ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Theoretical Structure of the Survey of Reading Strategies
Author: Zhang, Tiejun
Date: 2020-00-00
Type: Journal Articles
Subjects: Questionnaires,Reading Strategies,Second Language Learning,English (Second Language),Metacognition,College Students,Foreign Countries,Factor Analysis,Factor Structure,Reading Comprehension

The purpose of this study is to investigate the theoretical structure of the Survey of Reading Strategies (SORS) developed for assessing ESL students' use of metacognitive reading strategies. The data for this study were collected from 1,431 Chinese college students whose second language (L2) was English. Both explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the SORS. The EFA failed to recover the three hypothesized subscales but supported a unidimensional construct. The CFA analysis suggested that all alternative factor models fitted the sample data poorly, but comparative fit indices indicated the construct of the SORS was unidimensional. Therefore, the factor structure of the SORS needs to be further explored. Suggestions and recommendations for the use of the survey were provided.
Taking Scissors to Shakespeare
Author: Sheahan, Annmarie
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Arts,Secondary School Students,Teaching Methods,English Literature,English Instruction,Literacy Education,Drama,Cartoons,Novels,Cultural Differences,English (Second Language),Second Language Learning,Grade 10,Units of Study,Literary Criticism,Power Structure,Critical Reading,Critical Literacy,Multiple Literacies,Risk,Reflection,English Teachers,College Faculty,Teacher Collaboration

Despite ongoing and prolific critical scholarship arguing for the widening of the secondary language arts curriculum, many practicing teachers are required or encouraged to teach a curriculum dominated by canonical texts. This is often the case at schools with highly diverse students whose varied cultural and linguistic backgrounds have historically been silenced by traditional forms of language arts instruction. In this article, the authors critically reflect on their collaborative attempts across multiple years to decenter and destabilize a required 10th grade unit on a Shakespearean play. They describe a shift in focus from a unit originally centered on traditional literary analysis of &quot;Hamlet&quot; to a unit rooted in discussions of how power and privilege operate across varied texts. Describing their use of the graphic novel &quot;Yummy&quot; to complicate understandings of &quot;Hamlet,&quot; the authors discuss how an emphasis on critical reading and critical multimodal composing across both texts allowed them to reflect on and challenge their own teaching practices. The authors then conclude with an acknowledgment of the risk, flexibility, and reflection needed to do this kind of critical work in canonically-centered classrooms.
Positive and Negative Affect in University Students: The Predictive Roles of Rumination, Mindfulness and Demographic Variables
Author: Asici, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Predictor Variables,Positive Attitudes,Negative Attitudes,Metacognition,Psychological Patterns,Depression (Psychology),Mental Health,Age Differences,Gender Differences,Dating (Social),Affective Measures,Foreign Countries

This study aims to investigate the predictive roles of rumination, mindfulness and demographic variables on positive and negative affect of university students. The study was designed as a predictive correlational research model. The data were collected from 466 students through the Positive and Negative Affect Schedule, the Ruminative Thought Style Questionnaire, the Philadelphia Mindfulness Scale, and a demographic questionnaire and analyzed with multiple linear regression analysis. According to the results, rumination, mindfulness (awareness and acceptance), age, gender, and romantic relationship status as a whole accounted for 15% of the variance in positive affect and explained 28% of the variance in negative affect. Positive affect was predicted by awareness and age positively and by acceptance and rumination negatively; negative affect was predicted by rumination and romantic relationship status positively and by acceptance negatively. Being female led to a decrease in positive affect. Implications to the education and counseling field were discussed.
Firat University Sports Sciences Faculty Recreation Department Analysis of the Risk-Taking Students
Author: Senbakar, Kubilay
Date: 2021-01-00
Type: Journal Articles
Subjects: Risk,Team Sports,Foreign Countries,Departments,Measures (Individuals),College Students,Student Behavior,Reliability,Recreation,Student Attitudes,Universities,Correlation

