ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictive Role of Cognitive Flexibility and Self-Control on Social Media Addiction in University Students
Author: Sagar, Mehmet Enes
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Self Control,Adjustment (to Environment),Social Media,Internet,Addictive Behavior,College Students,Young Adults,Predictor Variables,Foreign Countries

The aim of this study is to examine how cognitive flexibility and self-control variables predict the social media addiction levels of university students. Relational model-based screening conducted in the 2020-2021 academic year. The research group studying this study in different universities in Turkey, 230 (47%) were male and 259 (53%) were female, the total of 489 university students. The average age of the research group is 20.21. Social Media Addiction Scale, Cognitive Flexibility Inventory, Self-Control Scale and Personal Information Form were used as data collection tools in the study. The data obtained from the research were analyzed by using the stepwise regression analysis method from multiple linear regression analysis. As a result of the research; it was revealed that cognitive flexibility and self-control variables significantly predicted social media addiction.
An Evaluation of Pass/Fail Decisions through Norm- and Criterion-Referenced Assessments
Author: Cuhadar, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Norm Referenced Tests,Criterion Referenced Tests,Decision Making,Achievement Tests,Standard Setting (Scoring),Classification,College Students,Counselor Training,Foreign Countries,Cutting Scores

The institutions in education use various assessment methods to decide on the proficiency levels of students in a particular construct. This study investigated whether the decisions differed based on the type of assessment: norm-and criterion-referenced assessment. An achievement test with 20 multiple-choice items was administered to 107 students in guidance and psychological counseling department to assess their mastery in the course of measurement and evaluation. First, the raw scores were transformed into T-scores for the decisions from norm-referenced assessments. Two decisions were made to classify students as passed/failed comparing each student's T-score with two common cutoffs in education: 50 and 60. Second, two standard-setting methods (i.e., Angoff and Nedelsky) were conducted to get two cut scores for the criterion-referenced assessment with the help of experts in measurement and evaluation. Two more decisions were made on the classification of students into pass/fail group by comparing the raw scores and the cut scores from two standard-setting methods. The proportions of students in pass/fail categories were found to be statistically different across each pair of four decisions from norm- and criterion-referenced assessments. Cohen's Kappa showed that the decisions based on Nedelsky method indicated a moderate agreement with the pass/fail decisions from the students' semester scores in measurement and evaluation while the other three decisions showed a lower agreement. Therefore, the criterion-referenced assessment with Nedelsky method might be considered in making pass/fail decisions in education due to its criterion validity from the agreement with the semester scores.
Teacher and Students&apos; Politeness Strategies in EFL Classroom Interactions
Author: Fitriyani, Santi
Date: 2020-00-00
Type: Journal Articles
Subjects: Prosocial Behavior,English (Second Language),Second Language Learning,Classroom Communication,High School Students,High School Teachers,Communication Strategies,Foreign Countries

This study aims to explore the use of politeness strategies which occur in EFL classroom interactions in a senior high school. This study applied a descriptive qualitative research design to explore the politeness strategies used by the teacher and the students in their interactions. The participants in this study were an English teacher and 30 students. The data in this study were in the form of utterances which contain politeness strategies. The data were taken from a 90-minutes English lesson which was video-recorded. The findings showed there were a total of 13 excerpts containing three politeness strategies: positive politeness strategy, negative politeness strategy, and bald-on-record strategy. The interactions were dominated by the teacher. Moreover, the politeness strategies which occurred in the classroom interactions were influenced by some factors such as age difference, institutional position, power, and social distance.
The Inclusion of Sociolinguistic Context in the Text Materials of English Text Books for Junior High School
Author: Susilawati, Endang
Date: 2020-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Textbook Content,English (Second Language),Second Language Instruction,Second Language Learning,Junior High School Students,Grade 7,Dialogs (Language),Communicative Competence (Languages),Interpersonal Communication,Foreign Countries

