ethanporcaro/eric-fulltext-meta huggingface dataset:
Art as a Means of Exploring Public Speaking Anxiety: One Communication Center&apos;s Expressions
Author: Cuny, Kimberly M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Art Activities,Public Speaking,Anxiety,Academic Support Services,Communication (Thought Transfer),College Students,Program Evaluation

Dwyer and Davidson's 2012 research traces the genesis and transformation of the story behind myths about Americans' greatest fears. The story starts with research, publicized in a 1973 &quot;London Times&quot; article, which essentially unmasked an almost mythic tale about public speaking being Americans' worst fear. Dwyer and Davidson were able to replicate the original study after altering the questions to focus on college students facing the start of a public speaking course. They found that &quot;students selected death as their top fear most often, followed by public speaking, and then financial problems. So, is public speaking not really the number one fear? It is the most common fear, selected by students more often than other fears. However, it is not the top rated fear, death is&quot; (Dwyer &amp; Davidson, 2012, p. 107). Not surprisingly, public speaking college faculty experience the effects of this speaking fear when student-speakers give presentations in their classes. This is what serves as motivation to look further into the role communication centers might have in supporting the management of public speaking anxiety (PSA). This article follows the evolution of one particular communication center's use of an artistic activity in what starts as a means of aiding speakers with managing their PSA.
Implementation of Blended Learning in English as a Lingua Franca (ELF)-Aware Pre-Service Teacher Education
Author: Kemaloglu Er, Elif
Date: 2022-01-00
Type: Journal Articles
Subjects: Blended Learning,Preservice Teacher Education,English (Second Language),Distance Education,Conventional Instruction,Online Courses,Language of Instruction,Foreign Countries,Language Teachers,Handheld Devices,Telecommunications,Program Effectiveness,Student Attitudes

Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closed and open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts.
The Impact of the COVID-19 Pandemic on Audiology Students in Turkey: E-Learning, Knowledge of Teleaudiology, Psychological and Social Status and Personal Development
Author: Olcek, Gul
Date: 2022-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Audiology,College Students,Electronic Learning,Educational Technology,Online Courses,Program Effectiveness,Anxiety,Knowledge Level,Interpersonal Relationship,Student Attitudes,Foreign Countries,Mental Health,Telecommunications,Distance Education,Student Characteristics,Gender Differences,Instructional Program Divisions

The aim of the study is to examine the different effects of the COVID-19 pandemic on Audiology students in Turkey in terms of e-learning, tele-Audiology education, psychological-social situations and personal development. The study was carried out using an online survey created on Google Forms. The survey included 4 demographic questions, and 29 questions about the effects of COVID-19 on Audiology students. Study sample: A total of 518 undergraduate and graduate Audiology students participated in the study. The majority of the participants indicated that the pandemic had a negative effect on the practical knowledge and professional competence acquired through the online education system implemented due to the restrictions. A great majority of the participants indicated that their theoretical and practical knowledge about teleaudiology was &quot;too insufficient&quot;. During this period, the level of anxiety in students and damage to their social relationships were obtained as &quot;too much&quot;. In addition, a negative effect was observed in the personal development of the students. The study concluded that strategies and approaches should be developed for the current pandemic period and similar situations that may occur in the future.
The Psychological and Social Effects of Distance Education from the Viewpoints of Students&apos; Guardians
Author: Al Majali, Salwa A.
Date: 2022-01-00
Type: Journal Articles
Subjects: Psychology,Social Behavior,Distance Education,Foreign Countries,Elementary School Students,Secondary School Students,Social Media,Educational Attainment,Mental Health,Social Life,Parent Attitudes,Social Influences,Psychological Patterns,Parent Background,Family Size,COVID-19,Pandemics

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students' guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the 'psychological and social effects of distance education' scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students' level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents' level of education. Results also showed that the psychological and social effects of distance education on students' guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.
Child Misbehavior in an Early Childhood Classroom: Montessori Educators&apos; Views and Practices
Author: Kural, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Early Childhood Education,Montessori Method,Preschool Teachers,Teacher Attitudes,Teaching Methods,Foreign Countries,Classroom Techniques,Behavior Modification

Within the scope of Montessori education system, which has been widely applied in Turkey in recent years, &quot;prepared environment&quot;, &quot;didactic materials&quot; and &quot;prepared adult&quot; concepts have been frequently emphasized. It could be asserted that behavior management at Montessori classrooms is formed and arranged within the frame of these three basic factors. This study intends to determine the classroom management practices of Montessori educators who work in public or private preschool institutions' three-six-year-old early childhood departments in Turkey and how they associate these practices with classroom management. The study was carried out in line with a phenomenological approach, one of the qualitative research methods, and the sample is comprised of 13 Montessori educators working in 4 different institutions located in Istanbul's Basaksehir, Umraniye, Sancaktepe, and Sariyer districts. The data was obtained through individual face-to-face interviews and a follow-up interview by using the questions prepared by researchers. The findings were obtained by descriptive analysis. Data on the classroom management practices were collected under the theme of management of misbehaviors and 18 practices were identified under this theme. According to findings of the follow-up interview, educators associate the practices they apply for behavior management with classroom management within the frame of the prepared environment, prepared adult, and didactic materials. Future researchers can design studies to compare the practices of Montessori educators and educators working in different approaches towards misbehaviours.
Impact of Teacher Implemented Activities and Free Play on Preschool Children&apos;s Physical Activity at Indoor Playground Markings
Author: Boz, Menekse
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Playgrounds,Preschool Teachers,Physical Activities,Urban Schools,Instructional Effectiveness,Physical Activity Level,Teaching Methods,Foreign Countries,Play

