ethanporcaro/eric-fulltext-meta huggingface dataset:
Difficulties Encountering Multileveled Classes Teachers in Teaching Reading Comprehension (a Case Study of Cambridge Training Centers and British Educational Institutes in Khartoum State, Sudan)
Author: Abualzain, Osama Yousif Ibrahim
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Reading Comprehension,Barriers,Mixed Age Grouping,English (Second Language),Second Language Instruction,Teaching Methods,Teacher Education,Teacher Competencies,Reading Instruction,Reading Difficulties,Teacher Attitudes

The study aims at investigating the difficulties encountered by English centers teachers of multileveled classes in teaching reading comprehension, and suggests some suitable strategies that can alleviate the problems. To run the study, thirty-four language center teachers from Khartoum State are the sample of the study. A questionnaire, supported by classroom observation, was the collecting data tool. The quantitative method matches this type of research. The findings of the study reveal that the difficulties encountered by multileveled classes teachers attributed to the students' limited vocabulary, poor background knowledge, annoying reading materials, lack of teachers' training, and adverse selection of suitable strategies. The findings of this study are of high value for syllables designers as well as multileveled classes teachers. Teachers have to adopt adequate strategies, choosing attractive reading materials, and they should be equipped with the required training.
Perception of Saudi EFL Learners and Teachers towards the Use of Listening Transcript in the Listening Lessons
Author: Jamal, Mariuam
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Instruction,Listening Skills,Teaching Methods,Student Attitudes,College Faculty,Teacher Attitudes,Skill Development,Audio Equipment,Listening Comprehension,Females,Pronunciation,Written Language,Transcripts (Written Records)

Undergraduate learners learning English in the Kingdom of Saudi Arabia often complain that they face problems in understanding audios played in their listening skills' classroom. Audio materials are recorded by native English speakers at a speedy pace with challenging linguistic or content input in unfamiliar or less familiar contexts or situations. As it is observed in classes of listening skills, listening materials are more focused on teaching test instead of teaching listening acquisition. Teachers play the audios, students do a variety of exercises and activities (fill-in-the-blanks, multiple-choice, short writing questions, matching and pronunciation practice), and conclude the lesson with 'right/wrong' feedbacks or shift to teaching another skill. In both cases, listening lessons provide insufficient internalization of comprehensible input. The present study explored perceptions of Saudi English as a Foreign Language (EFL) undergraduates and EFL teachers towards the use of 'Listening Transcript' (LT) in lessons of listening skills. It investigates if LT help students in overcoming the difficulties that they face in bottom-up processing and top-down processing and what EFL teachers think about the pedagogical value of LT and ways of using it in the lessons of listening skills. It is a mixed method of research. It employs survey to collect quantitative data in the form of a 15-item questionnaire of 60 female Saudi undergraduates and a semi-structured interview of 10 EFL teachers in King Khalid University (KKU), Abha, Saudi Arabia to gather qualitative data. The result of the study shows that LT plays a more decisive role in developing bottom-up skills like identifying segmental suprasegmental features of speech, recognizing words, recalling information, relating with real life, selecting words, restating and explaining the content than developing top-down skills (high order skills) like distinguishing information, comparing and contrasting, judging, and formulating your learning. The study finds there is a need for designing strategies to use LT more creatively and powerfully.
Fostering Critical Thinking, Creativity, and Language Skills in the EFL Classroom through Problem-Based Learning
Author: Cosgun, Gulcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Creativity,21st Century Skills,Thinking Skills,Skill Development,Language Skills,English (Second Language),Second Language Learning,Second Language Instruction,College Second Language Programs,College Students,Student Attitudes,Problem Based Learning,Program Effectiveness,Foreign Countries

