ethanporcaro/eric-fulltext-meta huggingface dataset:
Feedback Treatments, Writing Tasks, and Accuracy Measures: A Critical Review of Research on Written Corrective Feedback
Author: Thi, Nang Kham
Date: 2021-11-00
Type: Journal Articles
Subjects: Accuracy,Feedback (Response),Second Language Learning,Second Language Instruction,Writing Skills,Writing Instruction,Writing Evaluation,Guidelines,Research Reports,Literary Genres,Error Correction,Instructional Effectiveness,Teaching Methods,Grammar

With a considerable emphasis on the role of feedback in L2 writing, the effectiveness of written corrective feedback (WCF) has been investigated extensively over the past 25 years. Conflicting findings have been reported regarding the efficacy of WCF in developing learners' written accuracy. This paper provides an in-depth analysis of research on three key variables impacting the effects of WCF: feedback treatments; writing tasks with more/less cognitive and reasoning demands; and L2 written accuracy measures. Forty-two primary studies published between 2000 and 2020 were retrieved and coded following PRISMA guidelines. Results revealed variations in both feedback treatments and written accuracy measures with distinctive advantages and pitfalls. Further divergent issues concern the application of different genres of writing tasks that demand learners' various cognitive and linguistic efforts. These variations make it difficult to compare results across empirical studies. The findings contribute to a better understanding of why and how uniform criteria for selection of writing tasks and accuracy measures can ensure the comparability of studies.
Instructor- versus Peer-Based Participation Scores in EFL Classes: Comparisons and Correlation to Oral Proficiency
Author: Spring, Ryan
Date: 2021-11-00
Type: Journal Articles
Subjects: Scores,Second Language Learning,Second Language Instruction,Oral Language,Language Proficiency,Correlation,Language Fluency,Speech Communication,Grades (Scholastic),Peer Relationship,Teamwork,Teacher Student Relationship,Student Evaluation,Japanese,Native Language,Student Projects,Active Learning,Foreign Countries,Undergraduate Students,Accuracy,Pretests Posttests,Language Tests

This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = 0.187, p = 0.053) and that the former is more associated with improvement in fluency (r = 0.266, p = 0.005), but that the latter is strongly associated with pre-class levels of fluency measures such as trimmed speech rate (r = 0.364, p &lt; 0.001). However, neither measure of participation was particularly correlated with post-class levels of fluency. Therefore, some caution is required by instructors when using in-class participation scores. While it is important to encourage students to improve by participating in classes, the methods of assigning participation scores examined in this paper may not be appropriate as a part of the composite final grade in the class as they do not correlate well to final skill level.
Virtual Reality in ESL Teacher Training: Practical Ideas
Author: Zhang, Ying
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,English (Second Language),Second Language Instruction,Language Teachers,Elementary Secondary Education,Preservice Teacher Education,Educational Technology,Technology Uses in Education

The use of technology, such as Virtual Reality (VR), has started to take place in K-16 classrooms. Research indicates potential advantages of embedding VR into the curriculum in terms of higher motivation, increased self-expression, better achievement in content knowledge, and improved linguistic knowledge and higher order thinking skills. As a response to the call that more effort is needed to examine how teachers use technology in working with ELs, this preliminary work attempts to shed some light for teacher educators by providing curriculum examples in which teacher candidates collaboratively design teaching materials using VR with K-12 ELs. Grounded in multimodality, Second Language Acquisition (SLA), sociocultural theory, and cooperative learning, the paper explains the relationship between theories and practices, provides a literature review on the use of VR in education, and shares curriculum examples. The paper discusses how VR may be implemented in K-12 ESL classroom settings and reminds teacher educators to take consideration of a variety of factors.
The Influence of L1 on the Acquisition of L2 Collocations: Turkish ELT Students
Author: Yigit, Gökhan
Date: 2021-11-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Turkish,Transfer of Training,Phrase Structure,Scores,Comparative Analysis,Vocabulary Skills,Language Tests,Accuracy,Decision Making,Error Analysis (Language),Reaction Time,Foreign Countries,Undergraduate Students,State Universities

