ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination for Teaching the Create and Acoustic Characteristics of Guhu of the Zhuang Ethnic Group in Guangxi, China
Author: Wu, Hao
Date: 2023-00-00
Type: Journal Articles
Subjects: Acoustics,Ethnic Groups,Music,Musical Instruments,History,Asian Culture,Geographic Regions,Foreign Countries,Teaching Methods,Handicrafts

This study uses a qualitative methodology. The objective was to examine a musical instrument for teaching the creation and acoustic characteristics of Guhu of the Zhuang ethnic group in Guangxi, China, about shape and structure to summarize raw materials, craftsmanship, and process of Guhu, then measure by acoustic instruments, conclude the acoustic characteristics of Guhu, and discuss the use and functional significance of the instrument more accurately and logically. The raw materials, tools, production points, and specific steps of Guhu are systematically recorded by interviews, observation, and personal experience. Several acoustic measurements are made to explore the acoustic characteristics of Guhu. Guhu's culture and characteristics are fully demonstrated in the core of technical practice and the theory of technical knowledge. The study results show that: the traditional production method. Overall, it has the potential to be universal and representative of acoustic characteristics. Guhu's wood, leather, and aggregate materials are all standard. Guhu's creation has an influence on its shape, structure, and acoustics. Guhu is being improved as time passes, and research into characteristics is also helping guide the development of a more standard production process and a new improvement scheme. This will result in the integration of knowledge to study techniques and methods for creating Guhu that will last indefinitely.
Examination of the Flipped Classroom Approach in the Context of Bibliometric Analysis and GPT-3 Model
Author: Yüregilli Göksu, Derya
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Bibliometrics,Artificial Intelligence,Models,Academically Gifted,Gifted Education,Student Attitudes,Technology Uses in Education,Foreign Countries

The aim of the study is the examination of the flipped classroom approach used in foreign language lessons on the opinions of gifted students in the context of bibliometric analysis of the literature and the analysis of GPT-3 model chatbot. In this study, the descriptive method was used. It is aimed to obtain in-depth information according to qualitative techniques by using the qualitative data collection method to determine the opinions of the gifted students on the applied approach, in which the Flipped Classroom approach is used. First bibliometric analysis was used to examine the literature regarding the term Flipped Classroom in web of science by using different analysis methods like using graphs and curve fitting as well as creating nodes and graphs in vosviewer program. In the second part of the analysis, to collect data, student interviews were audio recorded voluntarily. Secondly, the opinions of the students on the &quot;Flip-Face Classes&quot; approach were revealed by using GPT3. According to findings, learning environments can be established by creating more entertaining and gamified supplementary activities using the added time from the flipped classroom and learning environments where students learn by doing it themselves to improve academic progress and attitude. Traditional language instruction, like other fields, replaces the lecture element with the &quot;flipped classroom&quot; method and uses technology outside of class to help students use class time more efficiently.
Investigation of the Effects of 12-Week Pilates Exercise Program on Some Performance Tests and Body Composition
Author: Dogan, Ali Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Exercise,Physical Activities,Body Composition,Performance Tests,College Students,Females,Foreign Countries,Pretests Posttests,Program Effectiveness

The aim of the study was to evaluate the effects of a twelve-week pilates exercise program on some performance tests and body composition. The research was a quantitative study and experimental research model was used as a model. The study group consisted of 32 female volunteer students aged between 20-23 who were educated at Kirikkale University, Faculty of Sports Sciences, and took pilates lessons. Before starting the exercise program and after finishing the exercise program, the participants' data on anthropometric (body weight, height, body fat ratio and circumference measurements) and performance tests (sit and reach test, vertical jump test, 20 m speed and t-dril test) were collected. The arithmetic means and standard deviations of all data were calculated. The comparison of the measurement values of the participants before and after the exercise program (pre-test and post-test) was made with the paired samples t-test. A statistically significant difference was found between the anthropometric and performance tests (pre-test and post-test) of the participants. Considering the results of the study, it was determined that there were improvements in the physical appearance and physical performance of the individuals with regular pilates exercises, and that pilates exercises had significant effects on both the body composition and muscular endurance of the individuals.
Dyslexic Individuals&apos; Narratives on Their Process of Becoming English Language Teachers
Author: Cuervo-Rodríguez, Karen Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Dyslexia,English (Second Language),Second Language Learning,Second Language Instruction,Empathy,Special Needs Students,Preservice Teachers,Teacher Education Programs,Personal Narratives,Student Attitudes,Rejection (Psychology),Teaching Methods,Learning Processes,Teacher Student Relationship,Teacher Role,Teacher Educators,Teacher Effectiveness,Professional Identity,Foreign Countries

