ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Needs to Fit In? Who Gets to Stand Out? Communication Technologies Including Brain-Machine Interfaces Revealed from the Perspectives of Special Education School Teachers through an Ableism Lens
Author: Diep, Lucy
Date: 2013-03-00
Type: Journal Articles
Subjects: Special Education Teachers,Assistive Technology,Usability,Use Studies,Cognitive Ability,Semi Structured Interviews,Student Diversity,Social Attitudes,Attitudes toward Disabilities,Neurolinguistics,Teacher Attitudes,Daily Living Skills,Foreign Countries,Qualitative Research

Some new and envisioned technologies such as brain machine interfaces (BMI) that are being developed initially for people with disabilities, but whose use can also be expanded to the general public have the potential to change body ability expectations of disabled and non-disabled people beyond the species-typical. The ways in which this dynamic will impact students with disabilities in the domain of special education is explored. Data was drawn from six special education school teachers from one school in Calgary, Alberta. Five sub-themes (social acceptance, not adding to the impairment, fear of judgement by society, pursuing &quot;normality&quot; and meeting the demands of society) were identified that fit under the main identified theme of &quot;fitting in by not standing out&quot;. Findings demonstrate a dichotomy in participant views of non- or socially acceptable communication devices. The perception of BMI technology was also explored among special education school teachers, revealing benefits and challenges with the uptake of this technology for students with disabilities. Perceptions of people with disabilities and ableism are presented as conceptual frameworks to interpret the influence and impact of the findings.
Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian
Author: Nygren, Thomas
Date: 2013-03-00
Type: Journal Articles
Subjects: Secondary School Students,History Instruction,Demography,Electronic Libraries,Teaching Methods,Historians,Student Reaction,Student Attitudes,Usability,User Satisfaction (Information),Historical Interpretation,Databases,Observation,Questionnaires,Use Studies,Foreign Countries

This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people's interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students' examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.
Fuzzy Logic and Education: Teaching the Basics of Fuzzy Logic through an Example (By Way of Cycling)
Author: Sobrino, Alejandro
Date: 2013-06-00
Type: Journal Articles
Subjects: Persuasive Discourse,Thinking Skills,Mathematical Logic,Teaching Methods,Demonstrations (Educational),Mathematical Applications,Educational Practices

Fuzzy logic dates back to 1965 and it is related not only to current areas of knowledge, such as Control Theory and Computer Science, but also to traditional ones, such as Philosophy and Linguistics. Like any logic, fuzzy logic is concerned with argumentation, but unlike other modalities, which focus on the crisp reasoning of Mathematics, it deals with common sense reasoning; i.e., with approximate reasoning. Although the teaching of logic has formed part of mainstream education for many years, fuzzy logic is a much more recent inclusion. In this paper we emphasize the desirability of having illustrative examples related to students' everyday activities, such as sports, in order to introduce fuzzy logic in higher education. Taking an example from cycling, we show, step by step, how to model an approximate reasoning regarding the choice of a ratio (a combination of freewheel and chainring) in order to advance more or less with each rotation of the pedals. Led by this example, a number of alternatives attending to the formal representation of the premises and the ways of inferring a plausible conclusion are analyzed. The choices made between alternatives are justified. We show that the conclusion inferred in the example is consistent with the models selected for premises and fuzzy inference and similar to that concluded by a human being.
Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes
Author: Kiliç, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Essays,Writing Exercises,English (Second Language),Text Structure,Writing Ability,Preferences,Structural Analysis (Linguistics),Form Classes (Languages),Phrase Structure,College Second Language Programs,Foreign Countries

