ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Creative Writing Activities on Elementary School Students&apos; Creative Writing Achievement, Writing Attitude and Motivation
Author: Göçen, Gökçen
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Skills,Writing Achievement,Writing Attitudes,Student Motivation,Elementary School Students,Foreign Countries

Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a product-based approach discourage students from writing. In teaching mother tongue, creative writing activities, considered as process-based writing approach, are among the ones that will make students feel like writing and regard writing as a need. Writing, reviewing, and sharing the stages of the process-based writing approach are included in the Turkish Course Curriculum (MEB, 2018) starting from the 1st grade. This study aims to examine the effects of creative writing activities on native Turkish-speaking students' creative writing achievement, writing attitudes and motivation in learning their mother tongue. The study employed one-group pretest-posttest experimental design. The sample of the study was formed by a total of 630 students from first, second, third and fourth grades. The data collection tools are &quot;Written Production Instruction&quot; (Türkel, 2011), &quot;Writing Attitude Scale&quot; (Yildiz &amp; Kaman, 2016), &quot;The Scale of Writing Attitude&quot; (Susar Kirmizi, 2009) and &quot;Writing Motivation Scale&quot; (Canitezer, 2014). Arithmetic mean, standard deviation and t-test results and &quot;Evaluation Criteria Form for Creative Writing&quot; (Susar Kirmizi, 2008) were used in order for the analysis of the data. The results revealed that creative writing activities have a positive effect on students' creative writing achievement, writing attitude and motivation.
The Effect of Quantum Learning Model on Foreign Language Speaking Skills, Speaking Anxiety and Self-Efficacy of Secondary School Students
Author: Altin, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Skills,Anxiety,Oral Language,Self Efficacy,Secondary School Students,Student Attitudes,Grade 7,Program Effectiveness,Teaching Methods,Speech Communication,Foreign Countries

Learning English as a foreign language is considered important for different reasons in the world. However, despite the great effort and investment in Turkey, the rate and level of learning English is not at the desired level. This research aimed to determine the effect of quantum learning model on foreign language speaking skills, speaking anxiety and self-efficacy of secondary school learners. Needs analysis was used to determine the subject, model and method of the research. The research was designed in the experimental model. The experimental model was a 3x4 (experimental, control and placebo group X pre-test, post-test, retention test, retention monitoring test) semi-experimental model. A pilot implementation was conducted at a seventh grade before the main implementation, and feedback for the main implementation was received. The study group consisted of three seventh grades of a secondary school, achievement level of which was middle. Each class was assigned as control, experimental or placebo group by cluster sampling method. The implementation of curriculums in the groups lasted ten weeks including the application of pre-test and post-test. In conclusion, the curriculum conducted appropriate for quantum learning model increased students' self-efficacy beliefs in English and reduced their English speaking anxiety. However, the contribution of the model to speaking skill was not statistically significant. The activities in English curriculum conducted according to quantum learning model attracted the attention of the students, increased participation in the events, led students to inquire and make research, made the lesson enjoyable.
On the Periphery or at the Centre?: Ideas for Improving the Physical and Interpersonal Environments for Lesbian, Gay, Bi-Sexual, and Transsexual/Gender Students at a New Zealand Secondary School
Author: Hemi, Wendy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,LGBTQ People,Educational Environment,Physical Environment,School Safety,Inclusion,Educational Facilities Improvement

Despite mandates that require schools to be safe places for all students, issues persist around the provision of safety for lesbian, gay, bi-sexual, trans-sexual, and trans-gendered students and staff. The current study reports the initial two stages of an action research project undertaken in a New Zealand secondary school, which aimed to enhance the interpersonal and physical environments for students with diverse gender identities and sexual orientations. The first phase consisted of data gathering, comprising an evaluation of the physical environment and a survey issued to students and staff. The second phase was the development of a plan for ongoing action and improvement, consisting of education, provision of safe spaces and meaningful support, and artefacts that communicate tolerance.
Reclaiming the Ontological over the Epistemological: A Case Study into a New Zealand Primary School Disclosing an Embodied Culture of Teacher Inquiry
Author: Bills, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Teacher Researchers,Teaching Methods,School Culture,Elementary Schools,Elementary School Teachers,Teacher Administrator Relationship,National Standards,Educational Policy,Principals,Teacher Competencies,Matrices

