ethanporcaro/eric-fulltext-meta huggingface dataset:
CLIL in Tourism Students&apos; Multicultural Competence Development
Author: Goncharova, Inna
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Cultural Awareness,Tourism,Multicultural Education,Foreign Countries,College Students,Communicative Competence (Languages)

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students' multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020- 2021 academic year. According to the results, due to CLIL classes the students' theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students' multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.
Factors Affecting the Intention to Quit from the Teaching Profession among Vocational Teachers
Author: Preechawong, Sukritta
Date: 2021-00-00
Type: Journal Articles
Subjects: Intention,Labor Turnover,Teacher Persistence,Vocational Education Teachers,Foreign Countries,Predictor Variables,Psychological Patterns,Job Satisfaction,Life Satisfaction,Teacher Burnout,College Faculty

This paper aimed to explore the variables that influenced the intention to quit the teaching profession among vocational teachers. Moreover, the researchers examined the differences in the perception of the levels of emotional exhaustion, depersonalization, personal accomplishment, job satisfaction, and life satisfaction among vocational teachers in Thailand. The target population comprised vocational teachers from public colleges in Thailand with a total number of 29,915. The stratified random sampling technique was used for selecting the samples. The data collection involved self-report surveys from 510 vocational teachers from 55 vocational colleges in Thailand's metropolitan, north, northeast, east, and south. Correlation and regression analyses were used to examine the possible relationships among the variables and identify the significant variables. The findings reported that emotional exhaustion and depersonalization were moderate while personal accomplishment was at a high level. Job satisfaction was the strongest predictor of the intention to quit. In addition, three components of burnout influenced the intention to quit among the vocational teachers: emotional exhaustion, depersonalization, and personal accomplishment. For the implication, this study recommended a practical application in the dimension of policy improvement concerning teachers' welfare. It emphasized the need to develop programmes supporting teachers' mental health to reduce burnout and increase job satisfaction.
Higher Education Learners&apos; Attitudes towards Emergency Online Instruction during COVID-19 Pandemic: The Context of Turkey
Author: Valizadeh, Mohammadreza
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Emergency Programs,Web Based Instruction,Distance Education,COVID-19,Pandemics,Foreign Countries,Barriers

This mixed-methods study aimed at investigating the Turkish higher education learners' attitudes towards Emergency Online Teaching (EOT) under the COVID-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the COVID-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners' attention and concentration, tediousness of online lessons, learners' inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.
Students&apos; Voice on Feedback and Instructions in Academic Writing (Based on Erasmus Teaching Experience in Slovak and Hungarian University)
Author: Hundarenko, Olena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Writing Instruction,College Students,Foreign Countries,Academic Language,Comparative Education,English (Second Language),Second Language Instruction

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students' evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students' &quot;voice&quot; on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students' viewpoint rather than their supervisors'. Therefore, our task was to scrutinise the students' perspectives and based on them develop further research. Observably, the analysed data furnish more positive students' responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awakes heterogeneous opinions of the respondents. The final section of the questionnaire was aimed at finding out how instructions for writing during studies can be improved. It is notable that both groups (A and B) (from 66,67% to 100%) consider feedback, professional tutoring, online support and extra courses in writing as an effective tool for improving writing skills within academic curriculum. A logical follow-up of the study might be investigating most appropriate and &quot;customer-friendly&quot; ways of feedback and instruction. This might further instigate creating resources to support the unfolding of academic writing feedback across EFL programme Europe-wide.
Arabic Lexical Phrases
Author: Al-Dobaian, Abdullah S.
Date: 2021-10-00
Type: Journal Articles
Subjects: Semitic Languages,Phrase Structure,Phonology,Syntax,Semantics,Grammar,Linguistic Theory

The Arabic traditional grammar as well as Chomsky's mainstream theory may not be able to provide a good analysis of some fixed Arabic phrases. The challenge of such data directly stems from the fact that the general syntactic rules assumed by the two opposing theories cannot explain the syntactic and the semantic aspects of the fixed Arabic data. I argue that the Construction Grammar provides an adequate account that does not rely on syntactic structure alone, as assumed by the mainstream theory or the Arabic traditional grammar, but rather it links phonological, syntactic, and semantic information together in one basic construction by means of some correspondence rules. The Arabic data proves that there is a strong need for a linguistic theory that takes into consideration all data of different range of productivity.
Chinese Ethnic Minorities and Their Oral Poetry: A Perspective from Ethnopoetics
Author: Qin, Cai
Date: 2021-10-00
Type: Journal Articles
Subjects: Ethnography,Poetry,Oral Language,Translation,Chinese,Ethnic Groups,Literary Criticism