This research is conducted for two main objectives, (1) to identify whether the sociolinguistic contexts have been included in the presentation of interpersonal and transactional text materials in the selected textbook; (2) to analyze the variables of contexts that might have been included. The text book being analysed is an English textbook for Grade VII, The title is &quot;Bahasa Inggris When English Rings a Bell, SMP/MTs Kelas VII,&quot; which is written by Siti Wachidah, Asep Gunawan, Diyantari, Yuli Rulani Khatimah. It is reviewed and edited by Rd. Safrina Noorman and Lestari Manggong and published in 2017 by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. This research is an evaluation research by applying content analysis method. The analysis is started by (1) identifying or codifying the text materials which belong to both interactional and transactional conversation; (2) categorizing the types of conversations (interactional or transactional); (3) analyzing the inclusion of sociolinguistic contexts in each of the conversations based on the four out of five variables of sociolinguistic contexts proposed by Harmer (2001). The variables include setting, participant, channel, and topic; the last (4)interpreting the result of analysis. The findings show that almost all the topics of the dialog texts have been designed concurrently with the English syllabus for SMP/MTs Kelas VII. Yet, there are only few variables of setting, participant, and channel which are identifiable. To conclude, the variables of sociolinguistic contexts have not been entirely included in the text materials.
Homework Process in Higher Education Scale (HPHES): A Validity and Reliability Study
Author: Yar Yildirim, Veda
Date: 2021-00-00
Type: Journal Articles
Subjects: Homework,Higher Education,Test Construction,Test Reliability,Construct Validity,Attitude Measures,Student Attitudes,College Students,Feedback (Response),Foreign Countries

The aim of this study was to develop a scale to measure the process of receiving and completing homework from the perspective of university students, and to conduct its validity and reliability analyses. Two different sample groups were formed in order to develop the Homework Process in Higher Education Scale (HPHES). Students studying in different faculties in four different universities in the 2019-2020 academic year were included in the sample. The sample consisted of 368 students for Exploratory Factor Analysis (EFA) and 400 students for Confirmatory Factor Analysis (CFA). In the EFA, it was determined that the scale had a five-factor structure with 28 items. This structure was evaluated using CFA. When the fit indices of the resulting model were examined, the following results were obtained: X[superscript 2]/df = 2.36&lt;4; CFI= 0.91; TL= 0.90; RMSEA= 0.05; SRMR = 0.05. The structure was confirmed using CFA. Cronbach's Alpha reliability coefficient results calculated for the scale were verified with composite reliability coefficients. The convergent validity was tested by calculating average variance extracted (AVE) of each factor. The results of validity and reliability study of the HPHES showed that it was a valid and reliable measurement tool with five factors and 28 items. The subject of homework in higher education can be examined in terms of different variables using the HPHES.
The Effect of Item Pools of Different Strengths on the Test Results of Computerized-Adaptive Testing
Author: Kezer, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Banks,Adaptive Testing,Computer Assisted Testing,Item Response Theory,Test Items,Difficulty Level,Ability

Item response theory provides various important advantages for exams carried out or to be carried out digitally. For computerized adaptive tests to be able to make valid and reliable predictions supported by IRT, good quality item pools should be used. This study examines how adaptive test applications vary in item pools which consist of items with varying difficulty levels. Within the scope of the study, the impact of items was examined where the parameter b differentiates while the parameters a and c are kept in fixed range. To this end, eight different 2000- people item pools were designed in simulation which consist of 500 items with ability scores and varying difficulty levels. As a result of CAT simulations, RMSD, BIAS and test lengths were examined. At the end of the study, it was found that tests run by item pools with parameter b in the range that matches the ability level end up with fewer items and have a more accurate stimation. When parameter b takes value in a narrower range, estimation of ability for extreme ability values that are not consistent with parameter b required more items. It was difficult to make accurate estimations for individuals with high ability levels especially in test applications conducted with an item pool that consists of easy items, and for individuals with low ability levels in test applications conducted with an item pool consisting of difficult items.
Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad
Author: Sundari, Hanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Syntax,Second Language Learning,Second Language Instruction,Morphemes,Morphology (Languages),Child Language,Writing Skills,Elementary School Students,English (Second Language),Phrase Structure,Sentence Structure,Foreign Countries,Study Abroad,Linguistic Theory,Grammar,Parent Child Relationship,Language Proficiency,Skill Development

