ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy Perceptions of Music Department Students on Instrument Performance
Author: Afacan, Senol
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Efficacy,Music Education,Musical Instruments,Student Attitudes,Gender Differences,Institutional Characteristics,High Schools,Drills (Practice),Time,Grades (Scholastic),Ability,Foreign Countries

The purpose of this study is to determine the self-efficacy perceptions of undergraduate students studying at the Music Department on individual instruments, and to examine whether students' self-efficacy perception on instrument performance differed significantly according to various variables such as year, gender, the type of high school graduated from, the main instrument being studied, how much they practiced on their instrument, the individual instrument practice time, the instrument course grade, and the university being attended. The survey model, one of the quantitative research methods, was used in the research. The study group consisted of 102 students studying at the Music Department of Kirsehir Ahi Evran University's Neset Ertas Faculty of Fine Arts (n=45) and the Music and Performing Arts Department of Nevsehir Haci Bektas Veli University's Faculty of Fine Arts (n=57). For data collection, the Personal Information Form and the Instrument Performance Self-Efficacy Belief Scale developed by Girgin (2015) were used in the study. The twenty-item five-point Likert type scale has three sub-dimensions, namely self-efficacy, self-inefficacy, and psychological indicators. While analyzing the data, descriptive statistics and parametric tests, t-test and One Way Anova Test were used. The study results revealed that students' self-efficacy perceptions on instrument performance were &quot;undecided&quot; in the total scale, and &quot;disagree&quot; in the self-inefficacy subdimension. Students' self-efficacy perceptions differed significantly according to the variables of individual instrument practice time and the instrument course grade, and there was a significant difference in the psychological indicators subdimension according to the gender variable in favor of the males. Furthermore, there was no significant difference according to the variables of year, the type of high school graduated from, the main instrument being studied, and the university being attended. Recommendations were given based on the study results.
Academic Entitlement Expectations of Preservice Primary School Teachers
Author: Aksoy, Naciye
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,Elementary School Teachers,Preservice Teachers,Gender Differences,Individual Differences,Psychological Patterns

The aim of this study is to examine whether the academic entitlement expectations of preservice teachers studying at primary school level differ according to their gender, grade level and the type of university they attend (public or foundation). The sample consists of a total of 397 preservice primary school teachers in one foundation and one public university. The data were collected with the &quot;Academic Entitlement Expectation Scale&quot;, after assessing the validity and reliability of the instrument. The independent samples t-test was performed to analyze whether the preservice primary school teachers' academic entitlement expectations differed according to the variables of gender and type of university; while one-way analysis of variance (ANOVA) was used to determine whether they differed according to the grade level variable. In the study, it was found that academic entitlement expectations of male students compared to female students; students attending the foundation university compared to those at the public university, and students in the first grade compared to those in the fourth grade were higher.
A Study on the Relationship between Secondary School Students&apos; Digital Game Addiction Awareness and Participation Motivation to Physical Activity
Author: Çar, Bekir
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Computer Games,Video Games,Educational Games,Student Attitudes,Student Motivation,Student Participation,Addictive Behavior,Emotional Response,Metacognition,Physical Activities

This study is conducted so as to investigate the relationship between secondary school students` digital game awareness(SDGA) and participation motivation to physical activity (PMPA). 456 female and 241 male secondary school students studying in the Keçiören district of Ankara participated voluntarily. Personel information form, Digital Game Addiction Awareness Scale(DGAAS) developed by Tekkursun-Demir ve Cicioglu (2020) and Participation motivation to physical activity Scale(PMPAS) developed by Tekkursun-Demir ve Cicioglu (2018) are employed as data collection set. In the analysis of the data obtained, mean( ), standart deviation(sd), percentage(%) and frequency(n) values are utiSecondary Schoold. The pearson product-moment correlation coefficient in pearson correlation analysis, ANOVA in one-way analysis of variance and T-Test in unrelated samples were used. While statistically significant differences were found the relationship between secondary school students' PMPA, SDGA and gender, educational level of father and daily technology usage(p&lt;0,05), the relationship with gender and educational level of mother was trivial (p&lt;0,05); In sum, study results demonstrate that there is a positive and significant relationship between PMPA of secondary school students and the SDGA. In other words, as students' awareness of digital game addiction increases, participation motivation to physical activity increase.
Plagiarism Tutorials in English Academic Writing for L2 Vietnamese Undergraduates
Author: Do, Hieu Manh
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Plagiarism,Ethics,Student Attitudes,English (Second Language),Academic Language,Writing (Composition),Training,Knowledge Level,Program Effectiveness,Misconceptions,Cheating

