ethanporcaro/eric-fulltext-meta huggingface dataset:
Serious Leisure Perspectives in Sports: Professional Athletes&apos; Career Progress via Serious Leisure
Author: Özdemir, Ali Selman
Date: 2020-00-00
Type: Journal Articles
Subjects: Leisure Time,Athletes,Athletics,Attitudes,Foreign Countries,Gender Differences,Age Differences,Training,Competition,Barriers,Skill Development,Persistence

The aim of this study is to determine serious leisure perspectives of professional athletes. 689 athletes selected through random sampling participated in the study. The data were collected with the &quot;Serious Leisure Inventory and Measure (Short Form) (SLIM),&quot; developed by Gould et al. (2011) adapted to Turkish by Ozdemir, Ayyildiz Durhan, and Akgül (2020) which consisting of 12 items and 3 sub-dimensions. It was determined that the data were not distributed homogeneously and non parametric tests were applied. In the analysis of the data, descriptive statistics, Man Whitney U, Kruskall Wallis, Tukey (HSD-LSD) and Pearson Correlation test were used for within-group comparisons. In this study, total internal reliability coefficient of SLIM (short form) scale was determined as 0.93. Participants had higher SLIM scores (89,60 ± 15,76), the highest subscale score was &quot;identification with pursuit and social outcomes&quot; sub-dimension (37,39 ± 7,35), and the lowest subscale score was &quot;individual outcomes&quot; (22,30 ± 4,39). Significant relationships and differences were found among the variables of gender, sports, age of athletics, number of trainings per week, participation status of international competitions, perceived challenge of duties, perceived skill development and perceived total development. As a result of the research, it was determined that professional athletes had high serious leisure perspectives and this situation being in interaction with certain variables.
Turkish as a Foreign Language Learners&apos; Use of Vocabulary Learning Strategies
Author: Göçen, Gökçen
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Learning Strategies,Vocabulary Development,Gender Differences,Language Proficiency,Native Language,Foreign Countries,Geographic Regions,Student Characteristics

Learning a foreign language includes learning vocabulary together with grammar rules and using language skills by means of them. Words are presented to learners through teachers and coursebooks in educational processes. Yet, it is not possible to teach all the words through lessons, so learners are expected to become independent vocabulary learners. Learners can achieve this when they know and use the vocabulary learning strategies. To be able to support them in becoming independent vocabulary learners, teachers need to determine their level of strategy use and which strategies they use and examine if these differ according to different variables. For this reason, this study aims to determine the level of Turkish as a foreign language (TFL) learners' use of vocabulary learning strategies. For this purpose, the data in this study designed by using survey model were collected from 169 students that learn TFL at A1, A2, B1, B2, and C1 levels. &quot;Foreign Language Vocabulary Learning Strategies Scale&quot; developed by Kocaman and Kizilkaya Cumaoglu (2014) was used as data collection tool. Frequencies, arithmetic means, and standard deviations were calculated, and t-test, ANOVA, and LSD tests were used for data analysis. As a result, the vocabulary learning strategies were identified and the level of TFL learners' strategy use was determined. The data were tested to check if there were any statistically significant differences among variables: gender, language level, region, ancestry, and native language.
Investigation of the Multicultural Perception Levels of Pre-Service Physical Education Teachers: The Case of Western Black Sea
Author: Dogan, Isa
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Student Attitudes,Preservice Teachers,Physical Education Teachers,Student Characteristics,Geographic Regions,Foreign Countries,Grade Point Average,Family Income,Multicultural Education,Universities,Cultural Awareness,Equal Education