This study aimed at investigating the influence of L1 (Turkish) on the acquisition of L2 (English) collocations by comparing the scores of two Turkish ELT student groups with a phrase-judgment test. The test included both congruent and incongruent collocations as well as unrelated word combinations. The participants whose vocabulary levels were defined as 3000-word level (low level) and 5000-word level (high level) according to Vocabulary Level Test (VLT), which was developed by Schmitt et al. (2001) were asked to judge whether the expressions were acceptable in English. The scores of the low-level and high-level students were compared in terms of their error rates and reaction times to the collocations. The overall results indicated that participants in both groups made more errors with incongruent collocations than congruent collocations. Their reaction times were also longer with incongruent collocations than with congruent collocations. However, the data yielded nonsignificant results in terms of the vocabulary levels of the participants for both error rates and reaction times.
Digital Game-Based Pedagogical Activities in Primary Education: A Review of Ten Years&apos; Studies
Author: Sun, Liping
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Learning Activities,Elementary School Students,Literature Reviews,Outcomes of Education

In primary education, digital games give students the opportunity to explore and participate in digital learning environments. Several researchers have found that digital game-based learning in primary education has many benefits. However, studies have also identified certain problems related to the use digital games in learning. This paper presents the findings of a systematic review of empirical studies published between May 2009 and May 2019 focusing on students' learning outcomes and teachers' pedagogical activities in digital game-based learning in primary education. The results indicated that support, guidance, and interaction are the most frequently used pedagogical activities during gameplay sessions in primary education and that teachers' most significant concern with regard to learning outcomes is knowledge acquisition, followed by attitude and motivation, skill outcomes, and behavior change. The findings will be useful for enabling researchers and teachers to integrate effective pedagogical activities into digital game-based learning strategies. Further studies are proposed to explore teachers' competencies in relation to digital learning environments in primary education.
Exergaming Effects on Physical Activity Beliefs and Intention among At-Risk Hispanic Youth
Author: Krause, Jennifer M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,At Risk Persons,Beliefs,Intention,Physical Activity Level,Life Style,Obesity,Health Behavior,High School Students,Self Efficacy,Physical Education,Video Games,Physical Activities,Motion,Low Income Students,Student Attitudes

With the increase of childhood obesity and sedentary behavior, it is essential to discover innovative ways to motivate youth to be more active. Many Hispanic children in the United States in obesogenic environments particularly lack opportunities for physical activity (PA). Exergames (i.e., motion-based video games) may enhance PA among at-risk populations. This study investigated the impact of exergaming on at-risk, Hispanic high school students with respect to physical activity self-efficacy (PA-SE), PA enjoyment, and intention to be physically active through a 10-week Exergaming Activity Program. Instrumentation included the PA-SE Questionnaire and the PA Enjoyment Scale. Paired-samples t-tests, confirmed by Wilcoxon signed rank tests for paired data, revealed that PA-SE, PA enjoyment, and PA intention increased from the beginning to the end of the program, but PA intention was the only measure that was statistically significant. Results provide insight for physical educators and PA leaders into a possible way to increase PA among at-risk youth living in environments where outside PA opportunities are scarce or unsafe.
Influential Factors on Technology-Based Learning in Science, Mathematics, and Engineering (SME): A Case-Analysis from 305 Studies
Author: Liu, Leping
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,STEM Education,Mathematics Education,Science Education,Engineering Education,Elementary Secondary Education,Higher Education,Course Content,Design,Educational Trends,Interaction,Motivation,Social Media,Predictor Variables

With new technology tools available for educators and students, effectively using these tools to improve teaching and learning has become a constant theme for research and practice in the field of education. In this study, case-analysis was conducted on 305 published studies (from 140 peer-reviewed regional, national and international journals) that explored the effect of using technology on student learning in science, mathematics, and engineering (SME) at K-12 and university levels. Seven factors were summarized (&quot;Content Design,&quot; &quot;Technology Design,&quot; &quot;Integration Design,&quot; &quot;Interactive Learning,&quot; &quot;Motivation,&quot; &quot;New Trends in Content,&quot; and &quot;New Trends in Technology&quot;) and used to generate a logistic predictive model. The model suggests that five of the seven factors significantly predicting the probability of a technology-based SME learning experience to be successful. A technology integration model was tested with the case analysis. Static and dynamic instructional design models and new trends in e-learning are also discussed.
Early Mathematics Learners&apos; Numerical Errors: Consequence of Poor Learners&apos; Comprehension and Teachers&apos; Instructions
Author: Bayaga, Anass
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mathematics Instruction,School Closing,Error Patterns,Grade 3,Elementary School Students,Reading Skills,Teaching Methods,Word Problems (Mathematics),Distance Education,Barriers,Elementary School Teachers,Foreign Countries