Plagiarism is becoming more widespread in all types of educational institutions (Park, 2003). In Vietnam, this academic dishonesty has received little attention in teaching and training at the tertiary level (Hoang, 2014; Nguyen &amp; Filipi, 2017; Nguyen, 2018; Tran, 2021; Phan, 2006). To bridge this gap, the current study aims to investigate Vietnamese students' perceptions of plagiarism in English academic writing before and after receiving plagiarism tutorials. Before the training, 44 sophomore students were asked to write an essay at home with the purpose of checking for plagiarism, and 10 students were randomly invited to the interview. The findings show that thirty-five out of forty-four students did plagiarize (30% to 90%), as reported by &quot;Turnitin&quot; software. The understanding of plagiarism among students was poor and they thought that plagiarism was not a big deal. They also did not know how to avoid plagiarism by using citations and quotations in writing. According to these findings, the content of plagiarism tutorials was determined and designed based on the standard of the American Psychological Association (APA). The content of crediting sources includes plagiarism introduction, types of plagiarism, crediting sources, and citing references. They discovered several misconceptions as well as new information about plagiarism after the training. It is suggested that language teachers should consider applying integration and interaction principles to the pedagogy to mitigate the prevalence of plagiarism in English academic writing. Furthermore, plagiarism tutorials such as seminars or workshops should be provided for all students from various departments to raise students' awareness of plagiarism in education.
Comparative Analysis of the History of Mathematics Content in the Secondary School Mathematics Textbooks of Turkey, Singapore, Ireland and Canada
Author: Mersin, Nazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Mathematics,History,Secondary School Mathematics,Textbooks,Textbook Evaluation,Foreign Countries,Comparative Education,Professional Personnel

This study seeks to offer a comparative analysis of the History of Mathematics (HoM) elements identified in the secondary school mathematics textbooks of different countries. Drawing on document analysis method, this study analyzes the secondary school mathematics textbooks of Turkey, Singapore, Ireland and Canada. The HoM elements in the textbooks are examined in terms of famous mathematicians they present, civilization they are related to, content type, associated learning area and whereabouts they are inserted in the text. This study concludes that the textbooks of Ireland present the highest number of HoM elements quantitatively, and Ireland is followed by Turkey, Singapore and Canada, respectively. The most mentioned mathematicians in the HoM elements are Al-Khwarizmi and Pythagoras; further, the most mentioned civilization is Ancient Egypt. Further, Singapore and Canada prioritize discussion-project whereas Ireland and Turkey focus on history of concepts. Moreover, Turkey, Ireland and Canada present the highest number of HoM elements in the learning area of geometry and measurement. Singapore has the highest number of HoM elements in the area of numbers and operations. This study reveals that the countries do not sufficiently incorporate HoM into their textbooks. The countries with relatively higher number of HoM elements like Ireland use HoM for motivational purposes, rather than for teaching purposes.
Metaphorical Analysis of Iranian High School Students&apos; Beliefs about Conceptual Themes of Foreign Language Education
Author: Kuhi, Davud
Date: 2022-06-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Textbooks,Cues,Teaching Methods,Classification,Language Usage,Cultural Influences,Teacher Role

Metaphor analysis has been used as a cognitive tool to raise awareness about assumptions and beliefs held by teachers and learners about the process of learning and teaching. Motivated by such an ambition, this study conducted with a quantitative and descriptive design examined the metaphors produced by Iranian high school students in an EFL context about the concept of English teacher, EFL learner, teaching, learning, English textbook, and English language classroom. The study used the convenient sampling technique. The participants of this study included 200 individuals (female= 100, male=100) from Khajenasir and Rahmany high schools in Maragheh, Iran. For gathering the data, a metaphor elicitation instrument adapted from Can, Bedir, and Kilianska-Przybylo' s (2011) study was employed. It consisted of six prompts to elicit students' associations and images related to the selected concepts of foreign language education: &quot;1. English teacher is like….&quot; &quot;2. English learner is like….&quot; &quot;3. Teaching English is like…&quot; &quot;4. Learning English is like…&quot; 5. English textbook is like….&quot; &quot;6. English classroom is like….&quot; According to the findings, participants conceptualized selected components with about 370 metaphors categorized under 19 categories. There were similarities and differences in learners' conceptualization of these concepts regarding the participants' gender. The findings of this study might shed light on the view cultural linguistics represents a framework that provides a basis for understanding cultural conceptualizations and their realization in language.
The Impact of Online Dynamic Assessment on the Development of EFL Students&apos; Speaking Skills: A Comparison of Online Synchronous and Asynchronous DA Sessions
Author: Haez, Saba Ghanbari
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Asynchronous Communication,Speech Communication,Foreign Countries,Videoconferencing,Sociocultural Patterns,Language Tests,Language Fluency,Vocabulary Development,Grammar,Electronic Mail,Teacher Student Relationship,Pronunciation Instruction,Synchronous Communication,Test Preparation,Computer Assisted Testing,Teaching Methods