The literature on the topical organization of essays suggests that there are four possible types of progression from the topic of one clause to the topics of the following clauses. These are parallel, sequential, extended parallel, and extended sequential progressions. Essay writers' ability to create cohesion and coherence can be evaluated on the extent of their capability to use topical progression appropriately and adequately. In other words, essays in which topical structuring is properly accomplished are more cohesive and coherent. Based on this fact, this study aims to analyze the topical structure in argumentative essays written by Turkish learners of EFL. Our objectives in doing this are (1) to assess Turkish EFL learners' ability to construct topical links between clauses, (2) to identify the type of progression mostly preferred by them, and (3) to find out the range of linguistic structures that they use to create progression. To this end, the researchers have conducted Topical Structure Analysis (TSA) on essays produced by 81 ELT students from three different universities in Turkey (Gaziantep, Inönü, and Hakkari). The analysis illustrated the fact that Turkish EFL learners are not as skilled as they should be in topical structuring. It also revealed that they usually prefer to use parallel and sequential types of progression, while extended progression has been observed to be less common in their essays. Finally, we found that the participants of the study mostly use pronouns for parallel progression, whereas they switch to new noun phrases for sequential progression.
ELT Research in Turkey: A Content Analysis of Selected Features of Published Articles
Author: Yagiz, Oktay
Date: 2016-00-00
Type: Journal Articles
Subjects: Journal Articles,Periodicals,Content Analysis,Research Design,Data Collection,Research Methodology,Data Analysis,Classification,English (Second Language),Second Language Instruction,Sampling,Second Language Learning,Teacher Education,Questionnaires,Undergraduate Study,Likert Scales,Sample Size,Statistical Analysis,Foreign Countries,Factor Analysis,Multivariate Analysis,Regression (Statistics)

This study reviews a selected sample of 274 research articles on ELT, published between 2005 and 2015 in Turkish contexts. In the study, 15 journals in ULAKBIM database and articles from national and international journals accessed according to convenience sampling method were surveyed and relevant articles were obtained. A content analysis was implemented for each article in terms of subjects, research design, and data collection tools, samples and data analyses through an &quot;Article Classification Form&quot;. Results showed that Turkish ELT researchers have been mostly interested in language learning and teaching, and commonly used quantitative research designs with more often descriptive tools and analysis procedures compared to inferential analyses. Samples generally consist of undergraduate students and teachers. The main themes were found to be language learning/acquisition, language teaching and teacher education with mostly quantitative research designs between 2005-2015 years. Given the implementational components, it was seen that questionnaires were designed mostly in Likert type, sampling preference was for undergraduate students with 101-300 sample size, and most often descriptive statistical procedure were used. Moreover, some suggestions were made for ELT and applied linguistics researchers related to themes, research designs and statistical procedures.
Can Ambiguity Tolerance, Success in Reading, and Gender Predict the Foreign Language Reading Anxiety?
Author: Genç, Gülten
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Anxiety,Reading Skills,English (Second Language),Second Language Learning,Statistical Analysis,Student Attitudes,Student Characteristics,Gender Differences,Predictor Variables,Student Surveys,Reading Achievement,College Students,Questionnaires,Likert Scales,Communication (Thought Transfer),Measures (Individuals),Regression (Statistics)

The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were collected through Second Language Ambiguity Tolerance Scale (SLTAS) and Foreign Language Reading Anxiety Scale (FLRAS). Independent t Tests, Pearson Correlation and multiple regression tests were employed to analyze the data. The results indicated that participants in this research generally have low level of second language ambiguity tolerance and their reading anxiety levels are mostly raised by nature of the text and personal factors. In addition, the research revealed that second language ambiguity tolerance, gender and success in reading in a foreign language are significant and strong predictors of foreign language reading anxiety. Some recommendations were made based on the results of the study. Some recommendations were made in accordance with the findings of the research.
Corpus Use in Enhancing Lexico-Grammatical Awareness through Flipped Applications
Author: Çelebi, Hatice
Date: 2016-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Grammar,Quality Assurance,Language Teachers,Teacher Education,Second Language Instruction,College Freshmen,Task Analysis,Teaching Methods,Video Technology,Blended Learning,Educational Quality,Metalinguistics,Likert Scales,Student Attitudes,Tests,Teacher Student Relationship,College Faculty,Foreign Countries,Statistical Analysis