While the coronavirus disease 2019 (COVID-19) is still considered as a pandemic in recent human history, evidence from World Health Organization (2021) so far has recorded a total of 116,521,281 confirmed cases of COVID-19 with 2,589,548 as a total of deaths from over 215 countries or territories worldwide. Recognizing that COVID-19 is not only pandemic since March 11, 2020, but spreading worldwide at unprecedented rate, number of sectors including schools and universities as a measure to minimize person-to-person transmission closed their services. Such an uncertain closure warranted restructuring of services provided by schools and universities. The challenges therefore have necessitated the current research to investigate and alleviate challenges brought about by the COVID-19. In essence, the present research's aim was to report on early mathematics learners (foundation phase) numerical errors, which is as a consequence of poor learners' comprehension and teachers' instructions. Based on the aim, the study was positioned within a cognitive theory in order to examine processing of numerical competence among early mathematics learners. A case study via 80 grade 3 learners with ages 8 and 9 was sampled. A textual analysis was used in unpacking and de-contextualizing processing of numerical competence by early mathematics learners. The evidence revealed learners' mathematical mistakes were caused from limited reading skills and ill-presented problems via teachers. Due to the need to teach children at home (home school) due to the COVID-19, it is hoped that the findings thus assist audience, including non-academic and parents, who grapple with poor instructions coupled with poor learners' comprehension.
Development of Distance Education Attitude Scale for Teachers: A Study of Validity and Reliability
Author: Deniz, Serpil
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Distance Education,Teacher Attitudes,Test Validity,Test Reliability,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Factor Analysis

The purpose of this study is to examine the validity and reliability of the Distance Education Attitude Scale for Teachers, which was developed to reveal teachers' attitudes towards distance education during the COVID-19 outbreak. Statistical analyses were performed on 458 of the collected forms. The study group was randomly divided into two and the EFA process was conducted with 205 participants and the CFA process with 253 participants. KMO and Bartlett tests were performed to determine the suitability of the data for EFA. The KMO value was 0.0885 and the Bartlett test was statistically significant (X[superscript 2]=3141, df=703, p&lt;0.001). EFA results show that the DEASFT structure consists of 21 items and two factors, and these factors are named as &quot;Benefits of Distance Education&quot; and &quot;Limitations of Distance Education&quot;. CFA was applied on the data of 253 different people to the factor structures obtained as a result of AFA Analyses. One item was dropped from the scale because p values (0.178) is bigger than 0.05. According to fit indices (X[superscript 2]/df &lt; 1.5, CFI=0.953 &gt; 0.9, TLI=0.942 &gt; 0.9, SRMR=0.0735 &lt; 0.8, RMSEA=0.0427 &lt; 0.05), the scale is validated. The final version of scale has two factors and 20 items. Cronbach Alpha and composite reliability coefficients were calculated for reliability. For factor 1 Cronbach [alpha]=0.847 and McDonald's [omega] =0.836. For factor 2 Cronbach [alpha]=0.815 and McDonald's [omega] =0.845. The results of the analysis show that the scale is a valid and reliable measurement tool for determining teachers' attitudes towards distance education.
Creative Thinking Skills in Social Studies Written Exam Questions
Author: Ozalp, M. Talha
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Tests,Test Items,Creative Thinking,Thinking Skills,Item Analysis,Test Construction,Secondary School Teachers,Foreign Countries

In this study, Social Studies teachers tried to examine the questions in their exams according to their creative thinking skills. In the study document analysis and semi-structured interview methods were used for this purpose. A total of 2,065 questions were examined from the examinations prepared by 61 teachers working in 20 different schools in Ortahisar, which is in the central district of Trabzon. The exam questions were examined in terms of the question types commonly used in education, their class levels and their status for creative thinking skills according to their subjects. The SPSS program was used in the analysis of the questions and the findings were presented using frequency and percentage tables and graphs. Interviews with teachers were analyzed by descriptive analysis method. The themes were created from the data obtained from the interview answers. The themes were reflected on the tables according to the frequency of the teachers' answers. For better understanding of the findings, examples of the teachers' exam questions and direct quotations from teachers' answers are given under the tables and graphics. As a result of the research, it was determined that the exam questions prepared by the social studies teachers were inadequate to develop and measure the creative thinking skills of the students.
Examination of the Correlation between 8th Grade Students&apos; Cyber Bully/Victim Behaviors and Their Self-Confidence Values
Author: Kaplan, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Victims,Bullying,Computer Mediated Communication,Social Studies,Technological Literacy,Correlation,Self Esteem,Secondary School Students,Public Schools,Private Schools,Foreign Countries,Student Attitudes

