ethanporcaro/eric-fulltext-meta huggingface dataset:
English in Education and Academic Research in Tunisia: In Memory of the Late Professor Tahar Labassi
Author: Abdeljaoued, Marii
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,English for Special Purposes,Language Usage,Research,College Faculty,Public Policy,English for Academic Purposes

This paper discusses the status of English in the education system in Tunisia with a particular focus on the use of English for Research Publication Purposes (ERPP) and English for Specific Purposes (ESP). It begins with a brief account of the history of teaching English in Tunisia as a country belonging to the Outer Circle of the Model of English as pioneered by Braj Kachru. Then, it comments on the status of English within the language landscape in the country and the contemporary dynamics of language policy in Tunisia. The discussion of the language landscape in Tunisia, the status of English in general, and its use for research purposes draw primarily on the intellectual work of late Professor Tahar Labassi (1956-2020). The paper also provides a road map for better language teaching in Tunisia as well as conditions for better visibility of Tunisian researchers as diagnosed and developed by Professor Labassi.
A Prelude to Determine &apos;Datum Point&apos; for MA Writing in English: Comparing Syntactic Complexity of Inner-Circles and Expanding-Circles
Author: Demir, Cuneyt
Date: 2021-00-00
Type: Journal Articles
Subjects: Syntax,Native Language,Native Speakers,Second Language Instruction,Second Language Learning,Writing (Composition),English (Second Language),Masters Theses,Foreign Countries,Language Teachers,Discourse Analysis,Academic Language,Writing Skills

Writing native-like has always been a primary purpose for non-native writers of English and, accordingly, many language components have been investigated to develop writers' fluency. One of these language components is syntactic complexity (SC), which is often regarded as a reliable way to grade any texts from easy to difficult. This study aims to compare native and non-native writers' fluency by measuring their SC and to create a reference SC point for non-native writers of English. To achieve this, the study comprised two groups: Group 1 was composed of native speakers from Inner-circle countries, namely USA, England, Canada, and Australia, and Group 2 was composed of non-native speakers from Expanding countries, namely Turkey, Saudi Arabia, Russia, and China. The data were composed of 200 MA dissertations in ELT equally collected from countries in Group 1 and Group 2. SC realisations were divided into 14 subcategories. The 14 sub-categories constituted a taxonomy for SC and they were analysed through ANOVA, Kruskal-Wallis, Independent sample t-test, and Mann-Whitney tests. The results showed that there is a statistically significant difference in 9 categories in favour of Group 1 and that the average SC scores of Group1 are significantly high compared to Group 2. The study suggests that writers of MA dissertations pay particular attention to SC, if native-like fluency is sought because it was concluded that native writers of MA dissertations are prone to write with higher SC level when compared to non-native writers of MA dissertations.
The Mediating Role of Self-Compassion in the Relationship between Perfectionism and Academic Procrastination in Pre-Service Teachers
Author: Sapanci, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Altruism,Personality Traits,Time Management,Preservice Teachers,Structural Equation Models,Self Concept

The aim of this study is to examine the mediating role of self-compassion in the relationship between perfectionism and academic procrastination in teacher candidates. Structural equation modeling, one of the quantitative research methods, was used in the study. The participants of the study consisted of a total of 478 teacher candidates, 328 female and 150 male, between the ages of 18-41. Personal Information Form, Aitken Procrastination Inventory, Frost Multidimensional Perfectionism Scale and Self-Compassion Scale were used as data collection tools in the research. According to the findings, perfectionism has a negative relationship with self-compassion, perfectionism has a positive relationship with academic procrastination, and self-compassion has a negative relationship with academic procrastination. As a result of the Bootstrap analysis for the significance of indirect effects, it was found that self-compassion had a partial mediating role in the relationship between perfectionism and academic procrastination.
Enhancing Pre-Service Mathematics Teachers Understanding of Sampling Distributions with Conceptual Change Texts
Author: Özmen, Zeynep Medine
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Sampling,Statistical Distributions,Misconceptions,Knowledge Level,Concept Formation,Foreign Countries,Achievement Tests,Pretests Posttests,Scores