This article presents case study research into a New Zealand primary school enacting a very sophisticated whole school inquiry approach to enhance teacher classroom professionalism and practice. A culture of inquiry manifests as an ontological 'way of being' in this school community, in the daily professional interactions between the teachers and leaders. This 'way of being' is evident in the way teachers and leaders work together in espousing professional expertise, trust, care and support to enable teacher inquiry for improved classroom practice to flourish. In this article we present evidence in relation to three questions: (1) What does inquiry look like within this school community? (2) How was collaboration and support implicated in teacher inquiry? (3) How was teacher and leader engagement in inquiry related to meaningful shifts in teachers' practice and learning? The research contributes to new understandings about the ontological nature of teacher inquiry by uncovering important links between school culture, teacher and leader inquiry, and embodied professional learning and practice.
Primary School Teachers&apos; Uptake of Professional Readings: Understanding the Factors Affecting Teachers&apos; Learning
Author: Kitchen, Margaret
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Longitudinal Studies,Case Studies,English (Second Language),Second Language Learning,Faculty Development,Foreign Countries,Bilingual Teachers,Reading Materials,Reading Motivation,Teacher Participation,Reading Habits,Teacher Attitudes

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.
A Critical Reflection on Eportfolio as a Teaching Tool
Author: Lewis, Lyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Reflection,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Teaching Methods,Learning Activities

Eportfolios are used in early childhood, primary, secondary and higher education settings in New Zealand. While it is common practice to use the tool functions for the storage and presentation of learning, the use of eportfolio as a pedagogy is less well established. This article focuses on the author's use of the Mahara eportfolio with primary students in an initial teacher education programme. Four critical reflective lenses are used to explore eportfolio in three learning activities: developing metacognitive skills through standards-based activities; journalling for attitudinal awareness; and expressing learning through visual narrative in an eposter. An argument is made for a shift in focus from eportfolio as a tool, towards its pedagogical capabilities. While the context of practice is higher education, the eportfolio pedagogies can be transferred to early childhood, primary or secondary contexts.
Learning While Teaching: Student Teachers&apos; Reflections on Their Teaching Practicum
Author: Köksal, Dinçay
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Foreign Countries,English Teachers,English (Second Language),Second Language Learning,Preservice Teacher Education,Student Teacher Attitudes,Student Teaching,Practicums,Teaching Methods,Professional Identity,Psychological Patterns,Classroom Techniques,Time Management,Heterogeneous Grouping,Technology Uses in Education

Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) departments are also qualified to be an English teacher as long as they have a teaching certificate awarded by a university after completing an intensive program called pedagogical formation. This study focused on the teacher candidates, who are graduates of ELL programs. More specifically, it aimed to investigate what those teacher candidates thought they learned through their intensive and short teaching practicum experience and the challenges they have met. For this purpose, the study adopted qualitative research methodology and 8 participants took part in the study. The data were collected via reflective journals and semi-structured questionnaires and were analyzed through thematic content analysis. Results indicated that student teachers' learning outcomes could be grouped under three themes such as pedagogical strategies, developing professional identity and developing positive feelings. The challenges could be grouped under four themes such as classroom management, time management, mixed-ability classes and difficulties in using technology. Based on the findings, some recommendations were offered.
Implementation of Context-Based Vocabulary Teaching Method in Turkish Language Instruction for Foreigners
Author: Özkan, Nese Kara
Date: 2019-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Second Language Instruction,Comparative Analysis,Vocabulary Development,Foreign Countries,Teaching Methods,Sentences,Pretests Posttests,Context Effect,Cues,Foreign Students,Student Attitudes,College Students

