ethanporcaro/eric-fulltext-meta huggingface dataset:
Going beyond the Text: Interactional Competence in Reading Comprehension Class
Author: Jawhar, Sabria
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Sociocultural Patterns,Classroom Communication,Teaching Methods,Teacher Student Relationship,Language Teachers,Foreign Countries,College Preparation,Language Tests,Student Placement,Native Language,Semitic Languages

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers' ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.
Improving Classroom Observation through Training: A Qualitative Study in College of Technology in Oman
Author: AL-Balushi, Haroun Mohammed Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Observation Techniques,English (Second Language),Second Language Learning,Second Language Instruction,Technology Education,Teacher Attitudes,College Faculty,Faculty Development,Program Effectiveness,Anxiety,Feedback (Response),Teacher Role,Attitude Change

Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classroom observation process. Based on the initial data, a training program was developed with materials from international good practice projects. Finally, the changes were identified through the second set of interviews with the participants. The major results of this study suggest that the training program contributed positively to the perceived effectiveness of the classroom observation process, reduced anxiety related to this process, and led to more balanced participation from both the observers and the teachers. Moreover, the implementation of the pre-observation conferences started taking place and post-observation meetings included more constructive feedback. This study adds to the literature on the importance of classroom observation training with a practical training program. This practical approach can be adopted in similar contexts with some adaptation to meet the specific needs of educational institutions. The researchers suggest a qualitative research approach to accompany any such future training to measure the effects of the training program.
The Voice of Learners on English Literary Texts: Passing on the Mantle
Author: Abdul Samat, Norhanim
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cultural Awareness,High School Students,Teacher Education Programs,Content Analysis,English Literature,Second Language Learning,Second Language Instruction,English (Second Language),Reading Material Selection,Consciousness Raising,Curriculum Design,Language Teachers,Relevance (Education),Language Proficiency,Check Lists,Foreign Countries

This study examines how pre-service teachers assess the appropriateness of literary texts used by high school students in terms of learners' age, linguistic needs, and language proficiency. It also aims to determine the relevance of the texts used to learners' cultural understanding. The participants in this study were five pre-service teachers who participated in a content analysis study of five literary texts. They analyzed the content of the texts using the four categories of textbook evaluation criteria proposed by Tomlinson (2001), namely, media-specific criteria, content-specific criteria, learner-specific criteria, and language criteria. The evaluation results were positive. All participants agreed that all five texts were appropriate for high school learners, with average levels of compliance ranging from moderate to appropriate. In addition to selecting texts that are appropriate for the learners' language level, the topics and issues addressed in the texts should also be appropriate for the learners' interest, so the selection of literary texts is crucial. Finally, more local texts should be selected for the English literature curriculum to highlight local cultures and practices. It is expected that this study will contribute to English language teaching as the findings of this study will provide necessary information to those who are concerned with the selection of appropriate literary texts for schools. In addition, this study will raise awareness among teachers and curriculum designers of the need to consider learners' level of competence when evaluating and selecting from the many literary texts available.
Teaching Translation during COVID-19 Outbreak: Challenges and Discoveries
Author: Alwazna, Rafat Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Teaching Methods,COVID-19,Pandemics,Online Courses,Language Teachers,Barriers,Learning Processes,Distance Education,Teacher Attitudes,Teaching Experience,Computational Linguistics