The present study aimed to remediate pre-service teachers' misconceptions about sampling distributions and to develop their conceptual understanding through the use of conceptual change texts (CCTs). The participants consisted of 84 pre-service teachers. To determine the pre-service teachers' conceptual understanding of sampling distributions, an achievement test was utilized. Five conceptual change texts were prepared. In this study, the number of correct responses of pre-service teachers increased from pretest to post-test and delayed test. This increase was statistically significant in favor of the post-test and delayed test. The results demonstrated that, due to the knowledge gained from the CCTs, the pre-service teachers improved their conceptual understanding about sampling distributions. Moreover, this study represents an important effort to integrate CCTs in mathematics and statistics education.
Exploring Pre-Service Mathematics Teachers&apos; Knowledge of Content and Students through Case Reading and Discussion
Author: Yilmaz, Nadide
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Case Method (Teaching Technique),Discussion (Teaching Technique),Foreign Countries,Elementary School Mathematics

The importance of case reading and discussion has been steadily increasing in teacher education. This study attempted to investigate what changes, if any, have been brought about by pre-service mathematics teachers? working on cases on their knowledge of content and students. Nineteen pre-service teachers participated in a 14-week teacher training program and worked on cases related to concepts in the learning area of numbers. The current study employed the mixed method and used the written records constituted by the cases on which the pre-service teachers worked on and the audio recordings of the discussion processes as the data collection tools. In the analysis of the collected data, content analysis was used. The findings revealed that the pre-service teachers? working on cases contributed to the development of their knowledge of content and students. The pre-service teachers were able to comment more on how students think and where they can have difficulties and understand the reasons behind these difficulties in the later stages of the training. The findings also revealed that the cases the pre-service teachers were engaged in helped them feel like a real teacher. The results showed that case reading and discussion can be one of the important contributors to the development of the pre-service teachers? knowledge of content and students.
K-12 Teacher Perspectives on the Pandemic Pivot to Online Teaching and Learning
Author: Eadens, Daniel W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Teacher Competencies,Parent Participation,Student Participation,Barriers,Knowledge Level,Technological Literacy,Teaching Experience,Intellectual Disciplines,Institutional Characteristics

The study examines teacher perspectives on preparedness to implement the transition of over 50 million K-12 students to online and virtual teaching formats. With the onset of the COVID-19 pandemic, students were instructed to remain at home and to avoid the potential dangers of virus spread in schools. Once this transition began, and then continued on as the pandemic ignited, attention and scrutiny was aimed at how well teachers had been prepared for this shift. Relationships between these perceptions in terms of years of teaching, grade level, content area, school type, and school level were examined in this study. Over 140 teachers, ranging from kindergarten to senior English teachers completed the survey. The researchers analyzed emerged patterns and sentiment scores for the most prevalent themes. The study sought teacher perceptions of preparation as provided by schools, districts, and universities as well as perceptions on how engaged parents and students felt during this dramatic and sudden shift. Findings demonstrate that significant differences exist between how teachers perceive their levels of preparedness for teaching remotely depending on their teaching experience. It was evident that the pandemic affected K-12 school systems in one state harsher than in higher education. Conclusions from this study better inform future decisions of this nature and that could ensure higher levels of teacher preparation.
Prospective Primary School Teachers&apos; Change in Attitudes and Anxiety Profiles during Their Preparation Program
Author: Sarikaya, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Anxiety,Attitude Change,Educational Attitudes,Teaching (Occupation),Foreign Countries,Attitude Measures

The sensory characteristics of teachers and prospective teachers directly affect them and their teaching activities. It is important to examine in detail how the attitude and anxiety levels of prospective primary teachers towards the teaching profession change throughout the years they receive education. This study aimed to cross-sectionally and longitudinally examine whether the attitude and anxiety levels of prospective primary school teachers towards the teaching profession changed throughout their undergraduate education and determine the factors/experiences triggering this change in accordance with the qualitative data obtained. A cross-sectional study was carried out with the participation of 1085 prospective teachers. For the longitudinal study, quantitative and qualitative data were collected together from 57 prospective teachers over a period of four years. Attitude scale regarding teaching and occupational anxiety scale for prospective teachers were used for data collection. The results of both the cross-sectional and longitudinal studies showed that the attitude scores of the participants did not change in accordance with the grade level. However, it was determined that the anxiety scores of the participants decreased as the grade level increased. The results revealed that this change is statistically significant. The qualitative results revealed that internship practices and direct experiences had a great influence on this change.
Interaction between Pre-Service Chemistry Teachers&apos; Pedagogical Content Knowledge and Content Knowledge in Electrochemistry
Author: Oztay, Elif Selcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Science Teachers,Pedagogical Content Knowledge,Knowledge Level,Secondary School Science,Misconceptions,Interaction,Science Instruction,Scientific Concepts,Foreign Countries,Grade 11,Science Curriculum

