ethanporcaro/eric-fulltext-meta huggingface dataset:
Need Analysis Stage in Reconstructing Syllabus and Developing Teaching Materials for &quot;Oracy in Academic Context&quot; Subject
Author: Wulandari, Bunga Ayu
Date: 2020-03-00
Type: Journal Articles
Subjects: Needs Assessment,Course Descriptions,Instructional Materials,Material Development,English for Academic Purposes,Foreign Countries,Oral Language,College Faculty,College Students,Course Objectives,Expectation,Teaching Methods,Student Evaluation,Educational Facilities

The focus of this current article is on the needs analysis phase in a project exploring the reconstruction of a syllabus and developing teaching materials for &quot;Oracy in Academic Context&quot; subject. The subject has only been recently incorporated in the curriculum of the English Department in Teacher Training and Education Faculty (FKIP), at Universitas Jambi in Indonesia. Therefore, the syllabus has not been fully reviewed since it was created. This current paper describes the need analysis stage as one of the research and development (R &amp; D) phases which consists of analysis, design, development, and evaluation (ADDIE) model in developing the syllabus for this subject. Adapting Nation and Macalister's framework (2010), this stage considers the lecturers', the head of the English department's, and the students' point of views. The data from the needs analysis phase point to the importance of this stage in redesigning the syllabus and developing teaching materials. Using the data from the all four sources, the researchers in this current research, as syllabus and materials developers can begin to identify the most important aspects to be included in the syllabus and the materials to be included.
The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners&apos; Vocabulary Learning
Author: Enayati, Fatemeh
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Vocabulary Development,Language Tests,Language Proficiency,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness,Student Attitudes,Integrated Learning Systems

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners' vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants' previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.
The Need Analysis of Participation in an English Immersion Village at &quot;Kampung Inggris Pare&quot;
Author: Pratiwi, Widya Rizky
Date: 2020-03-00
Type: Journal Articles
Subjects: English (Second Language),Barriers,Student Attitudes,Immersion Programs,Foreign Countries,Bilingual Education,Community,Language Usage,Educational Environment,Elementary Secondary Education

The privilege of English as an international lingua franca forces many countries to open a wider opportunity for society to learn the language. However, the unbalance demand between societal needs and the role of English as a foreign language in Indonesia sometimes finds the obstacles in the process of learning. This paper reveals the learners' initial perception of English and analyzes the need for participation in an English immersion program. 24 participants from six English institutions contributed to this qualitative study. The data collected through participant observation and semi-structured interviews for three months in &quot;Kampung Inggris Pare&quot; (KIP), Kediri, East Java, Indonesia. Most of the learners had a negative perception of English before participating in this immersion program that they perceived this language was difficult. This perception is associated with negative experiences during the process of learning English at school. However, their awareness of low self-confidence and poor speaking performance in facing globalization invited them to participate in an English immersion village in KIP. This paper concludes that the necessities, the lacks, and students' desire underlie the need analysis of participating in an English immersion program in KIP.
TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy
Author: Ammade, Salasiah
Date: 2020-03-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Writing Instruction,Literacy,College Faculty,Foreign Countries,English Departments,Models,Teaching Methods

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers' levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage. They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.
The Use of Multimedia and Its Impact on Bangladeshi EFL Learners at Tertiary Level
Author: Islam, Farzana Sharmin Pamela
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Educational Technology,Technology Uses in Education,Multimedia Instruction,Teaching Methods,Conventional Instruction,Student Attitudes,Cartoons,Visual Aids,Music,Academic Language,Video Technology

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students' English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students' written response to an open ended question as to their comparative experience of learning lessons with and without multimedia facilities; and secondly, through observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students' skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.
&quot;Why They Act the Way They Do?&quot;: Pedagogical Practices of Experienced Vocational English Language Teachers in Indonesia
Author: Rido, Akhyar
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Vocational English (Second Language),English Teachers,Experienced Teachers,Teaching Methods,Lesson Plans,Classroom Techniques,Speech Skills,Visual Aids,Classroom Environment,Discipline

