learners, which includes: (1) identifying the effectiveness of using YouTube for independent bilingual learner; (2) YouTube in enhancing English language skills; and (3) providing suggestions for choosing the teaching strategy and media applying YouTube for Independent Bilingual Learner. This study employed a systematic review method to critically observe the application of YouTube as a digital learning medium for independent bilingual learners. Data collection was carried out through a systematic review of 45 articles with several predetermined categories related to the use of YouTube. The research findings implied the effectiveness of using YouTube as an alternative medium for young bilingual learners during the COVID-19 pandemic. It was also revealed that from the results of the literature review, the use of YouTube could affect students' language skills. In addition, the use of YouTube also affected self-motivation and self-regulated learning for bilingual young learners. This study also provided suggestions for teachers to pay attention to several things in using YouTube as an alternative media in ELT during the current pandemic.
An Investigation of Academic Motivation Levels of Student Adolescent Athletes
Author: Erkan, Mert
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Academic Achievement,Student Athletes,Adolescents,Athletics,Educational Environment

The purpose of this study is to examine the academic motivation scale of student adolescent athletes in terms of different variables. Scanning model was used during the research. While the home of the research is composed of children who actively attend formal education and actively engage in sports during the adolescence period, it consists of 552 students who are selected by random practice method, continue formal education and actively engage in sports. In order to collect the research collection, the Personal Information Form maintained by the researcher and the Assistance Academic Motivation Scale by Bozanoglu (2004) were used. All of the collected structures were transferred from IBM-SPSS 25.0 sections, they were found to have normal distribution and were analyzed using the Independent Simple T Test and One Way Anova test. According to the analyzes made, it was determined that there was a fundamental difference between the gender variable and age variable of the athletes participating in the practice and the presence of academic motivation, and there was no difference between the branch variable and the level of academic motivation. It is recommended that The educational institutions in the sports field are advised to provide professional psychological support in order to encourage students to participate in sports.