The aim of this study is to investigate the risk taking status of the recreation department students. The universe of this study consists of students studying at the Recreation Department of the Faculty of Sport Sciences of Firat University. The sampling on the other hand consists of 130 people who were randomly selected from the Recreation department. The risk taking scale was applied to 130 individuals studying the recreation department and the results obtained were evaluated in the SPSS 22 analysis program. The &quot;Risk Taking Scale&quot;, which was first prepared by Weber, Blais and Betz in 2002 and measures individuals' risk taking in terms of moral, social, health, entertainment and financial aspects, was used in the study. The scale was shortened by Weber and Blais in 2006. The scale used in 2006 was used in our study. The reliability value (Cronbach's Alpha Value) in the study is 0.83. It is measured how much risk individuals are willing to take in five fields specified, according to the scale. After obtaining the research data, SPSS 22.0 statistics package program was used. In the analysis of the data, first of all, whether the data showed normal distribution was examined by Kolmogorov Smirnov test. As a result of the analysis, it was determined that the data showed normal distribution. Frequency %, Independent Samples T Test and One Way Anova Tests were used to evaluate the data of the study. The significance level was determined as P &lt; 0.05 in the analysis. As a result, it was seen in our study that the values of the students studying in the recreation department were above average. In this study conducted on recreation students, it was found that there was no significant difference in terms of risk taking situations. It has been observed that there is not much research done on risk taking in our country. Most of the studies conducted were in the scope of adolescents. There has been scarcely any research, especially on sports and risk taking. For this reason, it is recommended to carry out comprehensive studies on sports and risk.
Investigation of Physical Education and Sports School Students&apos; E-Learning Styles in Terms of Some Variables
Author: Geri, Serdar
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Athletics,Physical Education,Undergraduate Students,Educational Technology,Technology Uses in Education,Intellectual Disciplines,Asynchronous Communication,Synchronous Communication,Team Sports,Athletic Coaches,Online Courses,Cognitive Style,Teaching Methods

The aim of this study is to examine whether the gender, sports branch, department and class, and class participation of the students studying in the School of Physical Education and Sports undergraduate program differ according to E-learning styles. 340 students (male: 201, female: 139) from Republic of Turkey Mardin Artuklu University Physical Education and Sports School have voluntarily participated in the study in 2020. The &quot;E-learning Styles Scale&quot; developed by Gülbahar and Alper (2014) has been used as data collection tool in the study. As a result, significant differences were found in favor of women in audiovisual learning and autonomous learning for gender variable, in favor of individual sports in audio-visual and autonomous learning for sports type variable, in favor of team sports in social learning. Significant differences were found in favor of I. class students in comparison with II. and III. class students in social learning for the class variable and in favor of students studying at Physical Education and Sports Teaching department compared to Coaching Education and Sports Management in logical learning for department variable. Significant difference was found in favor of the students participating in the synchronous class compared to the students attending the asynchronous and mixed (Sometimes Asynchronous Sometimes Synchronous) class in autonomous learning for class participation variable.
A Corpus-Based Comparison of Use of Hedges and Boosters by Turkish ELT MA PhD Students
Author: Taymaz, Neris
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Language,Second Language Learning,Second Language Instruction,English for Academic Purposes,Language Usage,Computational Linguistics,Graduate Students,Doctoral Students,Masters Theses,Doctoral Dissertations,Discourse Analysis,Computer Software,Language Teachers,English (Second Language),Comparative Analysis,Self Esteem,Writing (Composition),Foreign Countries,Verbs,Nouns,Form Classes (Languages)

In the path of academic writing, authors accomplish certain interactions with their readers through the means of meta-discourse markers such as hedges and boosters. There have been many studies that dwell on the function of meta-discourse markers (Abdi, Rizi, &amp; Tavakoli, 2010; Crismore, 1984; Hyland, 1999, 2000, 2001; Longo, 1994). However, the ones that focus solely on hedges and boosters and comparison of the level of students such as MA versus PhD in a specific field of study are not as many. Therefore, the present corpus-based study investigates the possible reasons for changes of frequencies of hedges and boosters from MA to PhD level Turkish EFL students who proceed on their academic journey in the field of English Language Teaching. The discussion parts of ten MA theses and ten PhD dissertations were selected, written by the same students to be able to compare the possible improvements between levels. The texts were analyzed with the concordance program AntConc 3.5.7.0. The investigation revealed that the frequency of the occurrences of boosters was higher in PhD than in MA level, whereas the students used more hedges in their MA theses than in PhD dissertations. These findings may imply an increase in students' self-confidence while conveying ideas and discussing their findings from MA to PhD level, based on a broader academic experience and expertise having been gained in time by PhD students, as well as a certain degree of unawareness by both levels of students as to the use of meta-discourse markers and academic writing styles.
A Corpus-Based Research: The Vocabulary Content and Parts of Speech of A1 Level Textbooks Used in Teaching Turkish as a Foreign Language
Author: Simsek, Ramazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary,Form Classes (Languages),Word Frequency,Textbooks,Textbook Content,Language Proficiency,Second Language Instruction,Turkish,Reading Materials,Foreign Countries