This study was aimed at revealing pedagogical practices of experienced vocational English language teachers, focusing on their lesson planning as well as teaching and classroom management practices, and to understand why they act the way they do. Data were collected through interviews with 5 selected experienced vocational English language teachers and 28 sessions of observations. The results indicated that, in terms of lesson planning practices, they designed potential lesson content from various sources, identified specific linguistic goals, and made appropriate decisions about time sequencing. In terms of teaching practices, they employed a wide variety of techniques (scaffolding, discussion, games, presentation, writing/drawing, and individual task), focused on speaking skills, used handouts, and utilized colourful markers and whiteboard. In terms of classroom management practices, they organized students into groups/pairs, moved around the classroom, arranged classroom in traditional way, addressed misbehaviour, and gave reward and punishment. The pedagogical practices were able to promote effective learning and give positive impact on the students' behaviour. The results of this study can be used by relevant stakeholders as one of the platforms to understand the current pedagogical practices of experienced vocational English language teachers in Indonesia.
Portrayal of Ottoman Empire in Iranian High School History Textbooks
Author: Kaya, Kemal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,History Instruction,High Schools,Middle Eastern History,Secondary School Curriculum

This article focuses on how the relations between Ottoman and Iran, which are important states of Islamic history, are discussed in Iranian high school history textbooks. The shadow of collective belief and identity constructed through history education reverberates across the fields of international and foreign policy. Past relations affect two peoples not only politically but also socially and culturally, which mostly manifest themselves in the field of education. The way bilateral relations are addressed in textbooks directly affects the way two peoples perceive each other. The aim of this study is to determine the portrayal of the Ottoman Empire in Iranian high school history textbooks in terms of the relationship between history and identity. Document analysis was used to collect data from high school second- and third-grade history textbooks published between 2017 and 2018. A descriptive model was used. Qualitative research method was used for data collection, analysis and interpretation. Iranian history textbooks depict the Ottoman Empire as a neighboring state that sees itself as the protector of Islam and pursues anti-Shiite politics because it does not want a strong state in its east. They also portray the Ottoman Empire as an aggressive and opportunistic state that uses the internal weaknesses of the Iran State, which sees itself as the protector of Shiism.
The Effects of Science Teaching Practice Supported with Web 2.0 Tools on Prospective Elementary School Teachers&apos; Self-Efficacy Beliefs
Author: Onbasili, Ümit Izgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Web 2.0 Technologies,Elementary School Science,Self Efficacy,Public Colleges,Foreign Countries,Thinking Skills,Technological Literacy,Instructional Effectiveness,Science Instruction

This study aims to analyse the effects of science teaching practices supported by Web 2.0 tools on prospective elementary school teachers' perceptions of self-efficacy beliefs in using Web 2.0 tools. The study was conducted in pre test-post test quasi-experimental design with no control group, and it was supported with qualitative data. The research was conducted with the participation of 40 prospective teachers registered in Elementary School Teaching Department of a state university in 2017-2018 academic year. The study was conducted throughout a semester (for 14 weeks) within the scope of the course Science and Technology Teaching II. The lessons were taught in consistence with constructivist learning approach directed to all the gains available in the 3rd and 4th grade Science teaching curriculum prepared by the Ministry of National Education (MNE) (2018) on the basis of student-centred methods and techniques by supporting with Web 2.0 tools. 23 Web 2.0 tools in total were used throughout the study. The &quot;Web 2.0 Rapid Content Development Self-efficacy Scale&quot; developed by Birisci, Kul, Aksu, Akaslan and Çelik (2018) in addition to an interview form of openended questions developed by the researcher to obtain prospective teachers' views on the use of Web 2.0 tools in science teaching were used in this study. Consequently, it was found that science teaching practices supported by Web 2.0 tools had positive effects on prospective elementary school teachers' their self-efficacy perceptions on the use of Web 2.0 tools. An examination of the participants' responses to the open-ended questions demonstrated that the participants said that Web 2.0 tools had positive impacts especially on the learning process and they were innovative and they improved upper order thinking skills, creativity and imagination and that they could be used especially in eliminating the anxiety and misconceptions in science teaching.
The Effect of Chance Success on Equalization Error in Test Equation Based on Classical Test Theory
Author: Koçak, Duygu
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Theory,Equated Scores,Error of Measurement,Sample Size,Tests,Difficulty Level,Test Reliability