The paper contains two different studies on preschool children's physical activity at indoor playground markings. Both of these studies are designed as two-factor experiments. Participants were children (N=87, 41 females, 46 males; Mage= 66.4 months) from an urban public preschool. Two main hallways of the school were painted with playground markings. Data were gathered for two consecutive weeks (Week 1 = free play, Week 2 = teacher implemented activities). This forms the instruction type in these studies with two levels ('no' = free play time in Week 1, 'yes' = teacher implemented activities in Week 2). Physical activity level was assessed using the System for Observing Fitness Instruction Time for Preschoolers (SOFIT-P) with five levels (1 = lying down, 2 = sitting, 3 = standing, 4 = walking, and 5 = fast/highly active). Moreover, seven activity types were considered in the study (S = lie down/sit/stand/squat, C = climb/crawl, W = walk/ride, P = push/pull/throw, K = rock/swing, D = dance/jump/skip, and R = run/roll/rough/tumble). R (version 3.6.1) was used for the data analysis in both studies using a two-way analysis of variance (ANOVA). The goal of the first study was to evaluate the effects of instruction type and activity levels on the time spent by children during physical activities. The second study aimed to investigate the same outcome in the first study with respect to the instruction type and the activity type. The findings revealed that children spent more time doing high levels of activities at the playground markings when performing teacher implemented activities. The instruction type impacted physical activity levels more than the activity type. Increasing time spent in teacher implemented activities is a key element to encourage children to be more active at indoor playground markings.
Krashen&apos;s Monitor Model Revisited with Some Linguistic Evidence for the Homogeneity Hypothesis
Author: Abdulaal, Mohammad Awad Al-Dawoody
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Second Language Learning,Second Language Instruction,English (Second Language),Language Processing,Pronunciation,Language Variation,Psycholinguistics,Linguistic Input,North American English,Foreign Countries,Undergraduate Students,Learning Processes

In this paper, the researcher aims at investigating and revisiting the impact of Krashen's input hypothesis on L2 output. Based on Krashen's theories, the researcher proposes the homogeneity hypothesis as an extension to the input hypothesis. Homogeneity hypothesis states that the linguistic input given to L2 learners should be not only comprehensible but also homogeneous. It also should meet the learners' current rather than next level. Homogeneous input can lead to a well-organized L2 mental lexicon that speeds up the processes of L2 production, acquisition, and perception. Thus, this study attempts to answer the following question: &quot;How homogeneous is the English linguistic repertoire adopted by some EFL learners given a higher level of English than their own?&quot; viz., is the linguistic repertoire of an (i + 1) EFL learners a homogenous American, a homogeneous British, or a hybrid accent? To answer this question and to test the effect of an (i+1) linguistic input ignoring homogeneity, the researcher examines the linguistic input of a sample comprising ninety-two university students who had received a higher heterogeneous level of English during their high school stage before they attended Port Said University. The study concluded that the English accent acquired by the EFL learners was neither British nor American; it was a deformed form of English, which hindered the students' listening and speaking skills from being naturally developed.
Thematic Progression in Uncovering Paragraph Coherence: Some Evidences in Indonesian Secretarial Academy Context
Author: Hendrawan, Wawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistics,Office Occupations,Writing Skills,Connected Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Phrase Structure,Discourse Analysis,Reports,Writing Instruction,Thematic Approach,Writing Processes,Office Occupations Education

Thematic progression can be applied as one of the techniques to analyse whether the paragraphs written are coherent or not. To this end, the present study scrutinized six English final reports written by the sixth semester students learning at an academy of secretary in Indonesia. The data originated from the six final reports were identified, parsed, analysed, and interpreted using qualitative approach with descriptive analysis related to theme and thematic progression patterns of systemic functional linguistics. Moreover, this was equipped by descriptive statistics showing the sum of data evaluated. The results of deciphering the data supported the claim that thematic progression can be administered as an alternative in seeing the coherence of students' writing work. This manifested by ninety-five percent of the paragraphs jotted down utilized thematic progressions and the clauses developed them formed theme patterns, hence they were coherent. The most encountered thematic progression was zigzag, as for the theme pattern, the unmarked topical structure dominated. These results indicated that the secretary academy students whose works investigated proven capable of writing final reports in English. From the overall findings, there are some steps to consider, especially in the field of writing final reports resides in secretarial academies. First, this study demonstrates how the theme patterns and their thematic progressions can be used as an instrument to see whether the addressed paragraphs are coherent or not. This, in turn, can assist lecturers, teachers, and instructors of language to determine whether the students need to be given some enrichment or not. Second, from this, it can be taken some measures to 'nurture' supervisors in terms of theme and thematic progression patterns before assigned to supervise the students while writing the final reports in the context of secretarial academies. Finally, the sixth semester students learning in academies of secretary can be introduced to the process of writing in which the theme and thematic progression discussion employed as the focus of the learned materials. This, at the end, might give contribution to the enhancement of their paragraph writing. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]
English Writing Proficiency and Apprehensions among Saudi College Students: Facts and Remedies
Author: Al-Ahdal, Arif Ahmed Mohammed Hassan
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Attitudes,English (Second Language),Second Language Learning,Foreign Countries,College Students,Writing Achievement,Learning Strategies,Predictor Variables