The present paper addresses translation teaching during the COVID-19 outbreak, seeking to discover the challenges translation teachers encounter in online education and the solutions available to resolve them. Its importance springs from the fact that teaching almost all over the world had to depend on distant teaching/learning through electronic platforms to face the pandemic of COVID-19. Therefore, the present study seeks to discover the challenges encountered in online translation teaching and the proposed solutions to overcome them. It intends to answer the following questions: how does teaching translation during the COVID-19 outbreak look like? What are the challenges encountered in teaching translation during the COVID-19 outbreak? What are the discoveries found in teaching translation during the COVID19 outbreak that may serve as advantages/solutions for the challenges faced? The paper uses a comprehensive questionnaire containing closed-ended and open-ended questions to elicit quantitative and qualitative data from sixty translation teachers. The data shows that 40% of the participants evaluate their online translation teaching experience during the COVID-19 outbreak as enjoyable. In contrast, no participant has assessed their online translation teaching experience as not good. About 23.33% of the participants consider their online translation teaching experience very good, and the same percentage applies to those who evaluate their online translation teaching experience as good to some extent. Thus, around 13.33% of the participants consider their online translation teaching experience good. The data also indicates that most participants have encountered obstacles in online teaching and have concurrently proposed solutions to resolve them.
Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study
Author: Tubayqi, Khulud Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Grammar,Introductory Courses,Foreign Countries,Teacher Attitudes,Student Attitudes,Positive Attitudes,Semitic Languages,Females,Language Teachers,Undergraduate Students,Teaching Methods,Classroom Communication

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students' reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.
The Mediator Role of Resilience in the Relationship between Sensation-Seeking, Happiness and Subjective Vitality
Author: Kasikci, Furkan
Date: 2022-03-00
Type: Journal Articles
Subjects: College Students,Resilience (Psychology),Sensory Experience,Stimulation,Psychological Patterns,Emotional Response

Sensation-seeking, subjective vitality and happiness are interrelated constructs in the current literature. However, there is currently no research on how the relationship between these concepts is affected. This research aims to examine the mediating effect of resilience in the relationship between them, thus bridging a large gap in the field. The group of participants in the research consisted of 519 university students; 384 (74%) of them women and 135 (26%) of them men. In addition, the average age of the participants was 20.17 (Sd = 1.36). We used sensation seeking, resilience, subjective vitality and Oxford happiness scales in the research. We used mediation analysis to determine the indirect effect of resilience between sensation seeking and subjective vitality and happiness. The results revealed a minor, positively significant relationship between sensation seeking and resilience, subjective vitality, and happiness, indicating that resilience plays a mediating role in the relationship between the concepts of. Moreover, a high level of psychological resilience increases subjective vitality and happiness. Based on these findings, guidance and psychological counselors in schools may be able to better guide improving students' mood.
Why Do Teachers Fear? Investigating Teachers&apos; Perceptions of the Culture of Fear through Mixed Methods Research
Author: Agalday, Bünyamin
Date: 2022-03-00
Type: Journal Articles
Subjects: Fear,Teacher Attitudes,Mixed Methods Research,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Characteristics,Individual Differences,Teacher Administrator Relationship,Interprofessional Relationship

This research aims to reveal the source of fears by examining various variables of teachers' perceptions of fear culture. The study employed an explanatory approach of mixed methods research. Quantitative data were obtained through the &quot;Culture of Fear in Schools Scale,&quot; while qualitative data were gathered through a semi-structured interview form. Quantitative data were collected from 325 teachers working in primary and secondary schools in Turkey, selected via the simple random sampling method. Qualitative data were collected from 15 teachers selected using the maximum variation sampling method. Many contradictions have emerged between the quantitative and qualitative findings in the study. While quantitative findings show that teachers experience low levels of fear originating from administrators, colleagues, and legal processes, qualitative results show that teachers experience these fears more prominently. In addition, based on the variables of gender, marital status, seniority at the current school, employment status, and professional seniority, a statistically significant difference was found between teachers' perceptions of the culture of fear. In conclusion, the research provides some evidence for a culture of fear in schools. In addition, some critical implications regarding the origin of teachers' perceived fears were discussed for future research, practitioners, and policymakers.
The Role of Argumentative Writing in Teaching Controversial Issues: A Mixed Methods Research
Author: Meral, Elif
Date: 2022-03-00
Type: Journal Articles
Subjects: Persuasive Discourse,Social Studies,Controversial Issues (Course Content),Preservice Teachers,Essays,Units of Study,Teacher Attitudes