Ethnopoetics involves in the conducting of translation experiments on oral poems of native ethnic groups, converting its relevant oral texts into written forms. The theory of ethnographic poetry begins in the 1970s and was translated and introduced to China in the early 21st century. However, most ethnic minorities in China do not have textual writings. Their oral creations from primitive society to modern society such as epics, long poems, narrative poems, ballads, and folk songs are mostly in form of oral poetry. The collection and translation of oral poems of ethnic minorities in China began in the late 1950s, that demarcated the beginning of ethnopoetics in China. In this article, the reasons behind the collection and translation of Chinese ethnic minority oral poems will be analysed. The restoration process of ethnopoetics and the connections between the collections and the translations, and the issues on whether translation is consistent to Chinese ethnic minority oral poems will also be further elaborated. The history of Chinese ethnic minorities oral poetry traces back to a long history and consists of a variety of themes and contents. Therefore, the restoration process of ethnopoetic research on the relationship between oral culture and written culture not only have gained the attention from the Chinese academic community, but also shown strong interests by the Western academic research community and worldwide.
Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors
Author: Üstün, Bilal
Date: 2021-10-00
Type: Journal Articles
Subjects: Distance Education,Pandemics,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,State Universities,Teaching Methods,Computer Software,Educational Change,Learning Processes,Technological Literacy,Teacher Student Relationship,Barriers,Educational Benefits,Time Management,Foreign Countries,College Preparation

This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students' speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education.
Electronic Complaints: An Empirical Study of Negative Reviews from Amazon.com Users
Author: Kiliç, Ali
Date: 2021-10-00
Type: Journal Articles
Subjects: Web Sites,Negative Attitudes,Internet,Purchasing,Discourse Analysis,Computational Linguistics,Corporations,Written Language,Computer Mediated Communication,Pragmatics,Speech Acts,Technical Support

Unprecedented advances have been seen in E-commerce with the spread of digital commerce and customer relations on commercial websites, such as Amazon. As a result, investigation of this type of communication has opened up new horizons for discourse analysts. This study aims to identify the complaint strategies used by customers and the reasons behind them. With this in mind, the researchers formed a corpus of the most helpful negative reviews posted on Amazon. Similar to previous studies on complaints in spoken communication, the present analysis investigated the different complaint strategies speakers used to formulate their complaints. Additionally, politeness strategies and face concerns were examined in these complaints. The results indicated that customers used eight different complaint strategies, the most frequent being showing their disappointment, anger and annoyance while making their complaints. The reasons for their complaints were delivery problems and unhelpful customer services behaviours.
Visual Analysis plus Hierarchical Linear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students
Author: Hasko, Janna
Date: 2022-05-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Syntax,Morphology (Languages),Teaching Methods,Kindergarten,Young Children,Grade 1,Intervention,Hierarchical Linear Modeling

We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.
Experiences of Graduate Students in Turkish Education during the COVID-19 Pandemic Process
Author: Bi?çer, Nursat
Date: 2021-10-00
Type: Journal Articles
Subjects: Graduate Students,Educational Experience,Pandemics,COVID-19,Videoconferencing,Content Analysis,Student Attitudes,Distance Education,Foreign Countries,Doctoral Students,Attention,Time Management,Barriers,Student Research,Libraries,Educational Benefits,Phenomenology

The aim of this study is to reveal the experiences of graduate students in the field of Turkish education during the pandemic process. Phenomenology design, one of the qualitative research methods, was used in the research. The sample of the research consists of graduate and doctoral students studying at different universities. Easily accessible case sampling was used to determine the study group. The data of the study were collected with the interview guide prepared by the researchers and given the final shape after the expert opinion was taken. The study group was reached by using internet tools (Zoom) and data were collected. The content analysis of data was made. As a result of the research, it was seen that during the pandemic process graduate students experienced advantages such as increased technological opportunities, accessing to online materials easily, time saving and efficient studying opportunities. However, disadvantages such as inefficient lessons, lack of interaction, inability to focus on lessons, data collection problems, and inability to benefit from libraries were also revealed as problems experienced by graduate students. Students expect technological opportunities to continue, but to ensure normalization in some issues that cannot be resolved with these opportunities. They think that face-to-face education is more qualified, communication is better, and research can be done more effectively.
Participation and Independence with Low Literacy: Selected Findings of the LEO 2018 Survey on Low Literacy in Germany
Author: Buddeberg, Klaus
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Literacy,Reading Skills,Writing Skills,Surveys,Adults,Adult Education,Technological Literacy,Health Behavior,Access to Health Care,Employment Level,Educational Attainment,Personal Autonomy,Political Attitudes