The aim of this study was to determine the effect of chance success on test equalization. For this purpose, artificially generated 500 and 1000 sample size data sets were synchronized using linear equalization and equal percentage equalization methods. In the data which were produced as a simulative, a total of four cases were created with no chance success, and three different levels (20%, 25%, 33%) of chance success and the default chance success were corrected by the correction formula. In the simulated data, four different scenarios have been created that do not include chance success and contain three different success rates (20%, 25%, 33%). Accordingly, the test equalization was performed by using linear equalization and equipercentile equalization methods under two different sample sizes and four different chance success conditions. Weighted mean square error of equating methods was found for each situation, and the method with the lowest weighted mean square error was accepted as the most suitable equating method. At the end of the study, it was found out that; while linear equating is the most suitable method for equating test points with chance success; equipercentile equating is the most suitable method for equating test points without chance success.
Preparation before Class or Homework after Class? Flipped Teaching Practice in Higher Education
Author: Yumusak, Gungor
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,College Instruction,Instructional Effectiveness,Student Attitudes,Academic Achievement,College Freshmen,Preservice Teachers,Homework

Advanced learning in education needs an effective educational set-up, which allows students to practice what they have learned. In order to realize this, various arrangements are made in educational environments. A blended approach (flipped teaching) is arranged in this study on technology and face-to-face education. This study examines the effectiveness of flipped teaching in higher education and the opinions of students about this practice. The pre-test post-test design for this study was formed with the students enrolled in the Faculty of Education. In the control group, the traditional way of teaching was implemented, where the teacher first lectured in the class and then assigned an homework at the end. In the experimental group, the students were asked to examine the theoretical part of the classroom material before attending the class, while the teacher conducted a more practical training on the subject. In the achievement tests applied afterwards, students from the experimental group performed better than the control group. Students from the experimental group stated that the flipped teaching practice makes them attend to class as prepared and thus ensures an effective learning. Additionally, the students find videos entertaining and catchy; the method encourages active class participation; course notes can be easily accessed; the online interaction with the teacher motivates the students; and different ways of approach to the course draws more interest. However, some students experienced problems in reaching the internet and the online activities (e.g. quizzes and course preparation) created some tension. Other negative aspects stated by the students include short and insufficient course lecture, not feeling comfortable with the online teaching practice and the difficulty of reading a material online.
The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence
Author: Behrhorst, Kathryn L.
Date: 2020-05-00
Type: Journal Articles
Subjects: Classroom Environment,Aggression,Bullying,Victims,Grade 6,Grade 7,Grade 8,Middle School Students,Teacher Student Relationship,Student Attitudes,Conflict Resolution,Peer Relationship,Student Behavior,Teacher Attitudes

Identifying factors that influence peer aggression and victimization is important because of their high prevalence rates and associated negative outcomes during early adolescence. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. This study longitudinally examined bidirectional relations between school climate and peer aggression and between school climate and victimization over 6 months. Participants were 265 sixth-, seventh-, and eighth-grade students (50% female; 82% African American). Bidirectional path regression analyses showed that students who reported higher levels of positive student-teacher relationships at Time 1 engaged in lower frequencies of aggression and experienced less victimization at Time 2. Students who reported higher levels of awareness and reporting of violence at Time 1 had more positive student-teacher relationships and engaged in lower frequencies of aggression at Time 2.
International Student Selection Process in Turkey: Characteristics, Challenges and Opportunities
Author: Yabanova, Ulas
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Admission Criteria,Foreign Countries,College Admission,Administrator Attitudes,College Applicants,College Administration,Problem Solving,Student Placement,College Entrance Examinations

The purpose of this study is to examine the characteristics, problems and possible solutions in the international student selection process faced by higher education institutions in Turkey. The study group is composed of academic and administrative executives who are involved in the foreign student selection process of 5 universities in the Aegean region, the Marmara region, the Western Black Sea region, the Eastern Black Sea region and the Eastern Anatolia region. The research is designed with a case study of qualitative research methods. Semi-structured interview form was used in data collection process and data was analysed by content analysis method. According to the results of the research, the most common cases of higher education institutions in foreign student selection process are; management process of application processes, organization and transparency problems in exams, lack of cooperation between institutions, false document and document verification problem, inability to follow the applicants at the national level, high record deletion, quota of not filling the quota, preference infinity, special talent exam problem, shortcomings of legislation, central database deprivation, lack of centralized control and lack of personnel. Possible solutions have been developed in order to eliminate these problems.