The purpose of this study is to examine the role of argumentative writing in teaching controversial issues in Social Studies education. We employed the convergent design as a mixed-methods approach. The sample consisted of 49 prospective social studies teachers. Data were collected through an attitude scale towards controversial issues, semi-structured interview forms, focus group interviews, and respondents' diaries. The respondents were also asked to write argumentative essays on particularly controversial issues (i.e., brain migration, technology, nuclear energy, and different types of government) in the Social Studies course. The written tasks were evaluated throughout the period. Descriptive and predictive analyses were used to examine the quantitative data, while content and descriptive analyses were performed for the qualitative data, which were additionally analysed using MAXQDA 2020. A statistical significance was found between the respondents' pre-test and post-test scores regarding controversial issues. It appeared that drawing on controversial matters was effective in developing certain skills such as researching, critical thinking, recognizing one's own opinions, respecting different opinions, using scientific evidence, and making assessments. We believe that argumentative writing plays a critical role in developing these skills, which are likely to come out while teaching controversial issues. It could be assumed that writing argumentative essays is an alternative way for teachers to create a democratic classroom atmosphere while teaching controversial issues.
Effectiveness of Sensor-Based Media to Improve Referee Education
Author: Kasih, Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Decision Making,Physical Education,Team Sports,Video Technology,Foreign Countries,Electronic Equipment,Program Effectiveness

The purpose of this research is to produce a new product in the form of censorship media and video assistant referee (VAR) in assisting referee leadership in a championship to achieve fair play. This research uses the Research and Development (R&amp;D) method from Sugiyono using ten steps. The place of research was carried out at the All-Indonesian Volleyball Association, Deli Serdang Regency. The population and sample in this study were 36 Deli Serdang Regency volleyball players with a small sample of 6 people, a large sample of 16, and a comparison sample of 14. For the referee sample, six nationally licensed and nine regional licensed referees. The results of this study include Net and VAR sensors used to develop a player error detection tool when smashing and blocking. The results are obtained from the data from expert validation, including: (1) Material experts 92.3% with the &quot;Very Eligible&quot; category. (2) Media Experts 92.5% with the &quot;Very Eligible&quot; category. In large-scale trials on referees and athletes, the resulting percentages were 90.8% and 92.7%, respectively, while in the comparison trial, the percentage produced was 92.5%.
Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes
Author: Haider, Muhammad Qadeer
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Inquiry,Active Learning,Algebra,Introductory Courses,Instructional Effectiveness,Teaching Methods,College Students

This study evaluates the effectiveness of inquiry-oriented instruction in introductory linear algebra classes by comparing the performance of students who learned introductory linear algebra concepts in inquiry-oriented settings (TIMES students) with the students who attended other linear algebra classes (Non-TIMES students). We used the assessment data from 461 students (271 TIMES and 190 Non-TIMES students) which were collected from 19 linear algebra classes at 15 institutes across the country. The linear algebra assessment was given as a post-test to all students, and TIMES students performed significantly better than Non-TIMES students. Overall, the difference in the performance of both groups was statistically significant in the entire assessment, procedural subscale, and conceptual scale of the assessment. In a pair-wise comparison of TIMES and Non-TIMES classes, only those TIMES classes performed significantly better than the Non-TIMES classes on the linear algebra assessment where instructors have more experience with inquiry-oriented teaching.
Implementation of Healthy Gymnastics and Use of Technology as an Effort to Maintain Body Immunity during the Pandemic
Author: Paramitha, Sandey Tantra
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Technology Uses in Education,Pandemics,COVID-19,Health Promotion,Physical Activities,Foreign Countries