This paper reports the findings of a narrative study with two pre-service English language teachers (PELTs) who have dyslexia. The main objective of the study was to understand how this condition of having dyslexia was present in becoming an English language teacher. The two PELTs participated in a life history interview as part of the data collection. By considering the main objective of the study, the researchers used the information collected to write the narratives and subsequently proceeded to interpret and analyze them. The findings show that dyslexia is as serious as any other disability, and it does generate rejection and lack of understanding on the part of teachers and other PELTs. Furthermore, negative feelings linked to the learning or teaching process are generated in PELTs with dyslexia, which leads them to hide their condition to avoid discrimination most of the time. However, findings also show that once negative feelings were overcome, PELTs turn their problem into an advantage, discovering themselves as more empathetic to those with special needs and making them more resourceful teachers. We conclude that although PELTs can turn their weaknesses into strengths, the role of teacher educators is also fundamental in the processes of identity construction; teacher educators might provide spaces and strategies to minimize the conditions that affect the performance of PELTs, both as language students and as language teachers.
Promotion of Critical Reading through the Use of Political Cartoons
Author: Mora-Menjura, Willian Alexander
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Cartoons,Critical Reading,Private Colleges,Teaching Methods,Foreign Countries,College Students,Social Problems,Political Issues,Student Attitudes,Second Language Instruction,Political Attitudes

Critical exploration of socio-political issues has been a topic strongly carried out in English classrooms in the last decades. This article is the result of a research study that shows what the use of political cartoons reveals about the promotion of critical reading in an EFL classroom at a private university in Colombia. The study was developed with fourteen students under a qualitative case study method. Workshops, teacher journals and focus-group interviews were used to collect data. The emerging categories show the positive results of using political cartoons and the change that the students had in their thoughts and actions in both the academic and social context. In the results, the students portray how they have perceived the ELT classroom, the importance of being a critical reader of texts and contexts, and how the different activities helped them construct their own critical awareness concerning social and political issues.
University Students&apos; Attitudes towards the Use of YouTube in the EFL Classroom
Author: Fernández-Carballo, María Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Second Language Instruction,Second Language Learning,English (Second Language),Web Sites,Video Technology,Electronic Publishing,Technology Uses in Education,Spanish,Foreign Countries

Noticing the generally lower-than-desirable English language proficiency level with which Spanish students start university, I considered trying a different approach in which the use of a familiar application would be introduced in the classroom. The main objective of this work is to explore Primary Education degree programme students' attitudes towards the integration of YouTube in the English language classroom. To this end, 46 third-year intermediate-level students participated in the study. It adopted a mixed-method approach, using a combination of qualitative and quantitative methods. The results show that, although participants mentioned some drawbacks, they reacted positively to the use of the platform. Given these results and the benefits offered, the integration of YouTube in the foreign language classroom is highly recommended.
Feminism in a Female Teacher&apos;s Discourse in an EFL Classroom
Author: Patarroyo-Fonseca, Mónica
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Females,Feminism,Interaction,Discourse Analysis,English (Second Language),Second Language Instruction,Power Structure,Interpersonal Relationship,Social Influences,Sex,Social Experience,Individual Differences