The aim of the current study is to examine the multicultural perception levels of pre-service physical education teachers. In the scope of the study, it was also examined whether the preservice teachers' multicultural perception levels differ according to their university, gender, family income level, grade level and general academic achievement grade point average. In this direction, the universities in the Western Black Sea Region were selected and 407 pre-service teachers were interviewed. In the study, which was conducted in a screening design, one of the quantitative research methods, the data were collected with Multicultural Perception Scale developed by Ayaz (2016). The data of the research were analyzed with descriptive statistics, t test for unrelated measurements and Kruskal Wallis test. As a result of the study, it was determined that pre-service teachers' perceptions of multiculturalism were high. While It was determined that pre-service teachers' perceptions of multiculturalism did not show a significant change according to their gender and grade levels, there were significant differences according to the university, general academic achievement grade point average and the income level of their families.
Examination of Cognitive Flexibility and Social Appearance Anxiety Levels of Physical Education and Primary School Teachers
Author: Karayol, Metin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Elementary School Teachers,Physical Characteristics,Anxiety,Cognitive Processes,Measures (Individuals),Scores,Teacher Characteristics,Gender Differences,Instructional Program Divisions,Teaching Experience,Noninstructional Responsibility

The aim of this research study is to examine the cognitive flexibility and social appearance anxiety levels of physical education and sports teachers and primary school teachers. The study group consists of 160 participant (56 famele, 104 male) in total. Personal information form created by researchers and &quot;Cognitive Flexibility Inventory&quot; transcribed to Turkish by Gülüm and Dag (2012) and &quot; Social Appearance Anxiety Scale, transcribed to Turkish by Dogan (2010) has been used as a data collector in the study. In the analysis of data, the T-test has been used in the comparison of quantitative continuous data between two independent groups and the One Way Anova test has been used in the comparison of quantitative continuous data between more than two independent groups. Scheffe test has been used as the completive post hoc analysis to determine the differences after the Anova test. Pearson correlation analysis was implemented among the continuous variables of the study. As a result of the study, there was a statistically significant difference between the levels of cognitive flexibility and ability to produce alternative solutions as well as between the cognitive flexibility overall scores and teaching experience (p&lt;0.05). It was determined that there were statistically significant differences among the social appearance anxiety scores concerning gender, school, and teaching branch variables (p&lt;0.05). It was determined that there was statistically no significant relationship between cognitive flexibility overall scores and social appearance anxiety levels (p&gt;0.05).
Using Kahoot as a Skill Improvement Technique in Pronunciation
Author: Yürük, Nurcihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Skill Development,Pronunciation Instruction,Computer Software,Pretests Posttests,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Foreign Countries,Instructional Effectiveness,Advanced Students,Undergraduate Students,Comparative Analysis,Teaching Methods,Computer Assisted Instruction,Native Language,Turkish,Age Differences,Phonetics,Student Attitudes,Personality Traits,Learning Motivation,Computer Games,Language Tests

Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selçuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pretest, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.
Suggestions for Solutions to the Problems of Interrupting, Speaking at the Same Time, Inability to Be Pleasant-Spoken and Debonair within the Context of Action Research in Education
Author: Bozdemir, Orhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Communication,Communication Problems,Antisocial Behavior,Preservice Teachers,Foreign Countries,Student Attitudes,Teacher Response

This qualitative study is based on the solutions offered by the students of the &quot;Action Research in Education&quot; course within the scope of the pedagogical formation certificate program at Atatürk University Faculty of Education during a 10-minute presentation in the activity called &quot;one solution to one problem.&quot; The data collected from the presentations were subjected to content analysis, and sentences were selected as the unit of analysis and tabulated. Subsequently, with the application of a scale developed by the researcher to the same students, two problems, which were not studied sufficiently during the presentations and that the researcher and students agreed were highly critical, were identified. An open-ended scale was applied to the same students about the problems of interruption/overlap and being unfriendly/speaking rudely, and the solution proposals developed by prospective teachers were analyzed by using the descriptive data analysis technique. It was determined that the prospective teachers had a certain awareness of these problems and could produce solutions that can be adapted to the education system. We believe that the study is also important in that it reflects the perspectives of prospective teachers who are important stakeholders of education.
Writing Evaluation in University English Preparatory Programs: Two Universities of Turkey and Saudi Arabia
Author: Peaci, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Cross Cultural Studies,English (Second Language),Second Language Instruction,Second Language Learning,Feedback (Response),Instructional Materials,Student Attitudes,College Preparation,Correlation,Student Motivation,Writing Tests,Scoring Rubrics,College Students,Writing Instruction,Foreign Countries,Universities,Teacher Student Ratio,Teaching Load,Textbooks