In the study, the correlation between cyberbullying and cyber victimization, which is included in the digital literacy skill in the Social Studies Curriculum, and self-confidence value was examined. From this point of view, the research aims to determine the degree and direction of the correlation between 8th grade students cyberbully/victim behaviors and their self-confidence value. As a data collection tool; The CyberBully/Victim Scale developed by Ayas and Horzum (2010); The Self-Confidence Scale developed by Akin (2007), and the Personal Information Form developed by the researcher were used to access personal information. The research sample consists of a total of 455 students studying at the 8th grade of public and private schools in the Nilufer, Yildirim, and Kestel districts of Bursa. Spearman's Rho Correlation analysis was used in the analysis of the data. As a result of the study, a statistically significant moderate-level inverse correlation was found between students cyberbully/victim status and their tendency levels of self-confidence.
Examination of Turkish Language Teachers&apos; Self-Efficacy Perceptions of Teaching Thinking Skills in Terms of Various Variables
Author: Seker, Zeynep Cin
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Language Teachers,Teacher Attitudes,Self Efficacy,Measures (Individuals),Thinking Skills,Teaching Methods,Pandemics,COVID-19,Teaching Experience,Educational Background,Foreign Countries

The aim of this study was to examine Turkish Language teachers' self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. &quot;Teachers' Self-efficacy towards teaching thinking scale&quot; was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers' self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers' self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers' self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers' self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.
The Relationship between Nomophobia and Depression, Anxiety and Stress Levels of University Students
Author: Çakmak Tolan, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Telecommunications,Handheld Devices,Anxiety,Incidence,College Students,Stress Variables,Correlation,Measures (Individuals),Student Attitudes,Student Behavior,Mental Health,Undergraduate Students,Foreign Countries

In today's world, smartphones are an indispensable part of people's daily lives because smartphones facilitate daily routines. However, problematic or excessive use of smartphones can cause some psychological problems. Nomophobia is considered as one of the psychological problems caused by excessive use of smartphones. Nomophobia is referred to as modern age phobia and refers to irrational fears and anxieties of a person who cannot access or communicate with their mobile phone. Therefore, this study examines the prevalence of nomophobia among college students, behavioral patterns associated with nomophobia, and reveals the relationship between nomophobia and depression-anxiety-stress. A personal questionnaire, the Depression Anxiety Stress (DASS-42) and Nomophobia (NMP-Q) scales were used to investigate the research questions. Descriptive statistics, one-way analysis of variance (ANOVA), independent samples t-test, Pearson correlation coefficient and simple linear regression methods were used to analyze the data. The results show that the level of nomophobia among college students is higher than average. There were significant differences between the level of nomophobia and the college students' behaviors such as carrying a charger, checking the smartphone after waking up, checking the phone frequently during the day, the duration of daily smartphone use, and the time of internet use through the smartphone. A positive correlation was found between nomophobia and depression-anxiety-stress level. Finally, in the regression analysis, the model was found to be statistically significant. This result shows that the level of nomophobia is a significant predictor of the level of depression and anxiety stress. The results obtained show that nomophobia has negative impact on mental health.
Examining the Relation between Social Support Level, Family Indomitableness Level and Life Satisfaction Levels Perceived by Parents with Disabled Children
Author: Yavuz, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Support Groups,Family Environment,Life Satisfaction,Parent Attitudes,Disabilities,Children,Correlation,Coping,Stress Management

In the present study, the purpose was to examine the relation between the social support levels, family indomitableness levels and the life satisfaction levels perceived by parents of children with disabilities. The Descriptive-Correlational Research Model was used as the model in the study. The parents of 231 children with disabilities participated in the study. The Pearson Correlation Analysis and Multiple Linear Regression Analysis were made for the analyses of the data. According to the study results, a positive correlation was detected between the perceived social support levels, family indomitableness, and life satisfaction. It was determined that the perceived social support levels and family indomitableness explained 40% (R2) of life satisfaction.