Exercise is one way to prevent the spread of the COVID-19 virus. Aerobic exercise is a very popular choice for many people. Therefore, this study aims to develop exercise in maintaining and improving aerobic health. One of the most popular aerobic sports is gymnastics. In addition, with the development of aerobic exercise, it is also hoped that people will be more interested in exercising. Research and development methods are used in this study to produce and test the developed product's effectiveness. In carrying out this research, we innovated the product of the COVID-19 healthy exercise movement in preventing the spread of COVID-19 based on technology presented in a video and disseminated on digital media platforms. From the effectiveness test results, it was found that this COVID-19 healthy exercise product was feasible and effective to use to prevent the spread of the COVID-19 virus. This research implies that the exercise developed can be used by everyone to help maintain the body's immunity.
Why Do Students in Vocational and Technical Education Drop Out? A Qualitative Case Study
Author: Korumaz, Mithat
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Dropouts,Cultural Capital,Social Capital,Economic Factors,Foreign Countries,High School Students,Student Attitudes

The aim of this case study is to examine the economic, social and cultural reasons behind the dropout of vocational and technical education students. The participants of the study are 23 students included in accordance with the criterion sampling method. We gathered data with semi-structured interviews. Then we analyzed data with content analysis. Themes obtained as findings of the study are vocational habitus, capital agents, how to survive and post-experience. As a finding of the study; while individual problems are the most emphasized problems experienced at school by the participants, economic reasons are the most emphasized reasons behind the dropping out of the students.
The Role of Cognitive Distortions Related Academic Achievement in Predicting the Depression, Stress and Anxiety Levels of Adolescents
Author: Buga, Ahmet
Date: 2022-03-00
Type: Journal Articles
Subjects: Cognitive Processes,Academic Achievement,Depression (Psychology),Anxiety,Adolescents,High School Students,Psychological Patterns,General Education,Vocational Education,Foreign Countries

The purpose of this study is to assess the predictive power of the cognitive distortions related to academic success concerning the depression, stress and anxiety levels of adolescents. The sample of research consists of 411 people; 192 (46,7%) were female, 219 (53,3%) were male, with 203 (49,4%) of the group continuing their education at academic high school whereas 208 (50,6%) were vocational high school students. The study data was obtained by using the Personal Information Form, Depression, Anxiety and Stress Scale (DASS-42) -- High School Form and Cognitive Distortions Scale related to Academic Achievement (CDS-AA). The t-test, ANOVA and simple linear regression analysis were used in analyzing the data. It was observed that cognitive distortions related to academic success, one of the research variables, did not differ according to gender, class level and receiving out-of-school academic support. On the other hand, it was seen that depression, anxiety and stress scores differed significantly in terms of gender, class level and receiving out-of-school academic support. Finally, it was observed that cognitive distortions related to academic achievement are a statistically significant predictor of depression, anxiety and stress.
The Effect of Psychoeducation Program Based on Structural Family System Therapy on Family Functionality in Families of a Child Diagnosed with Attention Deficit Hyperactivity Disorder
Author: Tura, Gülsah
Date: 2022-03-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Psychoeducational Clinics,Family Counseling,Children,Attention Deficit Hyperactivity Disorder,Measures (Individuals),Family Relationship,Scores,Foreign Countries,Program Content

The main objective of the present study was to investigate the effect of a Structural Family Therapy (SFT)-based psychoeducation program on family functioning in families of children with attention deficit hyperactivity disorder (ADHD). This study was an experimental study based on the pre-test, post-test, and follow-up test model, with experimental and control groups. Family functionality, which was the study's dependent variable, was measured with the Mc Master Family Assessment Device (FAD). The independent variable of the research was the psychoeducation program applied only to the experimental group. The research consisted of parents who have children between 7-10 years of age diagnosed with ADHD. An 11-week psychoeducation program developed by the researcher based on SFT was offered to the experimental group. Mann-Whitney U and Wilcoxon Signed-Rank tests were used to analyze the data. The results obtained from the study found out a significant difference (p&lt;0.05) between the post-test scores of the control and experimental group. In addition, a significant difference (p &lt;0.05) was found between the FAD scores of the parents in the experimental group before and after the experiment. The results show that the SFT-based psychoeducation program for parents is effective in increasing family functionality.