In foreign language education, the importance of corpus-based studies has been increasing. The priorities of the words taught in language education are determined within the framework of international criteria set through corpus-based studies. Corpus and sub-corpus consisting of many layers, written and oral, increase the efficiency of the process for both teachers and learners. In teaching Turkish as a foreign language, the focus is usually on the vocabulary content of course materials. Texts in textbooks are the roof for the curriculum and practitioners. In this study, the vocabulary content of A1-level textbooks used in teaching Turkish as a foreign language was examined based on corpus; the most frequently used 1000 words were identified. These frequency lists were compared to 50 million-words produced by Aksan (2017) based on the corpus and the level of similarity was determined. The vocabulary content of textbooks was examined based on the corpus and then sorted by word forms, the rate of the number of total words and different words (type/token) was determined, and each publication examined in the data set was examined comparatively. In terms of the most frequently used words, the similarity level of the findings of Aksan (2017) conducted based on the corpus, the level of similarity of the vocabulary content of the examined book sets was found not to be an ideal level. Although the vocabulary content in textbooks was not sufficient in terms of the words in noun form, it was found that the diversity of adjectives and verbs (lemma) should be improved.
Language Choices of Language Teachers and Learners: Meta-Synthesis of Qualitative Research
Author: Yildiz, Mine
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Language Teachers,Second Language Learning,Second Language Instruction,Language Usage,Teaching Methods,Language Proficiency,Decision Making,Sociocultural Patterns,Classroom Communication,Teacher Attitudes,Student Attitudes,Meta Analysis,Databases

This study aims at drawing a conclusion about the use of the first language (L1) in language classes on which there is still no consensus among researchers. In line with this aim, the qualitative studies involving participants' views or practices obtained through interviews or observations were analyzed and then synthesized. Firstly, two basic themes were obtained as &quot;Avoidance of L1 in language classes&quot; and &quot;Use of L1 in language classes&quot;. Based on the findings of those studies, the factors such as educational context, the language proficiency of teachers and students, the subject to be taught were pointed out to affect their language choices and also the amount of L1 use in L2 classes. Furthermore, the studies revealed that L1 was used or suggested to be used in various functions which were grouped under three themes as academic functions, managerial functions, and socio-cultural functions. Though no distinct decision to be taken according to the studies analyzed, it can be suggested that L1 may be used if necessary, although language instruction should mostly depend on the target language.
A Model Trial for the &quot;Teaching Practice&quot; Course within Turkish Teaching Programs: Lesson Study
Author: Çevik, Arzu
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Turkish,Lesson Plans,State Universities,Case Studies,Teacher Attitudes,Student Attitudes,Preservice Teachers,Language Teachers,Reading Instruction,Classroom Techniques,Microteaching,Undergraduate Students,College Faculty,Feedback (Response),Psychological Patterns,Teaching Skills,Teacher Education Programs,Foreign Countries

This study aimed to reveal certain people's perceptions and experiences regarding the lesson study model conducted within the Teaching Practice course under the program of Turkish Teaching at a state university in Turkey. The design of this research was determined to be a case study. The study group consisted of an instructor, practice teacher and three pre-service teachers. Data were collected through observation, interviews or documents, and assessed through analyses. At the end of the study, three categories as positive experiences, issues and contributions emerged. The results indicated that participants had positive experiences in terms of preparing and implementing a course plan for the reading skills, classroom management, communication between the group members, and doing research. Moreover, as understood from the results, micro-teaching practices conducted by the pre-service teachers during their undergraduate program consolidated the characteristics of the lesson study process, and pre-service teachers felt satisfied based on the course plan they prepared and implemented, on the participant of secondary-school students to courses, and on the positive feedback of instructor and practice teacher. The issues were found to be related to the model and negative feelings; these issues were specifically associated with finding sources for the reading activities or preparing course plans for different classes. Moreover, model-related issues such as the obligation of group work in the model and greater responsibility of the person instructing the class were experienced. Pre-service teachers were found to experience certain feelings in this process such as anxiety or excitement. In conclusion, lesson study model contributed to the teaching skills and the cooperation in the classroom.
The Effect of Direct and Indirect Written Corrective Feedback on Iranian EFL Learners&apos; Grammatical Accuracy in Sentence Completion Exercises
Author: Khodadadi, Soulmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Direct Instruction,English (Second Language),Second Language Instruction,Second Language Learning,Error Correction,Feedback (Response),Written Language,Grammar,Accuracy,Sentences,Language Proficiency,Performance Factors,Females,Private Schools,Foreign Countries