Although problem-based learning (PBL) approach in L2 classrooms might enhance students' critical thinking and creativity while contributing to their language development, its role in these classrooms has not been fully explored. Therefore, adopting a mixed method approach, this study aimed at exploring the changes in 68 Turkish tertiary-level EFL students' critical thinking and creativity in addition to their language abilities before and after participating in a PBL program. Convenience sampling was used in the research and students were sampled simply because they were convenient sources of data. Quantitative data gathered through the 21st century skills scale and pre and post language tests were analyzed through both descriptive and inferential analysis for comparison. Since the data were normally distributed, a paired t-test was conducted to compare the scores for the language achievement tests and the scales. The qualitative data gathered through an open-ended questionnaire were analyzed through a constant comparative data analysis method. The researchers coded the qualitative data set by identifying categories, patterns and codes. The findings indicated a statistically significant increase in students' level of critical thinking and creativity and improvement in their language scores. Hence, this paper might provide a model for English teachers to integrate PBL in their classrooms to promote their students' language skills as well as their critical thinking and creativity.
Impacts of GIS Based Materials in Teaching Relationship between Faults and Earthquakes in Turkey
Author: Yagbasan, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Maps,Seismology,Geographic Concepts,Geography Instruction,Instructional Effectiveness,Instructional Materials,Spatial Ability,Teaching Methods,High School Students,Grade 10,Academic Achievement,Geology,Urban Areas,Foreign Countries

The main objective of this experimental study was to reveal the importance and effectiveness of the Geographic Information Systems (GIS) based materials in the course of the earthquake topic to high school 10th grade students. The selected topic of the study was &quot;The relationship between faults, plate movements and earthquakes in Turkey&quot;. The study was designed according to the pretest-posttest control group pattern. For this purpose, two homogeneous classes with 20 students each were selected via convenience sapling method in Çamardi 75th Year Martyr Lieutenant Mehmet Erdem Multi-Programme Anatolian High School in Nigde province of Turkey. One of the classes was considered as the experimental group and the other control group. The data were collected using a multiple-choice test comprising 27 questions developed in line with the Geography Education Curriculum of the Ministry of Education by the researchers. Within the content of the study; following the pretest, the control group was taught via conventional method and materials. And the experimental group was taught utilizing the materials prepared by GIS with ArcGIS 10.2 software indicating the relationship between the distribution of active faults and historical earthquakes (with magnitudes 5 and more) in Turkey. After posttest, the data obtained were analyzed through t-test in SPSS 22.0. The results revealed that the experimental group had higher score than the control group, which showed the significant effect of GIS based materials on student success. It was also determined that GIS based activities significantly increased the achievement level of the students compared to the conventional methods, and GIS platforms had significant potential in secondary school geography courses as an effective educational tool.
Impacts of Music Education on Different Areas of Personal Development
Author: Sökezoglu Atigan, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Foreign Countries,Cognitive Development,Physical Development,Mathematics Education,Academic Achievement,Attention Control,Literature Reviews

Different issues that cause anxiety in people such as future plans, academic success, self-confidence, and health have caused increase in the number of researches focusing on the role of art and music in life. The support of music education in many different development areas of individuals, especially children, has been proven by many studies in the literature. These examples have been analyzed in this research study besides the studies focusing on the impacts of music on adults. It is observed that some studies focus on instrumental music education while some others focus on different musical activities. The basic purpose of this study is to present the effects of music education on different areas of personal development. A detailed literature review process is followed in the scope of this research; numerous Turkish and foreign resources are analyzed and the data are obtained with document review technique. In line with the obtained data, the impact of music on mathematics, brain, cognitive, and physical development, academic success, attention development, and the impact of music on individuals that have different learning abilities are separately analyzed in this research study.
Elementary School Students&apos; Views on Process-Based Writing Modular Program Intervention and Writer Identity
Author: Tavsanli, Ömer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Writing Processes,Intervention,Learning Modules,Identification (Psychology),Grade 2,Foreign Countries,Writing Achievement