Writing helps one to connect and remember. It makes individual reflections and thinking clear and meaningful to survive in the world of symbols. The present study adds to the existing body of knowledge on determining the interplay of writing anxiety, writing strategies and writing achievement of Saudi EFL learners. It further explored the use of writing strategies to reduce writing anxiety and to illustrate its effect on EFL students' writing achievement. The study employed a descriptive correlational research design to the 128 EFL-major students (56 males and 72 females). Participants were advised to respond to a written apprehension inventory and to complete a writing activity. Multiple writing workshops were done with the students to ascertain their writing anxiety, writing strategies and writing achievement. Inferential statistics were used to determine correlations between learning and teaching methods both among high- and low-risk students. It was revealed that writing anxiety is negatively correlated to their writing strategies and writing achievement. The results of this study question the common assumption that some of the Saudi students' fears are relevant to their writing. The results showed that students with no learning apprehension prefer creative more than tense strategies.
Lexical Aspect and the L2 Acquisition of English Past Tense Morphology by Saudi EFL Learners
Author: Almakrob, Ahmed Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Grammar,Undergraduate Students,Morphology (Languages),Morphemes,Verbs,Males,Comprehension

This study examines the effect of the lexical aspect on the use of the English simple past temporal morphology by Saudi learners of English as a foreign language (EFL), with a particular reference to the Aspect Hypothesis (AH). Data were gathered from 54 Saudi undergraduate EFL learners from five levels (L3-L7), using a production task and a comprehension task. The results of the study suggest that the lexical aspect may not have a primary influence on the use of the English past morphology. Findings of the production task showed that learners are sensitive to the lexical aspect in that they first associated the past markers with achievements and accomplishments and then with activities and statives. Findings of the comprehension task, by contrast, did not support the AH whereby learners' comprehension of the simple past marker spread from accomplishment to achievement verbs. Similarly, among atelics, the learners' association of the simple past marker spread from stative to activity verbs, which is not in line with the AH, too. Remarkably, learners' first language (L1) and task variation may have an impact on the learners' use of the English past marking because their realizations of the English past marker in the production and comprehension tasks were inconsistent.
Saudi EFL Students&apos; Beliefs on Communicative Language Teaching
Author: Hameed, Paiker Fatima Mazhar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Interpersonal Communication,College Students,Communicative Competence (Languages),Student Attitudes,College Faculty,Teaching Methods,Teacher Attitudes,Language Usage,Native Language,Grammar,Language Skills,Feedback (Response),Teacher Role,Student Role

This paper explores Saudi EFL students' beliefs on Communicative Language Teaching (CLT) at the University of Qassim. The study used a descriptive quantitative approach. Eighty-nine students have responded to the researcher-made questionnaire addressing six areas of the CLT (students' belief, the grammar function; the function of students' native language; work in pairs and classes and errors and correction). The findings show that students have a positive belief in the CLT, particularly in terms of teachers' and students' roles. In the teachers' position, mother tongue and pair and class functions, teachers and schoolchildren held different CLT opinions. This study indicates that CLT in the Saudi context is favorably accepted in the Language teaching process. Implications of the study are presented and discussed.
Role of COVID-19-Related Social Media Videos and Messages in English in Triggering Panic among People in Saudi Arabia: A Study in Pragmatics
Author: Al-Sa'egh, Nasser Mohammed Saleh
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Video Technology,Social Media,Computer Mediated Communication,English (Second Language),Fear,Information Dissemination,Pragmatics,Psychological Patterns,Mental Health

This study offers a pragmatic analysis of English discourse for assessing the impact of coronavirus (COVID-19) related media messages and videos in English in creating fears and panic among people in Saudi Arabia. Any media, including social media, is both a source of awareness and education of individuals and it fulfilled this purpose during the current pandemic by spreading videos and messages about precautionary measures. However, it simultaneously fuelled rumours, conspiracy theories, and false information, thereby creating unnecessary panic among the public. Using qualitative data gathered through semi structured personal interviews of thirty professionals; this study concluded that certain key words in English were instrumental in the inciting of panic and fear amongst the people even as the pandemic had not yet made any considerable inroads in KSA. It also compared these with key words that went viral during an earlier pandemic to generalise the findings. It is felt that this and similar studies carry much significance for regulatory authorities in the KSA in times of national emergencies of the dimensions of the Corona pandemic, in spreading useful and constructive information and containing dangerous, false and useless propaganda.