This research article on feminism gives an account of the interaction between a female teacher and her students at a public university in Tunja, Colombia. The study aims to evidence features of feminism within an English as a foreign language classroom by analyzing the transcriptions of the teacher's discourse using the Feminist Poststructuralist Discourse Analysis. As a result of the study, it can be stated that feminism is not determined by gender, but rather, it is an individual choice that is socially constructed and transmitted through power relationships. Findings suggest that being female or male does not guarantee having a definite position towards feminism; instead, it is mostly demarcated by the specific situations and circumstances that each individual experiences within a society.
On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies
Author: González-Moncada, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Faculty Development,Educational Policy,Second Language Learning,Second Language Instruction,Foreign Countries,Career Development

The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers' changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers' continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers' professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers' professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.
Language Pedagogy and Identity. Learning from Teachers&apos; Narratives in the Colombian ELT
Author: Ubaque-Casallas, Diego Fernando
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Professional Autonomy,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Teaching Methods,Epistemology,Colonialism,Private Colleges,State Universities,Teacher Education Programs

This article examined two English teachers' professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves with their professional ones. As a result, identities and ways of knowing are validated in negotiation between doing and being. This posture towards teaching exposes their ontological and epistemic struggles for humanizing their pedagogy.
Local Epistemological Perceptions That Underlie EFL Literature and Teaching Practices in Colombia
Author: Bonilla-Mora, Martha Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Bilingualism,Cultural Context,Foreign Countries,College Faculty,Language Teachers,Teacher Attitudes,Relevance (Education),Cultural Pluralism,Multilingualism,Preservice Teachers,Teacher Education Programs,Educational History,Language Planning,Language Attitudes,High School Teachers

This study aims to understand the local and updated epistemological perceptions of the teaching and learning of English as a foreign language (EFL) in Colombia from the voices of English language university teachers. This qualitative research emerges as part of a hermeneutical perspective which allowed the authors to analyze experiences, perceptions, and understandings of teachers in the foreign language-teaching field. Data collection instruments included a literature review using framework matrices and semi-structured interviews. After data analysis, three categories emerged: Pertinence and Relevance of Teaching and Learning of EFL, Teaching and Learning of EFL, and The State of Bilingualism. The study concludes with the recommendation of promoting the teaching and learning of foreign languages based on contextualized necessities of Colombia. We draw attention to the cultural and linguistic diversity in our country. In addition, we raise awareness among preservice teachers towards an epistemological reconstruction that involves the ecology of knowledge, engaging them in critical knowledge and practices from outside the Eurocentric vision.
Teaching Practice Course during the COVID-19 Pandemic in Turkey: From the Perspective of Primary School Mathematics Pre-Service Teachers, Practice Teachers, and Practice Instructors
Author: Kilicaslan, Elif Aksan
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Preservice Teachers,COVID-19,Pandemics,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Access to Computers,Interpersonal Communication,Health,Self Efficacy,Adjustment (to Environment),Feedback (Response),Teacher Student Relationship,Teaching Conditions,Experience,Educational Technology

The aim of this study is to evaluate the teaching practice course within the scope of an unusual mathematics course from the perspective of pre-service teachers, practice teachers, and practice instructor. This research was carried out with the help of action research, which is one of the qualitative research patterns. In this research, the researcher is personally involved in the process, and with a qualitative approach, the teaching practice course is aimed to be evaluated by all the people involved in the process (pre-service teacher, practice teacher, practice instructor). The sample of the study consists of eight pre-service teachers, two practice teachers, and one practice instructor. The data of the study were collected during 2 semesters, including the fall and spring semesters of the 2020-2021 academic year. According to the results obtained, practice teachers and the practice instructor generally expressed negative opinions about the teaching practice course being conducted during the pandemic process, while pre-service teachers expressed both positive and negative opinions. When the negative opinions of pre-service teachers, practice teachers, and the practice instructor regarding the teaching practice course were examined, it was seen that negative opinions usually arose depending on the learning environment. In this study, the teaching practice course was evaluated in the dimensions of pre-service teachers, practice teachers, and the practice instructor. Students can also be involved in this process in the next studies.
Relationship between Professionalism Levels and Pedagogical Digital Competences of Pre-Service Elementary School Teachers
Author: Gedik, Osman
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Professionalism,Teacher Competencies,Educational Technology,Technology Uses in Education,Technological Literacy,Foreign Countries,Gender Differences,Age Differences,Instructional Program Divisions,Time,Correlation,Predictor Variables