This research aimed to examine the effects of process-based writing modular program on writer identity. Process based writing modular program has been developed by considering process-based writing approach. In this study, quasi-experimental design with a pretest-posttest was used. The research was carried out with six second grade students. The data was collected through semi-structured interview questions and content analysis method was used in the analysis of the data. The results showed that process-based writing modular program supported the students to think more about the writing subject. In addition, it was found out that the students were more positive about the editing and sharing of the writings they wrote. After the program, it was seen that the students gained sensitivity not only in terms of content but also in terms of formatting. In this process, it was determined that students diversified their writing content and subjects and became willing to write in different text types. In addition, it was found in the post-interview that the discourse about the importance of writing to the students increased.
Evaluation of Secondary School Students&apos; Attitudes towards Physical Education and Sports Classes: A Meta-Analysis Study
Author: Böke, Hulusi
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Physical Education,Gender Differences,Geographic Regions,Foreign Countries,Instructional Program Divisions,Grade 5,Grade 6,Grade 7,Grade 8,Sample Size,Time

The study aimed to examine the effects of secondary school students' gender variable and the variables that could be moderators on their attitudes towards physical education and sports classes. The study adopted the meta-analysis method, which is one of the methods of synthesizing research results, constituted the research model. Within the scope of the study, researches on secondary school students' attitudes towards physical education and sports classes were examined, and the findings obtained constituted the main data source of this study. As a result of the meta-analysis, it was revealed that there was no publication bias. According to the fixed effects model, the average effect size value was d = 0.083 in favor of male students, and 0.081 in the random effects model. As a result of the moderator analysis, it was determined that the researcher (s) was not a moderator for the calculated average effect size of the variables such as gender, research region, research type, class level, research year and sample number. In short, the gender variable had almost no effect on secondary school students' attitudes towards physical education and sports lessons.
A Comparative Study on TPACK Self-Efficacy of Prospective Biology Teachers from the Faculties of Education &amp; Science
Author: Tafli, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Self Efficacy,Preservice Teachers,Biology,Scores,Schools of Education,Science Departments,Comparative Analysis

Due to different implementations in the execution of the teaching profession in Turkey, the aim of the study was to compare the Technological Pedagogical Content Knowledge (TPACK) self-efficacy levels of prospective Biology teachers' Faculty of Education (FoE) and the Faculty of Science (FoS) between 2013-2014 and 2017-2018 academic years. The research was carried out using a screening model, one of the quantitative research techniques. The participants of this study were selected via convenience sampling method, and consisted of a total of 342 volunteer prospective teachers, 138 from the faculty of education and 204 from the faculty of science. The data collection tool was the TPACK self-efficacy scale. The data were analyzed using independent sample T-test and one-way ANOVA, separately in five academic years. The results revealed that the TPACK self-efficacy scores of prospective Biology teachers of the faculty of education was higher than those who graduated from the faculty of science. In addition, when compared over the five academic years, it was also found that there was a significant difference among them in favor of the prospective Biology teachers of the faculty of education.
A Comparison of Kazakhstani and Turkish English Language Teacher Education Curricula
Author: Baimbetova, Zhanar
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Curriculum,Comparative Education,Teaching Methods,Student Teachers,Language Teachers,Foreign Countries,Language Proficiency,Curriculum Design,Second Language Learning,Second Language Instruction,English (Second Language),Practicums,Institutional Characteristics