Scholars have given little attention to testing's influence on the outcomes of university English preparatory programs (UEPP). Variations on the two main classifications of writing evaluation, the holistic and the analytic were examined. The objectives were to identify the assumptions for inclusion of writing in UEPPs, analyze the skills and abilities tested and finally, to examine the correlation between program assumptions and testing and the potential of different testing methods to impact student motivation. The aims and assumptions of the programs and course materials were analyzed via synchronic and diachronic comparisons of program structures and teaching materials, using two examples from the past and one currently in use. Results revealed that testing instruments designed and used only for grading, failing and promotion of students do not provide constructive student feedback, which is a demotivating factor. Testing and evaluation in general should be primarily constructive and positive. UEPP writing examinations should be evaluated analytically rather than holistically for reasons of fairness and to provide constructive and serious feedback to students. Rubrics should be constructed for the marking of paragraphs and essays to ensure fair and consistent marking in large programs with team teaching. The objective testing of writing skills must be implemented to support instructional goals. Thus, evaluation should be analytical, not holistic. The attention drawn to the linking of student motivation to elements of analytical writing evaluation is the significant contribution of this study.
The Creative Use of DEFEAT IS CONTROL in Metaphors for Sport: A Study of NBA News Headlines Written in Chinese
Author: Huang, Kuan-Chung
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Language Usage,Linguistic Theory,Verbs,Translation,News Reporting,Team Sports,Creativity,Chinese,English (Second Language),Language Processing,Social Influences,Foreign Countries

Many studies investigated metaphors in news; however, few of them focused specifically on headlines. By investigating metaphors in 133 collected NBA news headlines written in Chinese, this paper analyzes the creativity in them. Conceptual Metaphor Theory, including conceptual metonymy, is adopted to discuss creative linguistic metaphors and their corresponding conceptual mappings based on diverse translated names of NBA teams and on specific verbs associated with them. Blending Theory is exploited to further account for the process of metaphorical creativity with the names of the teams being involved. As a whole, the findings show that the concept of defeat is creatively utilized as it is physically and/or socially constructed with the co-use of translated NBA team names and the associated verbs in Chinese. As for the process of the metaphorical creativity, three ways of achieving novelty is revealed, involving the names of the winner, the loser, or both of them respectively. Furthermore, because the data transcends the boundaries of countries, creativity is afforded and extended by reporting in Chinese a sport event taking place in an English-speaking country.
Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children
Author: Aktan-Erciyes, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Second Language Learning,Native Language,English (Second Language),Turkish,Executive Function,Cognitive Ability,Preschool Children,Narration,Language of Instruction,Preschool Education,Comparative Analysis,Institutional Characteristics,Testing,Language Skills,Linguistic Input,Story Telling,Foreign Countries,Language Tests,Bilingual Education,Intelligence Tests,Verbal Ability,Vocabulary,Task Analysis

The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility. Thirty 4-year-olds attending two types of preschools participated in the study: L1-preschools (N=12) with Turkish instruction and L2-preschools (N=18) where children were exposed only to English (6 hrs) throughout the day. Children were initially tested at time 1 (T1) at age 4 and at time 2 (T2), a year later when they were 5. At T1, results revealed that children attending L2-preschools displayed no differences in executive functions performance compared to children in L1-preschools. Likewise, there were no differences for L1 competence as well as L1 narrative skills. At T2, however, for L1 narrative skills, children attending L1-preschools displayed significantly higher performance compared to peers in L2-preschools. For executive functioning again there were no differences between the participants. The differences in narrative competence at T2 might indicate that children in L2-preschools lack sufficient input in story telling in L1 to support narrative competence. For future consideration how literacy acquisition would interact with the effects of L2 exposure should also be investigated.
The Effect of Recorded Oral Feedback on EFL Learners&apos; Writing
Author: Solhi, Mehdi
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Feedback (Response),Oral Language,Writing Instruction,Audio Equipment,Written Language,Writing Skills,Foreign Countries,College Students,Essays,Evaluation Methods