The main objective of this study is to define the relationship between preservice elementary school teachers' professionalism levels and competences of using/creating digital pedagogical tools. In line with this objective, the research was carried out using descriptive and relational survey model from quantitative research methods. Sample of the research is formed of 3rd and 4th grade preservice teachers studying classroom teaching in the 2019-2020 educational year. Descriptive and relational survey model was used, and instant measurement with sectioning method was preferred during the research. &quot;Preservice Teachers' Professionalism Scale&quot; consisting of four sub-dimensions, and &quot;Preservice Teachers' Pedagogical Digital Competence Scale&quot; consisting of three sub-dimensions were used as data collection tool. For the data collected within this period, SPSS 20 package software, Simple Linear Regression Analysis and Pearson Product-Moment Correlation Analysis were used. With the collected data at the end of the process, preservice elementary school teachers' professionalism levels and competences of using/creating digital pedagogical tools were also analyzed in terms of variables such as gender, class level, age, time of computer and internet use. As a result, it was concluded that preservice elementary school teachers' pedagogical digital competences are meaningful predictors of their professionalism levels.
Research Trends on the Use of Technology in Early Childhood Science Education: Bibliometric Mapping and Content Analysis
Author: Aktas, Idris
Date: 2022-08-00
Type: Journal Articles
Subjects: Early Childhood Education,Science Instruction,Educational Research,Educational Trends,Technology Uses in Education,Research Reports,Journal Articles,Academic Achievement,Experience,STEM Education,Experiential Learning,Robotics,Programming,Information Technology,Telecommunications

The purpose of this study is to identify research trends from 2011 to 2020 through bibliometric mapping and content analysis of articles on the use of technology in early childhood science education. Articles published between 2011 and 2020, identified through the Web of Science database, constituted the data for the research. For bibliometric mapping and content analysis, this study accessed a total of 47 articles that met the inclusion criteria for science education, early childhood, and technology. The results revealed that the number of articles has increased over the years; that academic achievement, identifying the teaching environment features, and determining teacher experiences were the most examined variables; and that STEM hands-on activities, robotics-programming, and ICT tools such as tablets and computers have been the most- popular technology types. The studies on the use of technology in ECSE are at a developmental stage. Future studies may focus on different variables such as cognitive issues, collaborative activities, and interactions, and on various new technologies such as coding, augmented reality, digital apps, web 2.0, and e-portfolio. They may also focus on increasing the competence of pre-service teachers in the use of new technologies for pedagogical purposes.
Exploring the Relationship between Self-Regulation Skill and Test Anxiety Level of Secondary School Students
Author: Ocak, Gürbüz
Date: 2022-12-00
Type: Journal Articles
Subjects: Test Anxiety,Metacognition,Secondary School Students,Reliability,Correlation,Measures (Individuals),Foreign Countries,Student Attitudes,Gender Differences

This research studied the relationship between self-regulation skills and test anxiety level of secondary school students. The sample of the study, which was designed as a correlational research design, consisted of 234 7th and 8th grade secondary school students. The students were studying at different secondary schools in Aksehir District, Konya Türkiye in the 2020-2021 academic year. To collect the research data, the &quot;Perceived Self-Regulation Scale&quot; developed by Arslan and Gelisli (2015) and the &quot;Westside Anxiety Scale&quot; developed by Totan (2018) were used. Cronbach Alpha reliability of the scales were found as 0.97 and 0.94, respectively. As a result of the analyses, a moderate significant negative relationship was found between the self-regulation skills and the test anxiety levels of the students. In addition, simple linear regression analysis results showed that students' self-regulation skill explained 14% of the total variance in test anxiety [R=0.387, R2=0.149, p&lt;0.05].