ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Mindful Attention Awareness on Ruminative Thought Styles: Physical Education and Sports Teacher Candidates
Author: Karaoglu, Baris
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Attention,Psychological Patterns,Physical Education,Teacher Education,Athletics,Preservice Teachers,Correlation,Foreign Countries,Recall (Psychology),Emotional Intelligence

The present study aimed to examine the effect of mindful attention awareness on ruminative thought styles levels of physical education and sports teacher candidates. 183 students studying in the Department of Physical Education and Sports Teaching at Bingol University voluntarily participated in the study. Mindful attention awareness and ruminative thought style scale were used as data collection. The scales were applied to students by face-to-face survey method. SPSS package program was used to analyze of the data. Pearson Correlation and Linear Regression analyses were applied for the statistical analyses. As a result, it was found that there was a positive and low-level relationship between mindful attention awareness and ruminative thought styles while mindful attention awareness slightly affected ruminative thought styles. In this context, it can be said that the students do not lose command over past or future events in their lives and act by experiencing the present moment.
An Acoustic Study of Communication Apprehension during English Oral Presentations by Japanese University Students
Author: Nakamura, Hiroko
Date: 2020-00-00
Type: Journal Articles
Subjects: Acoustics,Second Language Learning,Second Language Instruction,English (Second Language),Anxiety,Communication (Thought Transfer),Foreign Countries,Oral Language,College Students,Majors (Students),Computer Software,Likert Scales,Measures (Individuals),Speech Communication,Public Speaking,Student Attitudes,Correlation,Performance

This study investigated the influence of communication apprehension and anxiety in second-language (L2) learning on oral performance of Japanese university students in terms of F0 (fundamental frequency) analysis. The participants were English-major students (3 males and 6 females) who presented at an oral communication festival for university students. The F0 analysis consisted of a mean F0 and F0 range. The participants' utterances were digitized and analysed with Praat. Participants also completed two structured closed-ended questionnaires: a Personal Report of Communication Apprehension (PRCA) and a Foreign Language Classroom Anxiety Scale (FLCAS). One subscale of PRCA is Speech Anxiety (SA) that measures apprehension in public speaking. Acoustic analysis of F0 was conducted of the utterances provided by the students and their F0 data during rehearsal and the actual performance settings. The results revealed a significant difference in mean F0 between the rehearsal and actual performance. Mean F0 was significantly correlated with SA. These results suggest that students tend to show higher speech anxiety during an actual performance setting that is also reflected by a higher speaking F0.
The Effect of Self-Questioning Strategy in Developing Independent Thinking in Teaching Physics
Author: Al-Swelmyeen, Monther Bsharh
Date: 2020-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Physics,Science Instruction,Thinking Skills,Foreign Countries,Teaching Methods,Secondary School Students,Program Effectiveness,Metacognition

This study aimed at determining the effectiveness of self-questioning strategy in developing independent thinking in teaching physics. The researcher used the Independent Thinking Test on a purposive sample consisted of (46) students from the first secondary scientific class in Amman schools in Jordan. A quasi-experimental approach was adopted. To analyze the data a statistical Package for the Social Sciences (SPSS) was used. The study showed a statistically significant difference between the means of the two groups (experiment and control group) in the independent thinking level and it was in favor of the experimental group. The study recommended preparing and developing teaching programs according to the self-questioning strategy and conducting similar studies on new samples at different age levels and new variables.
Investigation of Leisure Strategies of Sports Educated Students
Author: Aslan, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Leisure Time,Athletics,Training,Competition,Males,Age Differences,College Students,Friendship,Coping,Psychological Patterns,Recreational Facilities,Foreign Countries