In the basis of learning a new language, lies the person's understanding of what s/he hears or reads and ability to express him/herself in that language well. Therefore it requires speakers have an extensive vocabulary to communicate with other people effectively, hence vocabulary has an essential position in learning a foreign language. In this research, the effect of context-based vocabulary teaching implementation in instruction of Turkish as a foreign language was studied and experimental and control groups of B2 grader participants were studied with. Experimental group had context-based vocabulary education while control group was given traditional education. This study is a mixed designed research in which quantitative examination methods were used in company. In qualitative studies, documental analyses were made on sentences that participants' predictions about word meaning were involved, and in quantitative version of the study experimental research was made. Pre-tests and post-tests were practiced on groups. Data of pre and post-tests that were made to compare the groups' vocabulary levels were analyzed with Mann Whitney-U Test, and to evaluate the alteration of both groups in themselves, Wilcoxon Signed Rank Test. It was observed that both of the groups were in close levels to each other at pre-test, and lexical gain of experimental group was far more bigger than control group at post-test. At the end of the research, it is deduced that context-based vocabulary teaching method is an effective way of vocabulary teaching in instruction of Turkish as a foreign language.
Attitudes and Perceptions of Gendarmerie Non-Commissioned Officers Vocational College Students towards English Instruction
Author: Aksoy, Afra Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Attitudes,Student Attitudes,Vocational Education,Military Training,Anxiety,Factor Analysis,Learning Activities,Attitude Measures,Learning Processes,Teaching Methods,Preferences,Foreign Countries

This study aimed at investigating attitudes and perceptions of second year students studying at Gendarmerie NonCommissioned Officers Vocational College towards English instruction. Attitudes of students were examined by focusing on the levels of attitudes as low, moderate, and high. The three dimensions of an attitude; importance, enjoyment, and anxiety which were extracted through factor analysis were also explored. The students' perceptions were studied in relation with the dimensions of General English courses namely; objectives, content, learning activities, materials and evaluation procedures. The study also explored whether the learners' perceptions differed according to their level of attitudes. The sample of this study was consisted of 308 second year students studying at Gendarmerie Non-Commissioned Officers Vocational College. The data were collected through an attitude scale and a perception questionnaire and were analyzed descriptively and through chi-square test by using IBM SPSS 22.0. The results of the study revealed that majority of the participants held moderately low attitudes towards English language learning and teaching process. The students also displayed moderately low attitudes regarding each of the three dimensions of attitude. The perceptions of the students revealed that General English courses need improvement. Furthermore, it was found out that some of the students' perceptions varied according to their level of attitudes. In conclusion, based on the students' preferences and perceptions, in alliance with their attitudes, suggestions and recommendations were made to improve the General English courses in Gendarmerie Non-Commissioned Officers Vocational College.
Pre-Service Teachers&apos; Perceptions of Practicum through Reciprocal Peer Mentoring and Traditional Mentoring
Author: Çapan, Seyit Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mentors,Peer Relationship,Practicums,Teaching Methods,Learning Processes,Longitudinal Studies,Reflection,Journal Writing,Audio Equipment,Models,Meetings,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. The present study intended to delve into pre-service teachers' perceptions of practicum undertaken through reciprocal peer mentoring and traditional mentoring trajectories. Designed as a quasi-experimental study, this longitudinal study collected mainly qualitative data through reflective journals, individual interviews and audio-records of peer conferences. The present study revealed a dire need for restructuring the traditional mentoring model currently used in pre-service teacher education programs. The study also unraveled that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, the study proposed that apart from an earlier onset of teaching practices, periodic rotations in teaching practices and mentor-mentee pairings might help to maximize contributions of engagement in practicum experiences.
Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis vs Teachers&apos; Perceptions
Author: Khalid, Ziad
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Gender Bias,Textbooks,Content Analysis,Illustrations,Secondary School Students,Gender Differences,Language Teachers,Nonverbal Communication