This paper presents findings by the &quot;LEO Survey 2018 -- Living with Low Literacy.&quot; It found that in Germany 12.1% of the adult population (aged between 18 and 64 years) have low literacy skills. This paper questions existing assumptions about the everyday life of adults with low literacy. Based on variables on everyday practices, we work out in which areas of life low literacy leads to exclusion from participation -- specifically in terms of health, politics, and digital practices. While our analysis did not find an exclusion in online writing, it revealed differences in the autonomy and in the ability to understand information and to assess its trustworthiness for adults with low literacy skills.
Shifting the Gaze: From the Numerate Individual to Their Numerate Environment
Author: Evans, Jeff
Date: 2021-00-00
Type: Journal Articles
Subjects: Adults,Numeracy,Foreign Countries,Affordances,Environment,Opportunities,Barriers

Drawing on the concept of the &quot;literate environment,&quot; the authors conceptualise the numerate environment to explore the development of adults' numeracy. Numerate environments provide opportunities, supports, and demands for numeracy practices. Case studies of domestic energy bills in the UK and of the currency conversion process to the euro in the Slovak Republic from 2009 illustrate opportunities, supports, and demands on adults. We use the idea of affordances to understand inter-relations among these three key aspects. We show the importance of considering affordances at different levels of the environment, which we call here individual, mid-level, and societal or national levels. Implications for numeracy policy and learning are explored.
Teaching Writing to Adult Literacy Students from Harlem and the Bronx
Author: Pugh, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Adult Literacy,Adult Students,Equivalency Tests,High School Equivalency Programs,Minority Group Students,Writing Assignments

This article describes strategies used by the author in intermediate level reading, writing and social studies-history GED classes in Harlem and the Bronx. Since four out of five of the New York State TASC exams are based on reading, I assign extensive reading and discussion, as well as strategies for answering multiple-choice questions. In addition to a textbook, I make copies of readings that emphasize the students' history--beginning with Columbus to African slavery--and current issues in their communities.
Looking for Problem Scenarios with Robotic Coding: Primary School Example in Turkey
Author: Demir-Kaçan, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Thinking,Problem Solving,Robotics,Elementary School Students,Coding,Clubs,Grade 3,Grade 4,Freehand Drawing,Student Attitudes,Self Evaluation (Individuals)

Students can develop their creative thinking processes and problem scenarios with robotic applications. Therefore, the research objective is that robotic applications can solve students' problem scenarios. This study was conducted in Samsun/Turkey in the Ministry of Education for 10 weeks and involved 8 elementary school students.. For this study, we made two things which are the necessary configurations developed by an expert researcher, another one is robotics coding training which other field expert researchers carried out. After studying problem scenarios and robotic coding training, students were provided with the problem scenarios to bring solutions with robotic coding. In this study, it was found that although most of the students proposed different solutions to the given scenario, there were also students who proposed similar solutions. At the end of the study, students had very different approaches to the scenarios and students designed some robots as we can see. [This study was presented as an oral presentation at &quot;The Twelfth International Congress of Educational Research.&quot;]
Mediator Role of Social Appearance Anxiety in the Relationship between Socio-Cultural Attitudes towards Appearance and Body Image Flexibility
Author: Acar, Sinem
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Influences,Anxiety,Cultural Influences,Human Body,College Students,Self Concept,Social Values,Foreign Countries

This study examines the role of social appearance anxiety in the relationships between socio-cultural pressures, internalization of socio-cultural values, and body image flexibility. Designed as correlational survey research, the study sample comprises 748 students in a university in Turkey. Data of the study is collected with three data collection tools: &quot;Socio-Cultural Attitudes Towards Appearance Scale&quot;, &quot;Social Appearance Anxiety Scale&quot;, and &quot;Body Image Flexibility Scale&quot;. A simple mediation model, which was applied with regression-based mediation analysis, shows that social appearance anxiety is a mediator on the relationships between socio-cultural pressures, internalization of socio-cultural values, and body image flexibility.