ethanporcaro/eric-fulltext-meta huggingface dataset:
Synchronous and Asynchronous English Writing Classes in the EFL Context: Students&apos; Practices and Benefits
Author: Bin Dahmash, Nada
Date: 2021-06-00
Type: Journal Articles
Subjects: Synchronous Communication,Asynchronous Communication,English (Second Language),Second Language Learning,Writing Instruction,College Students,COVID-19,Pandemics,Distance Education,Foreign Countries,Student Attitudes,Learning Processes

Synchronous and asynchronous classes were implemented by universities around the world during the COVID-19 pandemic. Students learning English as a Foreign Language (EFL) engaged in multiple practices when attending English writing classes in both modes. However, the practices they engaged in and the benefits they perceived were reportedly of limited benefit. This study asks: What are the practices of students that emerge during synchronous and asynchronous English writing classes? What are the benefits of synchronous and asynchronous English writing classes from the student's perspective? Group and one-to-one interviews were conducted with twelve students majoring in computer science and information technology at a Saudi university. Thematic analysis revealed that students engage in practices including using the split view on iPads, opening additional windows to search for information, searching using smartphone apps, and writing notes and highlighting key concepts when attending English writing classes regardless of learning mode. It also revealed that synchronous classes offered students real-time communication and provided immediate feedback, while asynchronous classes allowed students to navigate the challenges of distance learning, complementing the synchronous English writing classes and providing students with a sense of security. This paper concludes by advising language teachers to record synchronous classes, raise students' awareness of the benefits of attending both types of classes and encourage students to apply practices reported by previous students to maximize their English language learning.
The Role of Language Proficiency in Willingness to Communicate: A Case Study of Saudi EFL Learners
Author: Alqurashi, Hassan S.
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Undergraduate Students,Language Teachers,Readiness,Interpersonal Communication,Verbal Communication,Language Skills,Language Proficiency,Student Attitudes,Self Concept,Vocabulary,Pronunciation

This study's principal aim revolves around expanding comprehension of the facets affecting people's readiness to use foreign languages. To achieve that, the study investigates the various elements of verbal interaction between undergraduate English as a Foreign Language learners and their instructors in the classroom. Linguistic skills are of particular interest, especially their connection to learners' readiness to speak during classes. The research aims to answer the question 'How does language proficiency affect the willingness to communicate among Saudi EFL students in the classroom?' Qualitative data was gathered through the implementation of a triangulation strategy that incorporated focus-group discussions and individual interviews. Moreover, the research takes inspiration from the work of MacIntyre (1994) and MacIntyre and Charos (1996), who focused on learners' readiness to speak as the conceptual basis for their studies. The study shows that learners exhibit an unwillingness to speak in EFL settings due to perceived linguistic inadequacies, a limited lexicon and concerns that they may make mistakes when attempting to speak English, which would, in turn, prompt further misunderstandings. The study concludes with recommendations for further studies in similar institutions to investigate other factors that may influence students' willingness to communicate.
The Principles of Economy in Word-Formation in Functional Styles of English
Author: Zhurkenovich, Saurbayev Rishat
Date: 2021-06-00
Type: Journal Articles
Subjects: Language Styles,English,Morphemes,Vocabulary,Models,Language Research,Pronunciation,Language Processing,Psycholinguistics,Phonemes,Language Usage,Memory

The article is devoted to studying the principles of the language economy of modern English word-forming. The most productive ways of word-formation are highlighted, illustrating the tendency of the language to compress nominative units. In the system of English word-formation, the most effective ways to save speech are affixal word formation, word composition, and conversion. Due to the considerable potential of these methods of word formation, the vocabulary of the English language has such qualities as the richness of vocabulary, functionality, and economy. The main aim of the study is to consider the principles of word-formation in the modern English language through word-forming models represented by the concepts of length and depth of the generating word. The authors of the article explore the mechanism of the principle of the economy through the consideration of the ideas of &quot;mental energy&quot;, &quot;word-forming energy&quot;, and &quot;pronouncing energy&quot;. There are issues that attempt to answer; how does the principle of economy work in the English language -- its word formation? What are the significant models of word formation in modern English? The findings indicate that there are active processes in the word-formation of the English language, which can cause the formation of new words without changing the length and depth of the generating term expanding the possibilities of word composition and conversion.
Financial Literacy in Turkish Preschool Education
Author: Tican Basaran, Semra
Date: 2021-08-00
Type: Journal Articles
Subjects: Money Management,Multiple Literacies,Preschool Education,Preschool Curriculum,Preschool Teachers,Teacher Attitudes,Females,Public Schools,21st Century Skills,Daily Living Skills,Consumer Economics,Habit Formation,Educational Objectives,Learning Activities,Skill Development,Preschool Children,Concept Formation,Foreign Countries