Learning to write correctly, besides the learning of fluent speaking a foreign language, as two important productive skills had been under a great attention from the beginning of the research over the English language teaching and learning. Errors and mistakes, as inevitable parts of learning a 2nd/FL have also paid much attention, though sometimes considered as a sign of progress, and sometimes as sins to be stopped. However, it requires the ESL/EFL teachers to provide the learners with appropriate written Corrective Feedback (CF) to prepare learners with desirable written Grammatical Accuracy (GA). Different written CF forms are available out of which this study investigates the effect of direct and indirect forms of it comparatively, on Iranian EFL learners' GA performance in sentence completion exercises (SCE). Fulfilling the requirements of the study, 83 homogenous participants in three intact classes were selected from a language school in Tabriz, Iran. Two direct and indirect written CF experimental groups, as well as a control group receiving no feedback were randomly assigned. The participants were pretested on the target structure of the study, the performance on present/past participle adjectives and showing no significant difference, they went under the treatment phase. The GA test, as the post test was performed after the treatment, and the gathered data were compared through the SPSS. Meanwhile a one-way ANOVA and Tukey's post-hoc tests were also used to compare the results. The criteria p&lt; 0.05 was also considered for the group differences. The findings not only indicated the positive effect of CF, being either direct or indirect, but also the more effectiveness of direct CF on the learners' GA in SCE.
The Use of Cognitive Domain in Questions: The Perception of Students and Lecturers of Public Universities in Aceh
Author: Fitriani, Siti Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: State Universities,College Students,College Faculty,Taxonomy,Student Attitudes,Teacher Attitudes,Cognitive Processes,Critical Thinking,Thinking Skills,Educational Quality,Teaching Methods,Learning Processes,Foreign Countries,Questioning Techniques

The purpose of this study is to investigate the cognitive domain of Bloom's taxonomy used in questions asked by lecturers to their students at two public universities in Banda Aceh, Indonesia. The data for the study were gathered from both the students' and lecturers' perceptions. There are 218 students and 19 lecturers involved in this survey as the respondents. This study found that both lecturers and students from these public universities perceived that the lecturers frequently used all levels of the cognitive domain of Bloom's taxonomy. The students perceived that the most frequent cognitive domain used by the lecturers in questions is the domain of create, followed by the cognitive domain of understand, remember, evaluate, apply and lastly the cognitive domain of analyze. On the other hand, the lecturers believed that they use the cognitive domain of remember as the most frequent cognitive domain in questions. In the second place, the lecturers perceived the use of domain of understand while in the third, and fourth place there are the domain of create and the domain of evaluate, followed by the cognitive domain of analyze and apply. Therefore, lecturers are recommended to maintain the quality of questions in classrooms to promote students' critical thinking by using all cognitive domains of Bloom's taxonomy. Universities should frequently survey to have a reliable and valid record of lecturers' performance based on students' and lecturers' opinions to consistently improve the quality of teaching and learning.
Coquet&apos;s &quot;Theory of Instances of Enunciation&quot; in the Analysis of Othello from the Perspective of Semiotics of Translation
Author: Kuleli, Mesut
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Semiotics,Classification,Linguistic Theory,Turkish,Drama,English Literature,Contrastive Linguistics,Language Processing,Language Usage,Teaching Methods,Metalinguistics,Phenomenology,Second Languages

The aim of this study is to make a semiotic analysis of William Shakespeare's play titled Othello in the light of Jean-Claude Coquet's &quot;Theory of Instances of Enunciation&quot; and compare Turkish translations of the contexts analyzed in the original play from semiotics of translation point of view with a view to determining the meaning transformations in the meaning universe of the play. To this end, non-subject discourses in the source text were analyzed based on Coquet's &quot;Theory of Instances of Enunciation&quot; (1997, 2007). The non-subjects determined in the play were further divided into sub-categories in the light of Öztürk Kasar's (2019) typology of non-subjects. For translation evaluation, four Turkish translations of the play were analyzed based on Öztürk Kasar's &quot;Systematics of Designification in Translation&quot;. Determination of contexts with non-subject instances in the play was followed by the classification of those non-subjects. The instances in these contexts were classified as nonsubjects submissive to an immanent component under the effect of passions in dysphoric state. Translation evaluation of non-subject contexts yielded examples for eight of the nine designificative tendencies put forward by Öztürk Kasar. The findings of translation evaluation demonstrate that literary translators could benefit from designificative tendencies in overcoming the pitfalls in a literary text. Moreover, raising translator candidates' awareness of designificative tendencies could enable them to decide when and how to use or refrain from those tendencies in literary translation.