The purpose of this study was to delve into the interaction between pre-service chemistry teachers' pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program participated in the study. All PCK components were included in the current study. Qualitative methodology was used and the participants were selected through purposeful sampling. Data were collected through electrochemistry content test, Content Representation (CoRe), semi-structured interviews, video stimulated recall interviews, classroom observations and field notes. Results indicated that the level of CK impacted PCK: basic level of CK is a prerequisite for developing PCK, while a high CK does not guarantee a high PCK to the same extent. Pre-service teachers with weak content knowledge had problems in recognizing students' possible misconceptions, using vertical and horizontal relations in the curriculum and using the topic-specific instructional strategies effectively. The level of content knowledge did not have a strong impact on choice of subject-specific instructional strategies, assessing students' understanding, and science teaching orientations of pre-service teachers. This study highlights that the quality of PCK depends on the interaction between content knowledge and the components of PCK. From a methodological perspective, this study demonstrates the possibility of making pre-service teachers' PCK more accessible by utilizing video stimulated recall interviews. Implications for pre-service teacher education aim to support pre-service teachers to establish a bridge between their content knowledge and teaching knowledge through teacher education program.
Investigation of Pre-Service Physical Education Teachers&apos; Epistemological and Pedagogical Beliefs
Author: Balci, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Student Attitudes,Beliefs,Epistemology,Educational Attitudes,Learning Processes,Scores,Constructivism (Learning),Predictor Variables,Foreign Countries

The aim of this study was to examine pre-service physical education teachers' epistemological and pedagogical beliefs and to reveal the relationship between those beliefs. The participants in the study were 333 pre-service teachers studying in physical education and sports teaching departments. The &quot;epistemological beliefs questionnaire,&quot; and &quot;teaching and learning conceptions questionnaire&quot; were used as the data collection tools. In the analysis of the data, descriptive statistics, independent samples t-test, Pearson correlation analysis and path analysis were applied. It was determined that the pre-service physical education teachers' mean scores for learning process-doubting authority/expert knowledge, learning effort and constructivist conception were high, while their scores for innate/fixed ability, certainty of knowledge and traditional conception were moderate. According to the path analysis results, it was revealed that their innate/fixed ability and certainty of knowledge beliefs positively predicted the traditional conception, while their learning process-doubting authority/expert knowledge and learning effort beliefs positively predicted the constructivist conception. As a result of the research, it was determined that generally, the pre-service physical education teachers believed in the importance of effort and process in learning, and that they adopted a constructivist conception. Furthermore, it was revealed that epistemological beliefs are an important variable in predicting pedagogical beliefs.
Prediction of Academic Performance Based on Learning Style and Critical Thinking among Medical Students
Author: Kamran, Aziz
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Academic Achievement,Medical Students,Critical Thinking,Correlation,Cognitive Tests,Thinking Skills,Measures (Individuals),Cognitive Style,Medical Education,Universities,Grade Point Average,Logical Thinking,Dental Schools,Teaching Methods,Active Learning,Cooperative Learning,Foreign Countries

This study aimed to understand the medical sciences students' critical thinking (CT) and their learning styles and investigate the relationship between academic performance and the both mentioned variables. A descriptive analytical study was conducted on 469 medical sciences students in Ardabil University of Medical Sciences using the Kolb's learning styles and California's CT skills test (Form-B). Cumulative grade point average was considered as academic performance. The data were analyzed with SPSS 18 and using Chi Square test, Independent t-test, one-way ANOVA and Pearson correlation test with a significant level of p &lt; 0.05. The mean of academic performance was 15.9 ± 1.7. The popular learning style among students was assimilative style. Results showed significant relationship between academic performance and learning style. Significant relationship between academic performances of students with the total CT skills was not found, but significant relationship was seen between academic performance and deductive skill only. Learning styles changed in different semesters among medicine and dentistry students from an abstract-reflexive style to a concrete-active one. Using appropriate, active and collaborative teaching methods can help to improve learning and students' academic performance.
Pre-Service Mathematics Teachers&apos; Responding to Student Thinking in Their Teaching Experiences
Author: Tasdan, Berna Tataroglu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Lesson Plans,Observation,Teacher Student Relationship,Mathematics Instruction,Thinking Skills,Discussion (Teaching Technique),Practicums

