ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Secondary School Students&apos; Perceptions of Fictional Characters
Author: Sen, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Fiction,Literary Devices,Personality Traits,Childrens Literature,Experience,Reader Text Relationship

Fictional characters give literary works a sense of reality. The actions of fictional characters play a crucial role in children's personality development. Young readers who lack critical reading skills are more likely to incorporate fictional characters into their lives because they have a hard time telling reality from fiction. Therefore, we should determine how children perceive fictional characters and teach them that they are imaginary figures. In this way, we can help them approach those characters' actions from an external and critical perspective. This study adopted a qualitative research design (case study) to investigate secondary school students' perceptions of fictional characters. The sample consisted of 45 secondary school students (28 female and 17 male). Data were collected through interviews and document review techniques. Data were analyzed using content analysis. Results showed that participants were more likely to be interested in and identify with characters with appealing personality traits. They had four types of approaches to fictional characters: (1) Wanting to change the storyline depending on what the fictional character goes through, (2) being influenced by them, (3) seeing them as role models, or (4) ignoring them. They wanted to change the storyline, especially when the villain got what he wanted or when the hero or the victim was unhappy, suggesting that they mostly took the protagonist's side (the good guy). While most participants attributed an ontological meaning to anthropomorphic characters, the symbolic meaning became of secondary importance. They were more interested in and identified more with characters with good living conditions and no death experiences.
Examination of Internet Use in Terms of Psychological Well-Being
Author: Bal, Pervin Nedim
Date: 2021-07-00
Type: Journal Articles
Subjects: Internet,Use Studies,Well Being,Psychological Patterns,Adults,Foreign Countries,Addictive Behavior,Predictor Variables,Gender Differences,Individual Differences

This study aimed to examine internet use in terms of psychological well-being. The descriptive and correlational research designs were used in this study. The data were collected by the online survey. The survey included &quot;Internet Addiction&quot; and &quot;Warwick-Edinburgh Mental Well-being scales&quot; and a &quot;Socio-Demographic Form&quot;. Four hundred and twelve people participated in the study. A negative, moderate and significant relationship was found between internet addiction and psychological wellbeing. It has been determined that being under the age of 25, single, unemployed and having a low income are the factors that significantly increase internet addiction. In addition, with the increase in work and income levels, psychological well-being increases significantly. These findings show that individuals under the age of 25, single, unemployed, and in low-income group are in the risk group for internet addiction. As a result, it can be suggested to focus on individuals in the risk group and psychotraining program can be designed for increasing the level of psychological well-being in order to prevent internet addiction.
Note Reading Methods Used in Piano Education of 4 to 6 Years Old Children
Author: Sezen, Hatice
Date: 2021-07-00
Type: Journal Articles
Subjects: Music Education,Music Reading,Musical Instruments,Teaching Methods,Instructional Materials,Early Childhood Education,Elementary Education,Elementary School Students

The aim of the study is to analyse the teaching methods and materials that are currently used in the basic piano education of children at the age of 4-6 years, using the existing literature, and to develop suggestions and recommendations regarding the process. The study covered various teaching methods and techniques that are used in introduction of the piano keyboard to children as well as teaching the titles of notes and their places on the staff throughout the process of habituation of note reading in children at age of 4 to 6 years. Considering the basic principle that note-teaching for children is a visual, auditory and psychomotor process respectively, it has been suggested that the musical notes should be perceived as a graphical structure. The study has sought an answer to the question how to perform the note-teaching for piano education of children in the most productive way possible. This process, which requires due diligence, has been developed in stages and each stage has been elaborated in detail. As a result of the literature review, considering that there are very limited number of studies in the literature on various note-learning methods and materials applied in early age piano education, it is suggested that this study will contribute to pedagogues giving early age piano education and can also shed light on further studies.
The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review
Author: Alqahtani, Faten
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Testing Problems,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Learning Processes,High Stakes Tests,Validity,Educational Policy,Policy Formation,Test Preparation,College Admission,Role

