ethanporcaro/eric-fulltext-meta huggingface dataset:
Catch a Tiger by the Toe: Modal Hedges in EFL Argumentative Paragraphs
Author: Hatipoglu, Çiler
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Writing Instruction,Academic Discourse,Instructional Materials,Teaching Methods,Cultural Influences,Native Language,Turkish,Verbs,Language Proficiency,Language Usage,Scoring Rubrics,Writing Skills,Foreign Countries,College Students

Writing argumentative paragraphs is challenging even in one's first language (L1) since in order to fulfil their goals writers need to carefully choose among the available metadiscoursive tools and skilfully balance their use. Writing in a foreign language (L2) is even more challenging because language learners are usually familiar only with a limited number of metadiscursive markers and functions. Therefore, when unsure, these novice L2 writers tend to fall back to old habits and transfer structures from L1 into their L2 texts. However, structures that are acceptable and may even be the norm in L1 may not be appropriate to use in L2. Consequently, the learners may fail to persuade their readers or to communicate their intended message successfully. Since learners with different language backgrounds may have different problems when writing in L2, each group should be studied closely and their specific challenges should be identified and dealt with when teaching academic writing. The aim of this study is to contribute to this specific area of research by, first, identifying and analysing the number and functions of the modal hedges that native speakers of Turkish learning English employ in their L2 argumentative paragraphs and then, to identify the modals whose employment results in a weaker/abrupt and/or inappropriate argumentation. To fulfil these goals argumentative paragraphs written in English by native speakers (NS) of Turkish with pre-intermediate level of proficiency were collected and the modal hedges in these paragraphs were identified and analysed. The findings of the study show that modal hedges in English are a group of markers particularly problematic for second language learners as they are multifunctional, multilayered and culture dependent, and that some of the inappropriate uses or overuses of modals in L2 can stem from the employed teaching materials and/or lack of proper training related to this domain. The results emphasize once again how vital it is to find a place for the metadiscourse markers in the foreign language writing curricula as well as in the paragraph assessment rubrics used in the institutions.
Modeling the Relationships between School Administrators&apos; Creative and Critical Thinking Dispositions with Decision Making Styles and Problem Solving Skills
Author: Özgenel, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Creative Thinking,Critical Thinking,Decision Making,Problem Solving,Thinking Skills,Structural Equation Models,Foreign Countries,Elementary Schools,Middle Schools,High Schools,Principals,Assistant Principals

The aim of this study was to modeling the relationship between of school administrators' creative and critical thinking dispositions in relation to their decision-making styles and problem solving skills. A total of 586 school administrators participated in research from a district selected through the random sampling method. Data was collected using four different scales; Decision Making Styles Scale, Social Problem Solving Inventory-Short Form, Marmara Creative Thinking Dispositions Scale and Marmara Critical Thinking Dispositions Scale. A theoretical model was proposed to determine the relationship patterns between the research variables and the proposed theoretical model was tested using a structural equation model. The school administrators' critical and creative thinking dispositions were both predicted decision-making styles and problem solving skills; moreover, it was determined that rational, avoidant and spontaneous decision-making styles significantly predicted the problem-solving skills of school administrators. The school administrators' critical and creative thinking dispositions also effected their problem solving skills by way of their decision making styles (e.g., rational, avoidant and spontaneous). In addition, the school administrators' creative and critical thinking dispositions, along with their decision-making styles (e.g., rational, avoidant and spontaneous), constituted 45% of the change observed in their problem solving skills.
Subjectivity Functions in Reflexive and Intercultural Process of Linguistic Development in Teaching and Learning
Author: Kondrateva, Irina
Date: 2018-00-00
Type: Journal Articles
Subjects: Specialists,Second Language Learning,Role,Teaching Methods,Second Language Instruction,Translation,Instructional Innovation,Intercultural Communication,Higher Education,Linguistics,Language Usage,Comparative Analysis,College Students,Foreign Countries