The current paper reports the findings of a comparative study about the curricula designed for the English language teacher education programs (ELTEPs) in two countries, namely Kazakhstan and Turkey. The comparative analysis of the curricula focuses on the specific courses taken by the prospective teachers of English in each country. The courses are grouped under the categories of linguistic competence/L2 proficiency, pedagogic competence, and managerial competence to analyze the similarities, and differences between the two curricula. The findings show that the ELTEP curriculum in Turkey offers a substantial number of pedagogic courses whereas it offers considerably fewer courses related to improving student teachers' linguistic competence. Although the Kazakhstani ELTEP curriculum incorporates and balances the linguistic and pedagogic competencies to a certain degree, less importance is attached to foreign language teaching methodology courses. The study highlights the need of increasing the number of foreign language teaching methodology courses addressing the pre-service teacher's pedagogic competence in the Kazakhstani ELTEP. Furthermore, the study reveals the non-course-related similarities and differences between the ELTEPs in Turkey and Kazakhstan in the following variables: the length of education, the total number of credits needed for graduation, the practicum length, the school types where graduates can work after graduation, and the steps they have to take to start teaching officially.
A Corpus-Based Study on the Authenticity of Dialogues in the B1-B2 Levels ELT Coursebooks Used in Turkey
Author: Çakmak, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Textbooks,Language Usage,Authentic Learning,Native Speakers,Intuition,Language Fluency,Speech Communication,Dialogs (Language),Comparative Analysis,Educational Environment,Language Proficiency,Rating Scales,Guidelines,Content Analysis,Teaching Methods,Foreign Countries

Because speaking appropriately and fluently is the ultimate goal in a foreign language learning process, the authenticity of dialogues in the ELT coursebooks becomes even more significant. However, it is rather doubtful whether the dialogues have the function of preparing students for the English language they are likely to encounter in daily life or not. For that reason, this study uses a corpus of ELT coursebooks to compare the language which the students encountered in school, so-called the term &quot;school English&quot; (Mindt, 1996, p. 232) with authentic English usage. The study investigates to what degree the items in the dialogues in the B1-B2 levels ELT coursebooks correspond to authentic language use by means of corpus results and native speaker's intuition. The &quot;Spoken BNC2014&quot; is used as a reference corpus and corpus data is analyzed through &quot;Sketch Engine,&quot; an online corpus tool. Content analysis method is used to analyze qualitative data obtained from native speaker comments. Corpus based research results indicate that the dialogues in the coursebooks underrepresent the functional categories with pragmatic functions suggested by O'Keeffe et al. (2007). In qualitative research, the native speaker revealed a lot of inauthentic and erroneous language use in dialogues in the coursebooks. At the end of the study, it was found that there is a discrepancy between ELT coursebooks language and authentic language use. Lastly, the study emphasizes the significance of corpus methods and native speaker supports to material development for coursebooks' writers in the Ministry of National Education.
Adaptation of the &quot;Fear House&quot; Child Fear Scale to the Turkish Population: A Validity and Reliability Study
Author: Halmatov, Sultanberk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Fear,Translation,Russian,Turkish,Test Validity,Young Children

This study aims to adapt the &quot;Fear House&quot; scale developed by Zaharova and Panfilova (1999) for determining children's fear to the Turkish culture. Scholars and experts usually prefer to make children draw things to detect their fears. This technique can be used as an alternative for children who do not like to draw. The study group comprises 358 children who study in the central district of Agri province during the 2016-2017 academic year. As this is a scale adaptation study, the adaptation to the Turkish language was completed by two coders with good command of Russian language for the language validity. Afterwards, two researchers translated it back into Russian. As the language validity was achieved, the validity and reliability analysis of the scale was performed. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied to determine scale validity. The results revealed that it has a 6-factor structure comprising 31 items. The scale reliability was achieved through internal consistency and semi-reliability analyzes regarding the scale total and subscales. It can be argued that &quot;Fear House&quot;, adapted to Turkish culture, is a reliable and valid measurement tool to determine the fear of children aged 4-6 according to the EFA, CFA and reliability test results.
Quantitative Analysis of the Foreign Language Anxiety: Chinese and Pakistani Postgraduates in Focus
Author: Malik, Sameena
Date: 2020-03-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Anxiety,Classroom Communication,Language Proficiency,Self Efficacy,Student Attitudes,Graduate Students,Public Colleges,Young Adults,Likert Scales,Foreign Countries

The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz's foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.