While noticing has received extensive attention from researchers with regards to pre-service and in-service teachers, there has been little research on how pre-service mathematics teachers respond to student thinking in the mathematical discussions. The aim of the study was to investigate pre-service mathematics teachers? (PSMTs) ways of responding to student thinking and the extent they focused on student thinking while responding to them. Two PSMTs? planned lessons were observed by the university supervisor and the cooperating teacher. Data was collected through lesson plans, video recordings of the PSMTs? teaching and the observation notes by the supervisor. The constant comparative method was performed throughout the qualitative data analysis. The results initially revealed that although PSMTs could use different types of actions such as eliciting, repeating, redirecting, teaching and encouraging to respond to student thinking during their teaching experiences, their responding to student ideas did not follow a single path or a pattern for their lessons. In terms of the ways of responding, PSMTs dominantly used eliciting, repeating, and evaluating, while explaining, extending and probing student thinking were less preferred. The results provide important cases to help mathematics teacher educators to understand the PSMTs? ways of responding to student thinking and their tendencies towards being able to focus on student thinking while responding to them. Finally, the paper discusses the educational implications of the results.
How to Reach the World Outside: Suggestions for Fostering Intercultural Understanding in Japanese Elementary School English Classrooms
Author: Davidson, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 5,Grade 6,Elementary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Cultural Awareness,Discussion (Teaching Technique),Student Journals,School Community Programs

As Japan prepares for the 2020 Summer Olympics, the elementary school English curriculum is rapidly changing, with new textbooks and more class hours devoted to English education. These language classes have the potential to clarify and improve students' perceptions of global cultures, including their own. Accordingly, the purpose of this paper is to provide practical suggestions for Japanese Teachers of English (JTEs), Assistant Language Teachers (ALTs), and Japanese homeroom teachers to foster intercultural communication and understanding in their Grade 5 and 6 classrooms. Elaborating upon ideas in (Davidson &amp; Liu, 2018), this article proposes that students may develop intercultural competencies through authentic materials, guided in-class discussions, English Notebook assignments, and local engagement with international interlocutors. While tailored to the Japanese elementary school classroom, these suggestions may be adapted to other EFL contexts as well.
Surveying Pragmatic Performance during a Study Abroad Stay: A Cross-Sectional Look at the Language of Spoken Requests
Author: Halenko, Nicola
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Study Abroad,Transfer of Training,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Testing,Case Studies,Comparative Analysis,Pretests Posttests,Asians,Native Language,Grammar,Foreign Countries,Undergraduate Students,Business English,Mandarin Chinese,Student Attitudes,Outcomes of Education

This paper documents a cross-sectional look at L1 transfer and L2 contact for learners of English in a UK study abroad (SA) context. The study employed an instructional experimental design over a 6- month period with 34 Chinese students assigned to either an explicitly instructed group or a control group receiving no instruction. Instruction took place prior to departure for the UK and performance was measured based on a pretest-posttest design using an oral computer-animated production test (CAPT). This paper explores the data in two specific ways. Firstly, the request data were analysed at the pre-and delayed test stages (six months into the study abroad period) to analyse the extent to which participants' reliance on L1 request strategies and language changes over time. Secondly, we measured the amount and type of contact with English which participants reported prior to and six months into the study abroad period. Results show that instruction facilitated development of pragmatically appropriate request language over time, with instructed learners showing significantly less reliance on L1 transfer than non-instructed learners. Contact with English increased significantly for both groups on all measures of language production but not all receptive contact with English. When compared, there was no significant difference between the groups' contact with English at each stage, suggesting that instruction did not result in significantly more interaction with English during the study abroad period.