The paper covers the issues of theoretical frameworks that are being developing around subjectivity and the utility of subjective language in future specialists' language learning. This draws from a wide range of philosophical and sociopsychological work on language acquisition and the role of reflexivity as a vehicle for interculturality. The study reflects experimental analysis based on observation, interviewing, testing and pedagogical experiment. Using innovative ways of engaging subjectivity and reflexivity in teaching, learning and research led to designing a model for students' reflective and intercultural potential, which is a challenge in the reflexive and intercultural process of linguistic development in Higher school of foreign languages and translation studies.
Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal
Author: Codina-Espurz, Victòria
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Course Content,Language of Instruction,Teaching Methods,Electronic Mail,Teacher Student Relationship,College Students,College Faculty,Pragmatics,Teacher Education Programs,Elementary School Teachers,Foreign Countries

Email communication is pervasive in faculty interaction. As there exists status imbalance between students and professors in this type of context, emails are expected to cater for the uneven power relationships by means of using appropriate polite features. Previous research (e.g., Eslami, 2013; Salazar-Campillo &amp; Codina-Espurz, in press) has pointed out the pragmatically deficient use of openings and closings in requestive emails sent by non-native students in educational contexts, revealing a lack of the expected deference and respect to the professor. In this paper, we firstly explore this topic further by looking at different groups of emails written by CLIL students to ascertain whether this variable affects students' pragmalinguistic and sociopragmatic ability when writing their emails. Secondly, a proposal for the teaching of openings and closings is suggested, which aims to help second and/or foreign language learners behave in a more target-like manner thus avoiding pragmatic failure.
Metadiscourse in Dissertation Acknowledgments: Exploration of Gender Differences in EFL Texts
Author: Alotaibi, Hmoud S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Differences,Discourse Analysis,Doctoral Dissertations,English (Second Language),Second Language Learning,Arabs,Religious Factors,Social Support Groups,Student Attitudes,Graduate Students,Second Language Instruction,Teaching Methods

Metadiscourse, as an important analytic tool, was rarely used to explore the generic structure of Ph.D. dissertation acknowledgments, and within this genre, the role of gender has been unexplored. This study employs interactional resources within the metadiscourse framework (Hyland, 2005) to investigate gender differences in 120 dissertation acknowledgments written by male and female Saudi students at U.S. universities. The results revealed a number of similarities and differences. Both genders employed thanking God, a move that was not detected in English texts analysed by Hyland (2004). The results also showed the absence of hedging devices and engagement markers from all texts. Writers, however, distributed the boosting and attitude markers differently as female writers applied boosters more when acknowledging moral support while male writers used boosters more when thanking for academic assistance, while the opposite occurred with attitude markers. The employment of self-mentions revealed a clearer gender difference as females applied them more with different forms than males did. Overall, the analysis of dissertation acknowledgments using metadiscourse framework showed that metadiscourse boundaries are flexible as they can be adjusted to fulfill the nature of the genre it applies to. Thus, the study recommends that more research should be conducted to investigate different academic genres and part-genres to develop our understanding of the application of metadiscourse. It closes with some pedagogical implications.
Relationship between Nomophobia and Fear of Missing out among Turkish University Students
Author: Gezgin, Deniz Mertkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Handheld Devices,Telecommunications,Anxiety,Social Media,Mass Media Use,Mass Media Effects,Fear,Predictor Variables,Internet,Social Networks,Correlation

To the literature, it is seen that there are some studies demonstrating the relationship between FOMO and problematic smartphone use, or FOMO and smartphone addiction. However, no study has yet been found that explains the relationship between nomophobia and FOMO. Therefore, the aim of this study is to examine the effect of FOMO on nomophobia by investigating the relation between nomophobia and FOMO. No mobile phobia, i.e., nomophobia, is about a contemporary fear of not having a chance to communicate via mobile phone, while Fear of Missing Out, i.e., FOMO, is known to be correlated with the problematic use of social networking sites (SNSs). This descriptive study is a correlational study adopting a correlational survey model. The data were collected from a convenient sample of 538 university students via nomophobia questionnaire (NMP-Q) and FOMO scales as data collection tools. The results show that a positive moderate level of the relationship was found between Nomophobia and FOMO levels.
The Effect of Using Performance-Based Assessment Strategies to Tenth-Grade Students&apos; Achievement and Self-Efficacy in Jordan
Author: AlKhateeb, Mohammad Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,High School Students,Grade 10,Academic Achievement,Self Efficacy,Alternative Assessment,Assignments,Student Evaluation,Outcomes of Education,Control Groups,Experimental Groups