Financial literacy is one of the basic skills of the 21st-century. It is an important skill to survive in the complex economies of the modern era. It is better to develop financial literacy skills at early ages. This study aims to examine the current state of FL education in preschool education in Turkey. For this aim, in this qualitative study, the Turkish preschool education curriculum was examined and the interviews were conducted with 20 preschool teachers constituting the study group. The data collected from document analysis were subjected to descriptive analysis and the data collected by interviews were subjected to content analysis. Results of the study show that Turkish preschool education is not supportive of financial literacy both in terms of curriculum and the teachers. For a strong foundation of FL in Turkey, the Turkish preschool education curriculum should be revised and the preschool teachers must be supported in terms of the development of FL skills at early childhood.
Establishment and Challenges of Research Universities in Turkey
Author: Balyer, Aydin
Date: 2021-08-00
Type: Journal Articles
Subjects: Research Universities,Barriers,Educational Finance,Institutional Mission,Institutional Autonomy,College Administration,College Faculty,Educational Facilities,Physical Environment,Leadership Styles,Foreign Countries

This qualitative research aims to examine the establishment and challenges of research universities in Turkey. To this end, specifying their missions, funding, leadership, autonomy, physical and academic infrastructures of research universities were researched. The data were collected through interviews and analyzed with content analysis technique. Research results revealed that as all research universities in Turkey were chosen among existing universities without making their missions clear, preparing their academic and physical infrastructures ready in advance, they face severe challenges regarding specifying their missions, leadership, funding, and autonomy, physical and academic infrastructure. Only a benefit of having considerably 25% more academic staff employment chance was noted in the study. It can be concluded that the idea of the establishment of research universities has no clear understanding, and due to insufficient planning, unclear policies, and legal base, they are bound to fail in the long term.
Effect of an Instructional Design Based on the Algo-Heuristic Theory of Instruction on Students&apos; Mathematics Performance and Logical Thinking Skills
Author: Çirakoglu, Murat
Date: 2021-08-00
Type: Journal Articles
Subjects: Instructional Design,Heuristics,Mathematics Instruction,Teaching Methods,Secondary School Mathematics,Middle School Students,Grade 7,Mathematics Achievement,Outcomes of Education,Logical Thinking,Science Achievement,Theories,Foreign Countries

The main aim of this research is to examine the effect of an instructional design based on the Algo-Heuristic Theory of Instruction (AHTI) on students' mathematics performance and logical thinking skills in the subject of 7th grade mathematics. The research is grounded in a mixed method. In the quantitative part of the research, a quasi-experimental design including pretest, posttest, retention test and retention monitoring test with experimental, placebo and control groups is used, while the qualitative section is based on a case study. The study group of the research consisted of three classes at a secondary school having a &quot;medium&quot; level of achievement. The quantitative and qualitative data of the study revealed that with the effect of the instructional design based on the AHTI, the mathematics performance of students in the experimental group increased, and that their logical thinking skills were positively impacted. Furthermore, it was revealed that students in the experimental group were able to transfer the stages of the Landamatics algorithm that they learned in the unit named &quot;Ratios and Proportions&quot; to their performance in science.
An Examination of Values Education Based on the Experiences of Classroom Teachers
Author: Karabacak, Nermin
Date: 2021-08-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Democratic Values,Ethical Instruction,Religious Education,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Children,Curriculum Implementation,School Culture,Instructional Effectiveness,Public Schools,Foreign Countries