Existing literature indicates that assessment is a critical aspect of teaching and learning language; the outcomes of testing are vital. The history of assessment can be traced back to when exams primarily served two significant purposes in China: choosing candidates for admission into government offices and preventing corruption. Washback as a concept can be traced back to the 1990s. It was advanced by Alderson and Wall in 1993 as a force that obliges test-takers and tutors to engage in particular tasks or activities due to exams. In this regard, washback is an impact that a test has on the teaching and learning process. High-stakes exams like the LOBELA demonstrate the significance of washback in the Saudi English-as-a-foreign-language context. This paper explores the mechanisms through which washback occurs in teaching and learning processes, ways to determine its validity, and different types of washback. It further highlights the impact of washback in promoting teaching and learning processes, as well as the role it plays in policy development in the educational system.
Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities
Author: BinSaran, Abdallah Abdulmahsan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Reading Skills,Second Language Instruction,Foreign Countries,College Second Language Programs,English (Second Language),Reading Comprehension,Thinking Skills,Vocabulary Development,College Students

This research paper endeavors to evaluate, assess and assert the expediency and efficacy of employing content and language integrated learning (CLIL) in teaching Reading skills to EFL students. It is a qualitative paper which examines and underscores the usefulness of developing EFL reading comprehension skills by using the CLIL teaching. The outcome of this teaching and learning methodology is predicted and determined by presenting and evaluating considerable researches carried out in this field by eminent language researchers. These studies unequivocally demonstrate that the application of CLIL in classrooms with regard to the acquisition and retention of EFL reading and vocabulary skills among college students has proved to be very helpful and palpable. It must be understood that CLIL does not help in making the teaching content simple or revising what learners already know. CLIL courses actually blend language and content together so as to enhance the language as well as the thinking abilities of the learners. The significant amount of research interest in this subject and its growing demand as a foreign language teaching approach necessitate intensive research and analysis as to its efficacy in other parts of the world. In this context, this paper examines and validates its efficacy for the Saudi EFL learners, in view of its ostensible advantages related to language awareness and content knowledge. This paper aims to address the problems and concerns of Saudi learners and teachers of EFL, and lays down the plans to implement CLIL courses in Saudi universities for the benefit of the students in this part of the world. The research concludes by encapsulating and analyzing the researches undertaken in this field and explaining the lessons learnt by employing CLIL courses at the graduate and undergraduate levels in Saudi universities.
Dynamic Assessment in Language Learning: An Overview and the Impact of Using Social Media
Author: Alsaadi, Haya Mohammed Anazi
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Second Language Instruction,Second Language Learning,Student Evaluation,Learning Processes,Evaluation Methods,Sociocultural Patterns,Learning Theories,Comparative Analysis,Technology Uses in Education

Language assessment is a vital part of the process of learning and teaching a foreign language. Language learners need to be provided with the best methods to measure how much they are acquiring the target language and to select the most authentic tasks of testing for them. As it has been recommended to use multiple assessment instead of traditional summative one where nothing is concerned except measurement of decontextualized tasks without interactive feedback, dynamic assessment has been used as a means to reinforce learning and to motivate students as well as enhance language teaching. Dynamic assessment, can be rooted on Socio-cultural theory (SCT) and Zone of Proximal Development (ZPD) by Vygotsky, as it allows for learning through interaction and mediation which indicates how beneficial it could be to utilize this method of assessment particularly through social media which is embedded nowadays with all of our daily tasks. Thus, this paper demonstrates the nature and effects of dynamic assessment as an influential method of assessing and maintaining the progress of language learners. Additionally, a comparison between dynamic assessment and static one is manifested. Besides, the theoretical background that supports this method is displayed. Moreover, how technology has been used effectively in language assessment and testing is illustrated. Furthermore, this paper presents implications and recommendations for further research regarding using social media to implement dynamic assessment in language learning which is considered the major goal of reviewing this literature.
Action Research for Unearthing Paradigmatic Assumptions in a MALL Environment: Reflecting on a WhatsApp™ Intervention to Support Foundation Year Students&apos; Communication
Author: Alsowayegh, Najat Hussein
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Foreign Countries,Computer Software,Action Research,Telecommunications,Handheld Devices,Computer Mediated Communication,Student Attitudes,Reading Skills,Writing Skills,Reflection,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Undergraduate Students,Females