The study aims at investigating 'The Impact of Performance-Based Assessment Strategies on Students' Achievement and Self-Efficacy' in Jordan. In order to achieve that goal, a performance-based assessment strategy has been applied to 72 students in Al-Zarqa city representing a sample of 35 students in which the performance-based assessment strategy was applied to evaluate students' performance assignments, and 37 students who were evaluated in the more traditional manner. The study took 8 weeks, 5 hours per week. An academic final test and self-efficacy measure were applied after the completion of the study. The findings of the study have proved a statistical significance between the mathematical averages on the outcome test and the measure of overall self-efficacy and each of its dimensions in favour of the experimental group.
Modal Markers as Potential Sources of Distortion in Translated Medical Abstracts
Author: Martikainen, Hanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Documentation,Translation,Language Usage,Academic Discourse,French,English,Medicine

Modal markers, specifically hedges, are frequent in medical discourse. Translation of modal markers is essential for the proper decoding of target language in the medical domain and poses the problem of conferring signals of mitigated claims, as scientific writing conventions differ between languages and cultures. I argue that, in the medical domain, biased translation of modal markers -- in particular by more affirmative choices -- can distort readers' interpretation of treatment effectiveness and, thus, interfere with the communicative purpose of the text, when these markers are included in specific lexico-grammatical patterns used in the mediation of medical knowledge. This paper explores distortions due to biased translation of modal markers in a corpus of Cochrane Systematic Review Abstracts translated from English into French. The results suggest that modal markers most frequently responsible for distortion in translation are evidential and auxiliary verbs, followed by modal adjectives and adverbs. Moreover, frequent instances of distortion with embedded and overlapping markers (e.g. modal auxiliaries plus change in tense) were observed. It is hoped these findings can benefit the development of domain-specific MT systems and the teaching of specialized translation.
Classroom Management Problems Pre-Service Teachers Encounter in ELT
Author: Keser, Kubra
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Language Teachers,Teaching Methods,Student Teachers,Behavior Problems,Teacher Education Programs,Student Teaching,Student Teacher Attitudes,Foreign Countries

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balikesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students.
Metadiscourse Use in a Dialogic Feedback Practice
Author: Rodway, Claire Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Reading Writing Relationship,Persuasive Discourse,Academic Discourse,Content Area Writing,Content Area Reading,Teaching Methods

A socio-constructivist approach to writing pedagogy recognises the importance of participant relationships in argumentation in disciplinary writing, although awareness of the rhetorical resources available to achieve this dialogic partnership between writer and reader can be difficult to teach. The highly metadiscursive nature of feedback commentary, however, offers the potential to scaffold such learning as part of a dialogic feedback cycle. Taking as its starting point, the concept of feedback as genre, this study investigated metadiscourse use in feedback data from the researcher's own teaching practice. A corpus of 627 formative comments, comprising 16,660 words and providing feedback on argumentation in first-year undergraduate texts, was analysed with reference to Ädel's (2017, 2018) recent findings and observations, which called for a re-defining of the function and definition of metadiscourse. Findings from the current study include a similarly high frequency of metadiscourse use in feedback to that found in Ädel's work and corroborate the validity of her suggested multidimensional model of metadiscourse. Additionally, examples from the corpus show the complexity and fluidity of the writer and reader roles. Frequencies of types of metadiscourse markers varied depending on purpose, reflecting either the response of &quot;teacher as reader and dialogue partner&quot; or the pedagogical response of &quot;teacher as knowledge resource&quot;. Responses worked &quot;intratextually&quot; and &quot;intertextually&quot; by extensively referencing both &quot;current text&quot; and earlier stages of the wider feedback discourse chain when identifying and providing rationale and resolution for problems in the development of argument in the text.
Comparative Analysis of Musical-Enlightenment Concepts of L. Bernstein and D. Kabalevsky in Russian Music Education
Author: Mishina, Anastasia V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musicians,Musical Composition,Television,Programming (Broadcast),Comparative Analysis,Educational Principles,Generalization,Performance,Music Activities,Teaching Methods