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results from asynchronous DA sessions, in which the trainer and the trainees were interacting over Gmail. To this end, 90 EFL institutional students from Iran, who were getting ready to take the IELTS test, were selected as the participants of the program. The cases were then divided into two experimental groups and one control group, each with 30 contributors. IELTS speaking tasks, marked by IELTS speaking band descriptors, were used to assess their speaking skills. Comparing the pre-test and post-test, the findings indicated development in all four areas of fluency, vocabulary, grammar, and pronunciation. Moreover, comparing the results from the two experimental groups showed that the participants who received asynchronous DA sessions outperformed the other experimental group. It is worth mentioning that a broader level of development was observed in experimental groups than the control group, in which the members received synchronous non-Dynamic Assessment (non-DA) methods.
Teachers Perceptions about Developing English Language Learner Autonomy
Author: Irshad, Sadia
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Independent Study,Teaching Methods,Personal Autonomy,Foreign Countries,Language Teachers,Teacher Attitudes,Authoritarianism,Teaching Styles,College Faculty,Language Skills,Positive Attitudes,Classroom Techniques,Teacher Role,Teacher Qualifications

Developing learner autonomy (LA) has been the teachers' focus in addressing the problems of second language pedagogy (Oxford 2003; Benson 2007; Little 1995) for a long time. The research, however, shows that the traditional pedagogical culture does not favor this idea, especially in the Asian context (Borg and Al-Busaidi 2012). The teachers' beliefs, moreover, may affect their classroom practices for the development of English language learner autonomy. In keeping with this view, we have gathered the data from 64 university teachers of Pakistan through a survey-based questionnaire to find out if teachers' positive beliefs about learner autonomy result in the rejection of teacher-centered authoritarian classroom practices or if the teachers give attention to those teaching practices that help in the development of learner autonomy, although this study cannot ascertain if learner autonomy is linked to the development of English language skills.
The Rhetorical Value of Multimodal Composition
Author: George, Patricia
Date: 2022-06-00
Type: Journal Articles
Subjects: Multiple Literacies,Teaching Methods,Online Courses,Writing Skills,College Freshmen,Distance Education,COVID-19,Pandemics,Multimedia Materials,Technological Literacy,Visual Literacy,Verbal Communication,Nonverbal Communication,English (Second Language),Second Language Learning,Second Language Instruction,Creativity,Editing,Peer Evaluation,Writing Instruction,Code Switching (Language),Equal Education,Student Centered Learning,Critical Thinking,Speeches,Resilience (Psychology),Self Concept,Community Colleges,Student Attitudes

This study employed a qualitative approach to examining the rhetorical value of multimodal composing practices among first-year college students with diverse academic, sociocultural, and linguistic backgrounds. With a shift to remote learning during the COVID-19 pandemic, this study sought instructional methods that would support the development of composition and language skills through a variety of modalities. A total of 21 participants took part in the study to address whether the inclusion of visual and technological literacy practices in an online setting enhanced verbal and non-verbal communication, multiparty interaction, writing engagement, and audience awareness. The researcher examined the qualitative data for major themes and summarized findings in categories illustrated by participants' quotes. The results of the study show that teaching multimodal practices aligned well with conventional written instruction. Two important trends were revealed: (1) students at all levels of English development demonstrated advances in conventional composing practices, such as thesis statement, organization, and content; and (2) multimodal practices contributed to higher levels of confidence, competence, and creativity, specifically in the students' ability to communicate coherent arguments, cite sources, and interact effectively during the peer editing process. Implications for curriculum, assessment, and practice with a commitment to equitable instruction are discussed.
TOEFL iBT Iranian Test-Takers&apos; Oral Language Performance: A Comparison between Independent and Integrated Speaking Tasks
Author: Ariamanesh, Ali A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Language Tests,Computer Assisted Testing,Speech Communication,Oral Language,Scoring Rubrics,Foreign Countries,Language Fluency,Comparative Analysis,Computational Linguistics,Syllables,Task Analysis,Computer Software,Accuracy,Language Usage,Undergraduate Students,Test Validity,Syntax