The current study is the first of a two-part action research study to support student's communication using WhatsApp™ at a Foundation Year language program in Saudi Arabia. The study focused on unearthing the assumptions behind the support using factual knowledge gathered from 24 female students. Using a questionnaire that included ten closed-ended questions and a focus on three open-ended questions, the data indicated that the students found the MALL environment and the content agreed with supporting their learning. Some students opined their challenges of remaining in the environment. Others found learning in the MALL environment helpful and improved their reading and writing. Taking an action research approach allowed the two teacher-researchers to unearth the paradigmatic purpose behind supporting students in the MALL environment. The current research falls within the scope of surfacing and linking MALL action with MALL practice, contributing to the active bridging of the paradigmatic purpose of sharing content with students outside their classes in a MALL environment.
The Effect of Indirect Feedback on Students&apos; Writing Performance across Different Learning Strategies
Author: Aridah, Aridah
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Process Approach (Writing),Revision (Written Composition),Essays,Writing Achievement,Performance Factors,College Students,English (Second Language),Second Language Learning,Feedback (Response),Learning Strategies,Measures (Individuals),Foreign Countries

This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in which feedback provision was one of the steps in the process. The students were required to write five essays on different topics and the teacher gave indirect feedback on each essay draft. During the revision session, the students revised and rewrote their essays following the feedback provided by the teacher. The last version of each essay was scored. The results showed the students' writing performance significantly improved from the first essay to the succeeding essays, regardless of their learning strategies. However, a significant difference in writing performance across different learning strategies was not found. They both performed equally well.
Characteristics of Saudi EFL Learners&apos; Learning Styles
Author: Al-Seghayer, Khalid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,English (Second Language),Second Language Learning,Learning Strategies,Student Behavior,Language Teachers,Preferences,Cultural Influences,Social Influences,Student Characteristics,Language Skills,Teaching Methods

One of the most important factors among those that play key roles in second language acquisition is language learning styles and strategies. This article identifies the unique and multifarious learning-style preferences that characterize Saudi English as a foreign language (EFL) learners' learning, and explores how multidimensional causal factors and experiences shape their preferred modes of learning. The analysis first tackles Saudi EFL learning-style preferences, followed by a discussion of Saudi EFL language learning strategies. The discussion addresses the learning-style approaches and learning behaviors of Saudi EFL leaners and the impact they have on them and highlights the factors and consequences of each. It concludes by pinpointing the importance of identifying language learning styles and strategies Saudi EFL students use and offering measures that will help Saudi EFL teachers facilitate their students' effective learning-style approaches.
Online Learning Readiness, Phubbing and Sofalizing Levels of Pre-Service Teachers amidst Pandemic
Author: Ilic, Ulas
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,Preservice Teachers,Preservice Teacher Education,Readiness,Gender Differences,Student Behavior,Intellectual Disciplines,Telecommunications,Handheld Devices,Antisocial Behavior,Socialization,Foreign Countries

With the effect of the pandemic, online learning has gained importance. In addition, due to restrictions, individuals' behavior with digital tools has begun to change. Thus, the present study examines online learning readiness, phubbing, and sofalizing behavior in pre-service teachers and the correlations between these variables in a completely online instruction environment. A correlational design was adopted in the study. The study was carried out with 130 pre-service teachers. The data were collected with the E-Learning Readiness Scale for College Students, the Generic Scale of Phubbing, the Generic Scale of Being Phubbed, and the Sofalizing Scale. The data collection process was conducted at the end of the 2020-2021 academic year fall semester. The study findings demonstrated that the readiness of pre-service teachers for online learning readiness was high. However, the findings for phubbing, being phubbed, and sofalizing scales were inversely low. There were no differences between the variables based on gender. There was a difference only in being phubbed scores based on department. In the study, a significant correlation was found between phubbing, being phubbed and sofalizing. However, no correlation was determined between these variables and online learning readiness. It was suggested that the study findings could contribute to future research on online learning readiness, phubbing, and sofalizing variables.
Use of Refusal Strategies among Saudi EFL Students: An Investigative Study
Author: Qadi, Ahmad Hatim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Instruction,Cultural Influences,Language Usage,Cultural Differences,Syntax,Sociolinguistics,Pragmatics,Speech Acts,Communication Skills