In this study, it was aimed to investigate Leisure time strategies of sports educated students, who going to Fitness Centers. In addition to sports training, the effect of whether or not to compete as a contestant was also examined for Leisure Strategies. A total of 543 men on fitness centers filled up the Scala &quot;Leisure Strategy Scale&quot; before training. Independent t-test in paired comparisons and one-way analysis of variance (ANOVA) in multiple comparisons and LSD tests were used to determine the difference. A statistically significant difference was found in the leisure strategy subscales and total score according to the age category of University of students (p &lt;0.05). In leisure friendship, the scores of 20 years and under and 21-23 age groups are higher than in the 24 years old and above age group in case of temporary coping and mood improvement. A significant difference was found in all subscales and total scale scores in comparison of leisure strategy subscale and total scores according to income (p &lt;0.05). Conclusion: In addition to sports education, leisure strategies of university students doing sports in Fitness centers differ according to age category and income status. It has that whether or not participating in competitions in sports training students, who going fitness Center does not have a different effect in terms of leisure strategies. In terms of leisure strategies, this study is recommended to be done according to the status of being an amateur and professional athlete in sports-inclined students.
Sports in Gaining Life Skills: A Study on 10-14 Years Old Students
Author: Karademir, Tamer
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Adolescents,Secondary School Students,Foreign Countries,Age Differences,Gender Differences,Instructional Program Divisions,Teamwork,Time Management,Leadership,Interpersonal Competence,Daily Living Skills,Communication Skills,Goal Orientation,Athletics

The study aims to investigate how the participation of secondary school students in sportive activities affects their life skills. For this purpose, the study included 708 voluntary students, 396 males, and 312 females, in the 2019-2020 education period. In the study, the Life Skills Scale for Sport (LSSS) was used as the data collection tool to evaluate the levels of life skills. To analyze the data collected in the study, SPSS 21 statistics package software was used. The data were analyzed for normality. As a result of the tests, because it was observed that the data did not have normality distribution, non-parametric tests were utilized. For two-sample comparisons, the Mann Whitney U test was used while the Kruskal Wallis H test was utilized for multiple-sample comparisons. In the study, the level of significance was regarded as p&lt;0.05. The findings of the study indicated that there were significant differences in the life skill levels of the sample group according to the variables of age, gender, grade, the status of exercising and playing in school teams. In conclusion, it was concluded that the life skill levels of 14-year-old students (communication, time management, leadership, teamwork, emotional skills, and social skills) were high while sportive activities were more effective on female students at this age interval compared to male students. It was also observed that participating in school teams enabled positive gains on life skills.
Investigation of Leisure Time Attitude of University Students According to Some Parameters (Example of Northern Cyprus)
Author: Rona, Mehmet Sukru
Date: 2020-00-00
Type: Journal Articles
Subjects: Leisure Time,Student Attitudes,College Students,Gender Differences,Age Differences,Recreational Activities,Team Sports,Foreign Countries,Majors (Students),Scores,Affective Behavior,Student Behavior,Cognitive Processes

The attitude of leisure can be defined as all the emotions, thoughts, attitudes and behaviors shown for the leisure concept. The aim of this study is to examine the leisure attitudes of the students of the Cyprus University according to various parameters such as gender, age, class, faculty and whether to do recreational sports. A total of 265 students participated in the study. Leisure Attitude Scale was used to evaluate student's leisure attitudes. Independent sample t test was used for analyzing gender and recreational sports variables, and the one-way ANOVA test was used for analysis of age, class and faculty variables. According to the results obtained, there was a significant difference in the cognitive, affective and behavioral dimensions of the three sub-dimensions of the scale for the variable of doing recreational sports. In addition, differentiation was observed in the cognitive sub-dimension for the age variable and the behavioral sub-dimension for the class variable.
Authentic, Relevant, and Rigorous Literacy Practices for Culturally and Linguistically Diverse Newcomer Classrooms
Author: Garcia, Kimberly D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Differences,English Language Learners,Difficulty Level,Literacy Education,Academic Standards,Academic Achievement,Authentic Learning,Culturally Relevant Education,Immigrants,Standardized Tests,Teaching Methods,Secondary School Students,Poetry,Writing Evaluation,Peer Evaluation,Teacher Student Relationship,Feedback (Response),Cultural Background,Caring

Teachers routinely report that they feel pressured to teach to standardized assessments. Narrowing the curriculum may help students succeed on standardized assessments, but it rarely leads to long-lasting academic success. Authentic, relevant, and rigorous instruction in newcomer English learner (EL) classrooms, however, can create long-term learners while assisting students in mastering standardized exams. It is critical that adolescent ELs are academically challenged because they are in a race against time to master content and assessments in order to graduate. This article provides research-based activities and ideas to facilitate learning in linguistically and culturally diverse adolescent EL classrooms.
Beyond the Classroom Border: Student Writing in Service-Learning Partnerships
Author: Warren, James E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Reflection,Writing Processes,Standardized Tests,School Community Relationship,Authentic Learning,Student Experience,Social Media,Literacy,Publicity,Audience Awareness,State Agencies,Partnerships in Education,High School Students,Collaborative Writing