The aim of this study is to compare the activities of Kabalevsky and Bernstein--two musicians who made a significant contribution to the musical education of the younger generation, reveals the principles, methods, forms of educational work and covers the subject of television programmes. In particular, the pedagogical and musical-enlightenment concept of the outstanding composer, scientist Dmitry Kabalevsky was widely spread in our country. Also, the achievements of American composer, lecturer, teacher Leonard Bernstein in the field of musical enlightenment differ in originality and are rarely used in Russian musical pedagogical practice. In accordance with the aim of the study, the following theoretical methods were used: analysis of the literature, epistolary texts, the repertoire of the concert programmes of the New York Philharmonic orchestra; generalisation of historical data on musical and educational activities of Kabalevsky and Bernstein, comparison of methods and techniques of music education, biographical method.
Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training
Author: Martí, Otilia
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Second Language Instruction,Course Content,Language of Instruction,Teacher Education Programs,Teacher Attitudes,Foreign Countries,Educational Principles,English (Second Language),Educational Policy,Teaching Methods,Interdisciplinary Approach,Undergraduate Students,Monolingualism,Pretests Posttests,Spanish,Bilingual Education,Language Attitudes,Language Usage,Preservice Teachers,Student Attitudes,Educational Benefits

In line with van Kampen et al.'s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit's (2013) call for investigating teachers' beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers' beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. &quot;the English only policy&quot;) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants' beliefs, implications for CLIL teacher preparation programmes are discussed.
Adaptation of Scientific Reasoning Scale into Turkish and Examination of Its Psychometric Properties
Author: Muslu Kaygisiz, Gülfem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Process Skills,Science Tests,Psychometrics,Critical Thinking,Measures (Individuals),Attitude Measures,Scientific Attitudes,College Science,College Students,Factor Structure,Factor Analysis,Scores,Test Reliability,Test Validity

In this study, it is aimed to adapt the Scientific Reasoning Scale (SRS) into Turkish. The translated form has been provided to the students enrolled at different levels together with a form in which they were requested to present what they have understood and the reason of their responses. It was seen that the explanations of students to one item were inconsistent or insufficient, and an alternative item was added to the test. Investigations based on PCA and CFA revealed that the psychometric properties of the test containing the alternative item were better. Moderate and positive correlations were found between the SRS scores and the CCTDI and LCTSR scores. The applications carried out before and after the course on scientific research methods carried out during a term at the undergraduate level revealed that a significant increase in the SRS scores was achieved. It was seen that there was significant difference between the scores of the students enrolled at undergraduate and graduate levels. Average item difficulty was 0.40 and discrimination indices was 0.50 and over. As result, it is seen that SRS could be used for measuring the scientific reasoning ability of the undergraduate students. [This paper was presented at the International Congress on Measurement and Evaluation in Education and Psychology (6th, Prizren, Kosovo, September 5-8, 2018).]
Using Wiki in the Design of Bilingual Online Course
Author: Danilov, Andrew V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Russian,Turkic Languages,Web 2.0 Technologies,Computer Uses in Education,Collaborative Writing,Web Sites,Instructional Design,Online Courses,Bilingual Education,Bilingual Students,Information Technology,College Freshmen,Intercultural Communication,Experimental Groups,Control Groups,Educational Experiments,Outcomes of Education,Instructional Materials,Material Development

The aim of the study was to develop the web-based teaching course for use in the process of Information and communication technology learning by the Tatar-speaking students. The first-year students of Higher School of Tatar Philology and Intercultural Communication of Kazan Federal University took part in the experiment. They were divided into two groups. The experimental group consisted of 25 trainees and control group included 25 students. The educational experiment was carried out during one semester of the academic year 2015/16 and 2016/17. In teaching of the subject 'Computer Science' (36 hours), the technology CLIL K1 and Web 2.0-based training materials were used in the experimental group. Processing of the results with the help of statistical methods led to the conclusion that the positive changes in the experimental group were due to CLIL-assisted training, using teaching materials, developed on the basis of Web 2.0 technologies K1.