The current study seeks to probe the use of refusal strategies and their frequency among Saudi EFL students of Bachelor of Science (BS) at Moon University (pseudonym), Saudi Arabia. Through a convenient sampling procedure, 20 students were selected, and Discourse Completion Test (DCT) was administered. This test comprised 12 situations eliciting refusals to suggestions, requests, offers, and invitations. Their answers were then coded using the refusal strategies categories laid down by Beebe, Takahashi &amp; Uliss-Weltz (1990) and were analyzed via content analysis. Each participant's refusal strategy for each speech act was analyzed using descriptive statistics, to discover exact frequency counts. The results indicated that the indirect refusal strategies were adopted by Saudi EFL students with greater frequency than the direct strategies even though Saudi culture is characteristically inclined towards directness resulting in numerous face-threatening acts. The results demonstrated the tendency towards the use of adjuncts by EFL students which to some extent indicated the cultural grooming of interlocutors. Moreover, lack of pragma-linguistic competence was reflected in flawed and ambiguous syntactic structures which impacted the clarity of meaning. The findings also suggested that in this globalized world where cross-cultural communication is unavoidable, the teaching of English should be geared towards the development of both pragma-linguistic and socio-pragmatic competence among EFL students.
Mentoring Roles of the School Principals in Turkey: A Literature Review
Author: Dönmez, Sinem Arslan
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Role,Principals,Mentors,Public Schools,Job Satisfaction,Teacher Attitudes,Assistant Principals,Correlation,Professional Development

It is important to explain the scope of the concept of mentoring, which has been becoming increasingly important in training and supporting the professional development of educational administrators. In this context, the aim of this study is to examine the concept of mentoring, the functions of mentoring, and the studies carried out on the mentoring functions of school administrators in Turkey. For this purpose, the study was designed as a literature review, and the studies which were indexed in the TR index and Council of Higher Education Thesis Center between the years 2000 and 2020 were analyzed. As a result of the analysis, it was found out that there were 16 studies conducted on the mentoring roles of school administrators in Turkey, and they were carried out as graduate studies at Master's level. It was also concluded that the studies generally focused on the mentoring functions of the education administrators in public schools, the level of mentoring functions of the school administrators, and the correlation between the mentoring functions of the school administrators and the job satisfaction of the teachers and vice-principals, academic optimism, organizational adaptation, and professional development. As a result of the study, it may be suggested that more studies are needed for a better understanding of mentoring among the school principals in Turkey.
Teachers&apos; Perception towards Formative Assessment in Saudi Universities&apos; Context: A Review of Literature
Author: Alsubaiai, Hanan Sarhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Formative Evaluation,Student Evaluation,Evaluation Methods,Teaching Experience,Educational Attainment,Cultural Influences,Knowledge Level,Barriers,Teacher Education,Student Centered Learning,Higher Education

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. A review of literature reveals that, formative assessment influences students' outcomes positively. Notably, teachers' perception is an important factor that determines the assessment strategies used in class. Their perception towards formative assessment is influenced by factors such as teaching experience and education level. As such, any efforts to influence teachers' perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers' perception in influencing their decision to apply formative assessment.
Algodoo for Interactive Learning: Effects on Students&apos; Achievement and Motivation towards Science
Author: Kirmizigül, Asli Saylan
Date: 2021-09-00
Type: Journal Articles
Subjects: Middle School Students,Grade 5,Student Motivation,Science Achievement,Science Instruction,Physics,Instructional Effectiveness,Computer Simulation,Electronic Learning,Interaction,Foreign Countries

This study investigates the effects of the Algodoo interactive learning program on fifth-grade students' achievement in science and motivation towards science. The research was carried out in the fall semester of the 2020-2021 academic year with the participation of 110 fifth grade students. In the study, a pre-test-post-test control group quasi-experimental design was used. Within the scope of the study, the &quot;Force Measurement and Friction&quot; unit was taught during three weeks through Algodoo in the experimental group and traditional teaching in the control group. In the study, data were collected through an achievement test including multiple-choice questions and Science Motivation Scale. Both instruments were applied to the groups twice as pre and post-test. Independent samples t-test was conducted separately for the quantitative data obtained from each instrument. Moreover, a paired-samples t-test was conducted to compare the pre-and post-test scores of each instrument. According to the findings, Algodoo applications had positive effects on science achievement and motivation towards science.