The present study revisits the issue of gender positioning within the visual discourse of three Algerian secondary education English textbooks. In order to get an informed view about gender representation in these materials, it was deemed necessary to combine the outcomes of theoretical critical accounts with language teachers' potential interpretations of gender bias within the textbooks. First, the selected visual corpus was scrutinized for gender bias through critical image analysis. The major aspects, in which gender bias can be embedded, have been addressed within a well-elaborated framework. Second, the perceptions that secondary education EFL teachers have of this issue were surveyed by dint of a self-report questionnaire which was submitted to a conveniently selected sample. The comparative analysis of the results indicate that while the majority of the images display clear signs of bias against females, most teachers hardly view any imbalances between the two genders as far as visual representation is concerned. This mismatch seems arguably related to the fact that gender bias is still considered a peripheral area of interest by the majority of EFL language practitioners.
In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model
Author: Kaymakamoglu, Sibel Ersel
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Microteaching,Knowledge Base for Teaching,Preservice Teachers,Feedback (Response),Peer Evaluation,Teacher Student Relationship,Preservice Teacher Education,Student Attitudes,Self Evaluation (Individuals),Reading Instruction,Listening Comprehension,Reflection,Scoring Rubrics,Lesson Plans,Foreign Countries

This study aimed to explore the ways of helping pre-service EFL (English as a Foreign Language) teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher devised a model primarily based on creating awareness on pre-service EFL teachers related to basic methodological knowledge of teaching besides their strengths and weaknesses related to their classroom practice in search of helping them to form practical knowledge needed for teaching. The model aimed to support the pre-service EFL teachers' practical knowledge construction by creating micro-teaching sessions in which they could put their theoretical knowledge into practice, feedback sessions in which they could receive teacher evaluation and peer evaluation, and engaging them into the process of self-reflection as well with the help of self-monitoring. The data were collected during 13 weeks in which every pre-service EFL teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for teaching reading and two micro-teaching sessions for teaching listening. 28 pre-service EFL teachers were the participants of the study. The data were collected from pre-service EFL teachers' selfevaluation reports, peer evaluation rubrics, lesson plans and teacher evaluation documents in each micro-teaching sessions in order to see the development if there was any during 13 weeks. At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge. Besides, it helped their practical knowledge construction.
A Technological Pedagogical Content Knowledge (TPACK) Assessment of Preservice EFL Teachers Learning to Teach English as a Foreign Language
Author: Sariçoban, Arif
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Technology Integration,Preservice Teachers,Teacher Attitudes,Student Attitudes,Teacher Education Programs,Foreign Countries,Age Differences

The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Baser et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers' competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.
An Exploratory Study on Pre-Service Teachers&apos; Reflective Reports of Their Video-Recorded Microteaching
Author: Önal, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Technology,Teaching Methods,Microteaching,Second Language Learning,Second Language Instruction,Feedback (Response),Content Analysis,Preservice Teachers,Student Attitudes,Reflection,Comparative Analysis,Teaching Skills,English (Second Language),Preservice Teacher Education,Foreign Countries,Native Language,Language Usage,Language Teachers,Teacher Student Relationship,Error Correction,Cooperative Learning,Anxiety,Classroom Environment

The micro-teaching technique has been utilized for more than half a century by teacher education programs with the main aim of providing pre-service teachers with practice opportunities. The flexible nature of the technique makes it possible to adapt the implementation to the peculiarities of any specific context. In addition, the latest technological developments such as smartphones and the internet can also be integrated into the microteaching technique to increase its efficiency. In this study, the participating pre-service teachers have been asked to video-record their microteaching performances and watch their performances several times before they write a reflective report on their performance. The technique of content analysis has been applied in the analysis process of the reflective reports and their perceptions as to their instructional skills have been identified. It has also been observed that, in comparison to traditional implementation of the microteaching technique, integration of smartphone video-recording technology into the microteaching technique has yielded benefits particularly in terms of the feedback stage and improving pre-service teachers' reflective skills.