There is an increasing need for quality assurance in higher education, given the changes taking place around the world (Biggs &amp; Tang, 2011). Yet another challenge for educators is to find ways to address this in a systematic way. This study presents a systematic endeavor towards this aim in an English language teaching (ELT) department in a higher education institution. In an effort to raise lexico-grammatical awareness as part of language competence, corpus linguistics and flipped classroom techniques were incorporated into a departmental course. Following the procedures planned in advance, the freshmen students in the ELT department viewed a set of videos instructing them on how to conduct basic studies on corpora and analyze findings using interactive and collaborative online activities. They completed subsequent tasks as part of the classroom work, which aimed to help them build meaningful connections with their online experiences (Strayer, 2012; Lukassen et al., 2014; Lane-Kelso, 2015). They then reflected on their experience, and their responses were evaluated with regard to the cultivation of quality culture, the use of corpora in language learning, and the incorporation of flipped applications. This study presents the findings and implications of incorporating corpus linguistics in the flipped classroom and the ways such incorporation helped cultivate quality teaching.
Contrasting Perceptions of Students and Teachers: Written Corrective Feedback
Author: Atmaca, Çagla
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Student Relationship,English (Second Language),Teacher Attitudes,Student Attitudes,Error Analysis (Language),Error Correction,Questionnaires,Qualitative Research,Correlation,College Freshmen,College Faculty,Educational Practices,Preferences,Foreign Countries,Second Language Learning

Teacher-student negotiation in terms of corrective feedback types for written language production has been studied in some ESL (English as a Second Language) contexts. However, there needs to be more studies in some other contexts. Therefore, this study aims to find out the similarities and differences between students' and teachers' perceptions about written corrective feedback in an EFL (English as a Foreign Language) context and provide educational implications in written error treatment. For this purpose, 34 EFL teachers and 34 EFL learners were administered a questionnaire and some open-ended questions, and the gathered data were analyzed with statistical procedures and descriptive qualitative analyses. Although it was found out that there are no significant differences (t (66) = 0.406; p &gt; 0.05) between the two groups in terms of amount and type of written corrective feedback, there exist some differences in the findings of the open-ended questions. Furthermore, some differences were fixed even within the same group, that is, there are differences in the adoption of written corrective feedback among students or teachers themselves. If teachers inform their students about what kind of written feedback will be given and what is expected from students at the onset of writing instruction, students will gain consciousness about their roles in learning and the value of the feedback in the long term.
EFL Teachers' Beliefs about the Use of Reading Strategies
Author: Çakici, Dilek
Date: 2016-00-00
Type: Journal Articles
Subjects: Beliefs,English (Second Language),Second Language Instruction,Language Teachers,Reading Strategies,Gender Differences,Institutional Characteristics,Questionnaires,Secondary School Teachers,Statistical Analysis,Incidence,Educational Practices,Nonparametric Statistics,Likert Scales

This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classrooms. In addition, the study aims to compare the teachers' gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working in secondary and high schools participated in this study. Data are collected by the questionnaire (a 51-item Likert-Type scale) developed by Ilk (2012). The research methodology applied in this study is quantitative design. Frequencies, percentages and Mann Whitney U test are used to analyze the data obtained. According to the results of the research, the teachers generally believe the necessity of the reading strategies and they prefer to use reading strategies almost in all stages. Besides, the results of the study indicate that post-reading strategies are the least preferred strategies and there is not any relationship between teachers' gender and school types and their beliefs about reading strategies.
Research on Writing a Local Tourism Book for Germans
Author: Atas, Dogu
Date: 2016-00-00
Type: Journal Articles
Subjects: Tourism,Writing Research,Local Norms,German,Textbook Publication,Job Skills,Second Language Instruction,Statistical Analysis,Qualitative Research,Textbook Evaluation,Occupational Surveys,Employee Attitudes,Needs Assessment,Educational Needs,Communication Problems,Communication Skills,Communication Strategies,Communicative Competence (Languages),Curriculum Development,Foreign Countries