The present study investigated the speaking module of TOEFL iBT with an emphasis on the dichotomy of independent and integrated tasks. The potential differences between the two speaking conditions were intended to be explored based on the oral performance elicited from a group of Iranian test takers. To collect the required data, a simulated version of TOEFL iBT characterized with all test rubrics as practiced by ETS was applied. A total number of 224 oral samples were transcribed and then quantified in terms of complexity and fluency by some internet-based programs including &quot;Coh-Metrix 3&quot; and &quot;Syllable Counter.&quot; Moreover, the accuracy of each oral performance was manually computed for comparison purposes. The results revealed that the two speaking contexts were significantly different in terms of linguistic accuracy as well as two complexity measures representing latent semantic analysis and the mean number of modifiers per noun phrase. However, the two speech-eliciting contexts did not trigger any significant difference in the participants' oral language performance in terms of fluency and two other complexity measures, namely lexical diversity and left-embeddedness. The findings may have some implications for all TOEFL iBT stakeholders concerning the speaking subtest.
The Impact of Peer Review on Pre-Service Science Teachers&apos; Written Arguments about Socioscientific Issues Related to Chemistry
Author: Capkinoglu, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Preservice Teachers,Science Teachers,Written Language,Persuasive Discourse,Science and Society,Chemistry,Foreign Countries

This study investigated the impact of peer review on developing pre-service science teachers' (PSTs) written arguments about socioscientific issues related to chemistry. In the study, a quasi-experimental design was used with experimental (32 PSTs) and comparison class (33 PSTs). The participants were PSTs who were juniors in a public university in Turkey. Argumentation procedure for each group was conducted by the same instructor identically except peer review of written arguments in the experimental class. Toulmin's (1958) argument pattern was used for coding the arguments, and argumentation levels were determined by the levels proposed by Venville and Dawson (2010). Results indicated that the experimental class generated more Level 3 and Level 4 argumentation comprises more complex arguments than the comparison class. In both groups, more complex arguments were generated in the contexts of the use of medicine and home chemicals whereas less complex arguments were generated in the context of chemical additives in food. The conclusions and implications for science educators and researchers were discussed.
The Relationships between the Academic Boredom and Lifelong Learning Tendency
Author: Kula, Sultan Selen
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Lifelong Learning,Preservice Teachers,Learner Engagement,Self Control,Student Attitudes,Academic Achievement,Foreign Countries

In this study, the relationship between academic boredom and lifelong learning tendency among pre-service teachers was examined. The study also examined whether academic boredom level and lifelong learning tendency differ in terms of perceived academic success and the willingness to engage in lessons. The research group consisted of 448 pre-service teachers, studying at a state university in Turkey. The research was designed as a correlational survey model. In the research, one-dimensional &quot;Level of Boredom Scale&quot; and four-dimensional &quot;Lifelong Learning Tendency Scale&quot; were used as measurement tools. Research results suggested that statistically, while pre-service teachers' self-perception level of success did not significantly affect academic boredom, it affected motivation, perseverance, and lack of regulating learning; sub-dimensions of lifelong learning. Also, pre-service teachers' willingness to engage in the lesson significantly affected both academic boredom and lifelong learning tendencies. There was no significant relationship between pre-service teachers' academic boredom level and their lifelong learning tendency.
Classroom-Based Diagnostic Assessment Practices of EFL Instructors
Author: Farhady, Hossein
Date: 2022-07-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Diagnostic Tests,Language Tests,Feedback (Response),Teacher Education Programs,College Faculty,Teacher Attitudes,Classroom Techniques,Vignettes,Teaching Methods,Problem Solving,Learning Analytics,Higher Education,Reading Comprehension,Foreign Countries

Diagnostic assessment (DA) in language classrooms is reported to have a substantial role in providing immediate and quality feedback for remedial work that would improve learning (Alderson, Brunfaut &amp; Harding; 2014; Hattie &amp; Timperley, 2007; Huhta, 2008; Jang &amp; Wagner, 2013). However, applying DA in class remains a challenge for many practitioners for at least two reasons: First, there is no clear conceptualization of DA in the field of second language acquisition (Alderson, 2005; Alderson et al., 2015; Knoch &amp; Macqueen, 2017). Despite advancements in teacher education (TE) programs, they mostly provide only a handful of courses to equip teacher candidates with necessary classroom assessment knowledge (Popham, 2011). To address the issue, this study attempted to explore DA practices and procedures of experienced university EFL instructors with the hope of developing a sound and empirically supported framework for classroom-based DA in the EFL context. The data came from 17 instructors with an MA in TEFL and related fields with more than 5 years of teaching experience. They received scenarios presenting certain problems, asked to explain what procedures and processes they would employ to diagnose the problem, and what they would do as remedial instruction. Based on the findings, we propose a data-driven framework for classroom-based DA. The paper also provides a discussion of the need to incorporate theoretical and practical dimensions of DA in pre-service and in-service TE programs.