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant's paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.
Politeness Strategy in Interlanguage Pragmatics of Complaints by International Students
Author: Astia, Idda
Date: 2020-00-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Computer Software,Speech Acts,Foreign Students,Cultural Differences,Social Distance,Classification,Social Status,Computer Mediated Communication,College Students,Foreign Countries

The study aims to investigate the speech acts of international students in Universitas Muhammadiyah Surabaya in giving complaints. This study focuses on the complaint speech acts and the politeness strategy which are produced by International students who have different cultural background. This study used qualitative approach because it observed the complaints speech acts of International students in applying the politeness strategy. There were four participants consist of three males and one female. They came from Mexico, Thailand, East Timor and Togo. The data were taken by purposive sampling. The data contained the complaints which were delivered by the international students conducted through chatting on WhatsApp. Those were collected, categorized, analyzed and concluded. Finally, it is inferred that complaint speech acts which used by showing irritation or disapproval expression and blame. Thus, in politeness strategy, social distance (age and status) and cultural background induce the way of giving complaints. Bald on record politeness strategy is used in the culture which has directness term. Moreover, negative politeness is applied by the complainer who has culture in indirectness term. Bald on record politeness strategy has the chance for face threatening acts (FTA) in the other hand, negative politeness strategy can avoid the FTA.
Students&apos; Perception towards NNESTs &amp; NESTs&apos; Teaching Styles: A Study at State Islamic University of Ar-Raniry
Author: Rahman, Fadhlur
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Religious Colleges,Islam,Language Teachers,Native Speakers,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Teaching Styles,Foreign Countries

This paper aimed to investigate students' perspective towards their NESTs and NNESTs' teaching styles and students' preferred teaching styles. The participants for this study were collected from fifty-two English Education students of State Islamic University of Ar-Raniry who had studied with both NEST and NNEST. Data were obtained from a combination of administering questionnaire and conducting two focus group interviews. The questionnaire as the research instrument was adopted from Grasha's (1996) Teaching Style Inventory. Interviews were conducted to gain more comprehensive information regarding students' perception of NEST and NNESTs' teaching style and differences that students identified when leaning with NEST and NNEST. Using descriptive statistical analysis for the questionnaire and utilizing Miles, Huberman, and Saldaña's (2014) approach for qualitative interview analysis, the study revealed that both NEST and NNEST were perceived to have personal model teaching style and interestingly, it is also the participant preferred style. It also presented that NESTs and NNESTs have their distinctive roles in teaching-learning that are complementary to create a successful learning environment. The current research has contributed to enrich the literature work in the discussion of how students perceive NEST and NNESTs' teaching performance with implications for educational practitioners, stake holders and institutions.
Motivation for Participating and Performing in English Classrooms: Between Self-Images and Positioning
Author: Nadarajan, Shanthi
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Student Participation,English (Second Language),Second Language Instruction,Second Language Learning,Native Language,Language Attitudes,Undergraduate Students,Late Adolescents,Student Characteristics,Public Colleges,Self Efficacy,Foreign Countries

Second language learning motivation is often analyzed as a multidimensional construct involving learner's images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, classroom factors and learning goals. An exploratory cluster analysis identified 4 group motivational profiles: 1-motivated, 2-amotivated, 3- externally motivated and 4-self-determined. Initial data analysis found both learner images (the ideal L2 learner) and instrumental (Ought to L2 learner) as main factors influencing motivated learning behavior. The combined findings for learner confidence in the classroom and vitality of L2 speaker communities revealed that except for the extrinsically motivated communities (e.g. International Finance students), most students indicated learning as more meaningful if attention was given to their first language resources. Classroom activities that integrate first language resources have a positive influence on learner's effort and willingness to invest while a strict L2-only perspective have a negative effect on learner motivation. Given the role of English for the digital world, L2 universities may benefit from including learners' first language resources and experience for engaging and helping learners to perform academically.
Foreign Language Acquisition at Elementary Level Education in Samarinda
Author: Muklis, Mohamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Children,English (Second Language),Elementary School Students,Family Environment,Informal Education,Second Language Instruction,Parent Role,Mothers,Television Viewing,Age Differences,Mass Media Effects