Tourism is an important sector in Turkey and the employees in this sector are required to speak foreign languages in order to have good communication with tourists. The official records (Republic of Turkey Ministry of Culture and Tourism) show that the majority of tourists visiting Turkey for holidays come from Germany. Therefore, students attending vocational schools of tourism or taking tourism courses at the undergraduate level are encouraged to learn German. Unfortunately, most of the textbooks used in schools and German language courses are imported publications. These books are not intended for the needs of the general Turkish population of students or employees. Many of the domestic textbooks on the market, on the other hand, should be updated according to the needs analysis based on today's conditions and scientific data. This study aims to determine the purposes of speaking German, which is a requirement for the people who work, or are going to work in the tourism sector, and the communication difficulties people encounter. The purposes of speaking German and the communication problems are the factors determined by using a mixed research design. We believe that if these factors are taken into consideration and a basic-level textbook of German for tourism is written, teaching German for tourism will be more successful.
Milestone in English Language Teacher Education: How to Use European Profiling Grid in the Assessment of Prospective EFL Teachers' Qualifications
Author: Su Bergil, Ayfer
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Qualifications,Likert Scales,Mentors,Supervisors,Preservice Teachers,Teacher Education,Mixed Methods Research,Evaluation Methods,Profiles,Foreign Countries

This research intends to exemplify one of the new practices that can be used for the assessment of prospective English language teachers' qualifications. Thus, the scope of this research covers the prospective EFL teachers and the implementation of European Profiling Grid (EPG) aimed to be commonly used for language teacher education in Europe. This research is based on a mixed-type research design focusing on both qualitative and quantitative research approaches. Thus, it refers to descriptive and experimental research designs. For this purpose, the participants of the study were chosen among the prospective EFL teachers (N = 38), their mentors (N = 12), course supervisors (N = 3), and course registration supervisors (N = 3). Totally the research includes 56 participants who reflect the prospective teachers' teaching qualifications in terms of an adapted 7 point Likert-type form of EPG. In data analysis process, a series of one-sample T tests, Kruskal Wallis H test for independent samples, one-way ANOVA statistics were applied to the data. The results of the study reveal that EPG has significant effects on prospective EFL teachers in that it can be proposed to use commonly in English language teacher education instead of the Council of Higher Education's assessment form for prospective teacher education.
Evaluation of Textbook Series &quot;Life&quot; in Terms of Cultural Components
Author: Böcü, Ayça Berna
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Questionnaires,Foreign Countries,Curriculum Implementation,College Faculty,Culture,Mixed Methods Research

This study aimed to identify elements related to &quot;intercultural communicative competence&quot; in the textbook series &quot;Life&quot; at A1 and A2 level published by &quot;National Geographic Learning&quot; which incorporates plentiful photographic content. Activities in the textbooks, based on the four skills and visuals, were analyzed through a checklist focusing on source, target and international cultural elements as well as big c and little c features. To explore opinions about the cultural content of the textbooks, a questionnaire was applied to six lecturers from two universities in Istanbul who used them in their English preparatory classes. An adapted version of the instrument was also applied to 26 students. Four of the six lecturers were interviewed. Findings indicated that the textbooks were quite rich in terms of covering a variety of cultures except for direct references to the source culture, which is Turkish. Big C and little c themes were found to be fairly balanced except for overrepresentation of geography due to the textbooks' &quot;National Geographic&quot; content. While the textbooks were generally satisfactory, guidance for teachers needs to be more developed for their effective implementation in the classroom in order to integrate cultural components into lessons.
CEFR and Eye Movement Characteristics during EFL Reading: The Case of Intermediate Readers
Author: Dolgunsöz, Emrah
Date: 2016-00-00
Type: Journal Articles
Subjects: Eye Movements,English (Second Language),Second Language Learning,Reading Skills,Prediction,Correlation,Second Language Instruction,Vocabulary,Language Tests,Native Language,Regression (Statistics),Turkish,Foreign Countries

This study primarily aims to (1) examine the relationship between foreign language reading proficiency and eye movements during reading, and (2) to describe eye movement differences between two CEFR proficiency groups (B1 and B2) by using eye tracking technique. 57 learners of EFL were tested under two experimental conditions: Natural L2 reading and isolated sentence stimulus. The results revealed that total fixation duration and first pass time were predicted significantly by L2 reading proficiency in both experiments while second pass time and single fixation duration were found to be stimulus sensitive. Furthermore, B2 learners were observed to have less total fixation, first pass and second pass time and rate in both experiments when compared to B1 learners. The findings confirmed that characteristics of eye movements change as L2 reading skill develops. The use of eye tracking technique in future language classrooms to observe L2 learner reading development was also discussed.