Classroom teachers, who have the duty of fostering values in the socialization of the child, occupy a key position in achieving success in primary education. In this research, the impact of values education on the Turkish education system was revealed, based on the experiences of classroom teachers. The research was conducted in a case study design, which is one of the qualitative research methods. A purposive sampling method was used to determine the study group by considering gender, professional experience, graduate/postgraduate education status, job seniority, work location and class levels. The results revealed that values education enables for students hardworking, honesty, successfulness and virtuousness, solidarity, and cooperation. The values, which is necessary to be nurtured in students are primarily universal, individual and national values. Values education must be supported by integrating it with lessons and by the participation of the family. In order to attain success in a sustainable values education, it is seen that for fostering of basic values, responsibility should be shared among the stakeholders.
Analyzing the Relationship between Social Studies Teacher Candidates&apos; Motivation for Teaching Profession and Self-Efficacy
Author: Recepoglu, Serpil
Date: 2021-08-00
Type: Journal Articles
Subjects: Correlation,Social Studies,Preservice Teachers,Undergraduate Students,Student Motivation,Teaching (Occupation),Positive Attitudes,Self Efficacy,Foreign Countries

This study aims to determine the relationship between the self-efficacy perceptions of social studies teacher candidates and the motivation. This study is a descriptive study in relational survey model. This study was carried out with 2193 social studies prospective teachers at twelve universities. According to findings of the research, there is a moderate, positive significant relationship between social studies prospective teachers' motivation and social studies prospective teachers' sense of efficacy. In the results of regression analysis, it is seen that the motivation for teaching profession is a significant predictor of teachers' sense of efficacy. In conclusion, these research findings are thought to be important for the education faculties that have the responsibility of raising qualified teachers. Taking a qualified education of social studies prospective teachers will affect their professional self-efficacy and their motivation for the teaching profession. It is therefore important to increase the effectiveness of the teacher training process and to encourage prospective teachers to develop opportunities in their own willingness and interests. [This article was presented at the 7th International Social Studies Education Symposium.]
Dynamic Assessment: A Complementary Method to Promote EFL Learning
Author: Abdullateef, Shifan Thaha
Date: 2021-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Student Evaluation,Evaluation Methods,Language Teachers,Humanism,Sociocultural Patterns,Advocacy,Undergraduate Students,Comparative Analysis,Writing Tests,Reading Tests,Pretests Posttests,Reading Comprehension,Intervention,Models,College Faculty,Teacher Attitudes,Learning Processes,Teaching Methods,Foreign Countries

Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at examining how Dynamic Assessment that premises on Vygotsky's zone of proximal development and advocates mediation through good social setting and practice can enhance EFL language learning. Accordingly, 25 EFL students pursuing the first level of an undergraduate course at Prince Sattam bin Abdulaziz University, formed the experimental group for the writing task and 20 for the Reading task. Pre-test and post-test were administered based on Browns' Interventionist Model for writing task and Feuerstein's Interactionist model for Reading Comprehension. In addition, an online questionnaire was distributed to 43 university teachers from Prince Sattam bin Abdulaziz University to elicit their opinion. Data were statistically analyzed using SPSS. The results show a significant relation between Dynamic Assessment and language learning. The implications of findings will be helpful in EFL classrooms and research.
The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen
Author: Alotaibi, Nayef
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grade Point Average,High School Students,Standardized Tests,Language Proficiency,English (Second Language),Success,Academic Achievement,Public Schools,Private Schools,Predictor Variables,College Entrance Examinations,College Freshmen

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student's high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students' high school general averages, admission test, which is Standardized Test for English Proficiency, and student's type of high school to predict freshmen's academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students' performance. In contrast, surprisingly, students' HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.
Validating English Language Entrance Test at a Saudi University for Health Sciences
Author: Jawhar, Sabria
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Tests,College Entrance Examinations,Health Sciences,Test Validity,Test Reliability,Language of Instruction,Language Proficiency