The main objective of this study is to investigate the process of foreign language acquisition of certain kid in Samarinda, as the capital city of East Kalimantan, Indonesia. Two months case study have already conducted to capture all phenomenon happened especially towards important factors from several experts which are potentially influenced the process of L2 acquisition i.e. general factors e.g. aptitude, age, intelligence, cognitive, attitude, motivation, and personality (Ellis, 2008), linguistics input including formal and informal environments (Krashen, 1981), and three second language believes i.e. behaviorist, innatist, and interactionist (Lightbown &amp; Spada, 2006). Direct observation to the subject condition and environment was done as well as semi-structured interview to obtain deeper information from the caregiver who has direct interaction with the subject every day. As the result, the findings indicate that a proper stimulus can motivate the subject to learn and acquire the L2 even though stable proportion from both formal and informal environments as linguistics input should be noticed in order for the subject to have better achievement on her L2 acquisition. Other factors influenced the L2 acquisition of the subject is also explained following by its implications and suggestions regarding with this research focus.
Evaluating EAP Textbooks for Indonesian University Students Using Impressionistic and In-Depth Assessment
Author: Solikhah, Imroatus
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Evaluation,English for Academic Purposes,College Students,Educational Quality,Textbook Content,Layout (Publications),Grammar,Reading Comprehension,Learning Activities

This study was qualitative content analysis that evaluated the quality of English for University Teaching (EUT), English for Specific Purposes (ESP), and English for Academic Purposes (EAP) textbooks through impressionistic and in-depth analysis. The participants were 9 EAP teachers and 15 EAP students from three universities in Surakarta, Indonesia. Instruments to collect data were checklist and interview guide. The checklist consisted of impressionistic analysis to see (1) cover, (2) content scope, (3) learning activities, (4) book organization, and (5) layout; and the indepth analysis, namely (1) aim and approach, (2) organization design, language and content, (3) language skills, and (4) practical consideration. Data were collected using checklist and Focus Group Discussion. Data were analyzed through summative content analysis with seven stages: transforming data into narrative text, determining unit of analysis, developing categories, coding, coding the entire text, checking consistency of coding, and drawing conclusion. Results show EUT and ESP have low quality based on the impressionistic evaluation, and fair quality of their in-depth evaluation. Both books are register and grammar oriented. EAP textbook is good in general, and very good in depth. EAP presents its contents in terms of genre reading, academic speaking, academic reading, academic writing and grammar.
Testing of a Model on the School Burnout among High School Students and Exploring the Model&apos;s Prediction Level of Grade Retention
Author: Çam, Zekeriya
Date: 2021-00-00
Type: Journal Articles
Subjects: Burnout,High School Students,Adolescents,Grade Repetition,Models,Grade Point Average,Social Support Groups,Stress Variables,Personality Traits,Fear,Academic Failure,Time Management,Predictor Variables,Expectation,Foreign Countries

In this study, a model on the high school students' school burnout was tested, and the model's prediction of retained and promoted students was investigated. The school burnout model, in this sense, included the variables of grade point average (GPA), school burnout, perceived social support, stress, perfectionism, academic procrastination, and fear of failure. The data were collected from 1068 high school students. Causal relationships among variables tested via path analysis. Then, a quadratic discriminant analysis was conducted to investigate the extent to which school burnout, perceived social support from family and the teachers, stress, maladaptive perfectionism, academic procrastination tendency, and fear of failure variables discriminated the grade retained and promoted students. The variables that were strong in discrimination of the groups were GPA, perceived social support from family, fear of failure, maladaptive perfectionism, social support from teachers, respectively. These variables classified 90.6% of the 340 students and 65.5% of the whole group (1068 students) correctly. In other words, the discriminant model mainly classified retained and promoted students correctly. The findings are discussed with specific respect to theoretical approaches, research findings, and culture. Based on the findings, tracked school system, psychoeducation programs that prevent school burnout were suggested in line with the students' learning rate.