The recently adopted TEKS for English I-IV that will be implemented in 2020-2021 require students to write for a variety of purposes and audiences, to practice the writing process, and to engage in reflective writing. These standards can be difficult to meet when literacy instruction is confined to classroom borders, where students often write only for the teacher, using a limited set of composing processes, without opportunities for written reflection. One type of composition pedagogy that expands literacy instruction beyond classroom borders and immerses students in authentic rhetorical situations is service learning. In this article, the authors describe how service-learning projects in which students write for community partners allow students to write for external audiences, in real-world genres, employing complex composing processes, with ample opportunities for deep reflection. They also describe the experiences of a group of English II students who partnered with their local Department of Public Safety to write public service announcements that were published on the Department's Twitter feed. The authors hope to inspire other ELA teachers in Texas to incorporate service learning into their courses as a way of extending literacy instruction beyond classroom borders.
Deepening Students&apos; Reading, Responding, and Reflecting on Multicultural Literature: It All Started with &quot;Brown Girl Dreaming&quot;
Author: Bedard, Carol
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Literature,Middle School Students,Learner Engagement,Grade 7,Poetry,Teaching Methods,Literacy Education,Documentation,Class Activities,Literary Devices,Reflection

The use of multicultural literature in the English classroom is important because students need to see themselves reflected on the page as well as need windows into their peers' experiences that are unlike their own. Teachers in middle school classrooms have the potential to positively influence students' ability to engage and connect with multicultural literature. In this article, the authors describe the instructional sequence and literacy experiences offered to seventh-grade students as they read, responded to, and reflected on Jacqueline Woodson's novel-in-verse &quot;Brown Girl Dreaming.&quot; Specifically, the varied literacy opportunities included reading and annotating &quot;Brown Girl Dreaming;&quot; using imitation to teach poetry; engaging in Read-Talk-Write; building background knowledge through allusion research and writing; creating an allusion-inspired poem; experiencing the &quot;Brown Girl Dreaming&quot; Gallery Walk; and writing reflections.
Don&apos;t Judge a Boy by His Face: Creating Space for Empathy, Engagement, and Skill Building through Interactive Read Alouds
Author: López, Minda Morren
Date: 2019-00-00
Type: Journal Articles
Subjects: Empathy,Learner Engagement,Skill Development,Reading Aloud to Others,Interaction,Literacy Education,Urban Schools,Grade 2,Elementary School Students,African American Students,Hispanic American Students,Reading Motivation,Reading Instruction

In the past few decades, research has shown interactive read alouds to have enormous benefits for developing readers and should be included as an important component of reading instruction. Yet, many teachers do not utilize interactive read alouds in their literacy instruction. This is due in part to various curricular constraints and the pressures of high stakes tests. In this case study of an urban, Title I second-grade class of Black and Latina/o students, we found that a teacher-led interactive read aloud of the book &quot;Wonder&quot; fostered a sense of community and empathy, increased engagement and motivation to read, and helped students develop deeper comprehension skills. The inclusion of all students in the read aloud ritual helped to develop a strong community of readers and identities in the students as competent literate beings, regardless of their reading levels.
Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study
Author: Shousha, Amal Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Patterns,Writing (Composition),Undergraduate Students,Feedback (Response),Comparative Analysis,Science Education,Art Education,Writing Instruction,Teaching Methods,Foreign Countries,Native Language,Interference (Language),Error Analysis (Language),Contrastive Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Intensive Language Courses,Teacher Attitudes,Student Attitudes,Language Teachers

This research explored the most common writing errors of Science and Arts students of the Foundation year program at a Saudi University that hinder them from achieving their course goals, learning outcomes and becoming efficient writers. The importance of this research stems from the fact that, it is a comparative study that shows the differences in writing errors between Science and Arts students and relates writing difficulties to students' background education, family support, level of the language and teacher's feedback techniques. It unveils the causes of writing errors and suggests suitable remedies from teacher's perspectives. The findings can be useful for teachers, students and course designers.
An Investigation of Instructors&apos; Approaches in Teaching Pronunciation: A Case Study
Author: Elnagar, Bakheit Mohamed Abdelgadir
Date: 2020-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Language Skills,Case Studies,Teaching Experience,Teacher Attitudes,Foreign Countries