This paper aims to validate the English Language Entrance Test for King Saud bin Abdulaziz University for Health Science (hereafter KSAU-ET). It supports the argument regarding using specially designed in-house entrance tests at health universities by showcasing the test's development, administration, and validation process. It presents a new framework for test validation that is informed by various existing frameworks such as Messick (1996), Sireci (1998) and, Weir (2005), with a specific focus on the notions of unitary and practicality. The proposed framework treats validity as a pre-, during, and post-test process that collects evidence from each phase to support the test's overall validity. The data were collected using different tools and through the three stages of the validation process. The test was taken by 474 candidates who applied to join KSAU-HS Stream II medical program. The data confirmed that the test was reliable (alpha &gt; 7) and reasonably meet the university's needs to select the program's top prospective candidates. Nevertheless, the study highlighted the importance of collecting further evidence in future studies and including more selection criteria in the regression model of analysis. Using this framework, the study contributes to the existing body of research that investigate English entrance test validation. It shows that exam validity is a context-sensitive process strongly associated with the purpose for which the exam is used. Finally, the paper discusses pedagogical implications that may help educators at health science universities develop in-house entrance tests in place of standardized tests, which often do not address context, curriculum, or program objectives.
Vocabulary Learning Strategies Used by Thai High School Students in Science, Language, and English Programs
Author: Thiendathong, Panadda
Date: 2021-06-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Second Language Learning,English (Second Language),Science Education,High School Students,Adolescents,Context Effect,Correlation,Public Schools,Intellectual Disciplines,Foreign Countries

This study investigated the vocabulary learning strategies used by Thai high school students. The aim was to identify the frequency of different techniques used by high school learners studying in various programs. The main objective of this study was to compare the use of vocabulary learning strategies between multiple programs of study and examine the relationship between these different strategies. A total of 491 high school students from multiple academic disciplines participated in this study. A 47-item questionnaire of vocabulary learning strategies was given to the participants. In addition, qualitative data were collected via semi-structured interviews with 21 students to gain further information on their vocabulary learning strategy use. The interview recordings were immediately transcribed verbatim and translated from Thai into English by two experts. The results indicated that the most frequently used strategies were determination strategies, whereas memory strategies were used the least. The findings also showed that the learning context influenced the participants' use of vocabulary learning strategies. The qualitative results further revealed the variety of vocabulary learning strategies and the degrees of strategy use. In conclusion, this study highlighted that vocabulary learning strategies are interrelated, and the strategies adopted by learners can depend on vocabulary learning conditions.
English Linguistic Competencies Formation through Specially Designed Border Guards&apos; Practical Training
Author: Karpushyna, Maiia
Date: 2021-06-00
Type: Journal Articles
Subjects: Translation,On the Job Training,Second Language Learning,Second Language Instruction,English (Second Language),Needs Assessment,Linguistics,National Security,Government Employees,Language Teachers,Job Performance,Job Skills,Foreign Countries,Undergraduate Students,International Cooperation,English for Special Purposes

The current study inquires about the cadets' practical training in their primary positions as interpreters/translators. The research is focused on efficient on-the-job training and its organizational procedures for the competence and competency-based approaches. The aim of the practical training of the cadets who study by Philology specialty is to apply English as a foreign language in service situations concerning language immersion and translating issues in the law-enforcement sphere. Needs analysis conducted by the Foreign Languages Department instructors testified to the great significance of the on-the-job training. The Academy's graduates were interviewed to specify the duties and skills required for their job performance and reveal the gaps in the academic study of the cadets by Philology specialty. For this reason, practical training in linguistics was developed to bring theory and practice together, to improve and foreground the theoretical knowledge through true-to-life task completion. Competencies analysis was made concerning higher education standards by specialty 035 Philology for the first (Bachelor's) level of higher education established by the Ministry of Education and Science of Ukraine, and the relevant ones were selected. Twenty-two cadets of the Academy have undergone practical training in their would-be primary positions. It is expected that the cadets will be provided with relevant experience in the position of an interpreter/translator of the Division of International Cooperation and Border Representative Work and get essential links to the content of the future service. The consequent research will concern the practical training results verification based on their defense presentation assessment.