This study aimed to investigate how instructors teach pronunciation based on the pronunciation training they received. This study involved instructors from King Abdul Aziz University, who were teaching at the English Language Institute (ELI). The data were collected through a questionnaire given to (50) instructors at (ELI). The data were analyzed using Statistical Package for the Social Sciences (SPSS) program. The results displayed that instructors used cognitive-content of teaching pronunciation and most of them focused on it as a valuable teaching approach. Furthermore, the findings revealed that the instructors had a constructive trend in teaching pronunciation. Most instructors pointed out that they taught pronunciation in their classes; in many cases they spent a considerable amount of time in pronunciation instruction. The lack of the pronunciation equipment and technological resources stands as a stumbling- block problem to teaching this language skill. In addition, the findings showed most of the language instructors did not receive any specific pronunciation training. Recommendations are given to provide suitable teaching pronunciation training which prepares the instructors to use powerful technology to boost teaching of this essential skill.
Taco Literacy: Literacy Learning and Mexican Foodways
Author: Alvarez, Steven
Date: 2019-00-00
Type: Journal Articles
Subjects: Food,Literacy Education,Hispanic American Culture,Immigration,Writing Instruction,Cultural Awareness,Teaching Methods,Computer Assisted Instruction,Student Attitudes,Multicultural Education,Bilingualism

In this article, the author offers the example of a collegelevel writing course exploring Mexican foodways in the United States as a way to consider the &quot;funds of knowledge&quot; Latinx students, and all students, can use to explore communities. He argues that in a globally connected and multilingual world, the influence of foodways across the border is deeply connected to local experiences that extend beyond national borders. Food is an emotional part of the immigrant experiences, and in learning and writing about recipes as well as searching for local variations to preparation or presentation, and we can comprehend how food literacies situate different spaces, identities, forms of knowledge, and ways of languaging. Through the prism of food, we can better understand aspects of immigration and citizenship in ways that are welcoming, significant, and human.
Using a Museum Photography Collection as a Bridge for Writing
Author: Lacina, Jan
Date: 2019-00-00
Type: Journal Articles
Subjects: Museums,Photography,Exhibits,Inquiry,Writing (Composition),Mentors,College School Cooperation,Writing Instruction,High School Students,English Instruction,Teaching Methods

Any single artifact in a museum possesses the potential to serve as a starting point for the viewer to interpret its meaning, develop an idea, and then generate a written piece. In this article, the authors describe steps for using a photography exhibit collection as artifactual inquiry.
Code Switching in ESL Teaching at University Level in Pakistan
Author: Younas, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Code Switching (Language),Bilingual Teachers,Language Teachers,Teaching Methods,College Faculty,College Students,Teacher Attitudes,Language Usage

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
Effects of the Comparative Continuation on L2 Writing Performance
Author: Han, Jia-ling
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Writing Evaluation,Essays,Persuasive Discourse,Comparative Analysis,Error Patterns,Writing Instruction,Teaching Methods,College Freshmen,Majors (Students),Foreign Countries

This study is a follow-up study of the continuation task, aiming to investigate the long-term alignment effects of the comparative continuation on L2 writing performance. The research lasted for a period of 16 weeks and employed a pretest-treatment-posttest research design. Two comparable groups of fifty-five Chinese undergraduate EFL learners participated. Both groups were assigned the same writing tasks i.e. writing an argument essay of the same topic within 30 minutes. One group was given an input text with comparative ideas before writing, while another group did not have any reading materials. After 8-week treatment, both groups received a posttest, in which the data were compared and analyzed with those of pretest. Results showed that: (1) the comparative continuation task resulted in greater improvement in EFL learners' writing performance than topic-writing task; and (2) the comparative continuation task was superior to the topic-writing task in incurring less meaning-based errors, but there was no difference in form-based errors between the two groups. The results can provide some enlightenment for teaching and research of foreign language writing.