While there is general agreement among learners, teachers, and scholars that constructive feedback on writing is necessary to revision, there are fewer consensuses on how feedback should be given, when, by whom, and what sort of feedback is most effective (Weigle, 2014). Providing feedback on writing is generally categorized into three types: written comments, individual conferences, and recorded oral feedback. As the first two types are believed to be very time-consuming and lots of workloads, recording comments, along with the advances in technology over the last decades, has opened new possibilities for feedback in the form of podcasts or other digitally recorded means. In this study, the effect of recorded oral feedback to the writing of the English as a foreign language (EFL) learners was taken into scrutiny. In so doing, two different types of feedback (i.e., audio-recorded comments and metalinguistic written corrective feedback) were given to the learner writing in two groups respectively. The treatment lasted for approximately two months, in which the participants received two different types of feedback to their writing (e.g., recorded oral feedback and metalinguistic written corrective feedback). Results indicated that the group receiving audio-recorded comments on their writing outperformed the latter in their content, and organization, while no significant difference was observed between the two groups in clarity and sentence-level accuracy.
Long Distance Scrambling and Operator Movement in Turkish
Author: Çakir, Sinan
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,Phrase Structure,Linguistic Theory,Structural Analysis (Linguistics),Form Classes (Languages),Grammar,Morphemes,Language Research

The present study focuses on long distance scrambling and operator movement from embedded clauses to sentence initial position in Turkish. It proposes that the scrambling of the arguments out of the complement clauses is possible due to the fact that such phrases move cyclically through phases in Turkish. It is also asserted that the adjuncts that have nominal features can scramble to the sentence initial position by using the spec DP position as an escape hatch similar to the arguments. On the other hand, the Phase Impenetrability Condition is violated in the movement of the non-nominal adjuncts out of such clauses. In the analysis of the adjunct clauses, it is asserted that the Late Adjunction Hypothesis successfully explains all types of extractions out of such clauses in Turkish. Arguments, adjuncts or their operators cannot be moved out of relative clauses or adverbial clauses since these clauses adjoin to the derivation post-cyclically. Turkish data support the assertion that extractions out of adjuncts are banned universally.
The Effect of Mobile-Assisted Language Learning (MALL) on EFL Learners&apos; Collocation Learning
Author: Dagdeler, Kübra Okumus
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Receptive Language,Vocabulary Development,English (Second Language),Comparative Analysis,Phrase Structure,Achievement Tests,Retention (Psychology),Language Tests,State Universities,Foreign Countries,Pretests Posttests,Teaching Methods,Computer Software,Worksheets,Knowledge Level,College Students

The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledge improvement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental research design consisting of an experimental and a control group with 73 participants studying at two state universities in Turkey. During the application that lasted for 14 weeks, the experimental group tried to learn 40 collocations via CollocatApp, while control group used worksheets. The data were gathered through Collocation Achievement Test (CAT) developed by the researchers and Vocabulary Knowledge Scale (VKS) (Wesche &amp; Paribakht, 1996). CAT was used for measuring receptive vocabulary knowledge of learners, and VKS was used for testing productive vocabulary knowledge. The findings showed that there was a significant difference between the experimental group and control group in terms of receptive vocabulary knowledge in the post-test. However, there was no difference between groups in retention tests. At the dimension of productive vocabulary knowledge, it was seen that there was no difference between the use of mobile applications and worksheets in terms of productive vocabulary knowledge. Thus, it was concluded that using mobile applications was an effective way of improving vocabulary knowledge receptively for only short-term memory.
Attitudes of Prospective Turkish Language Teachers towards Instructional Technologies and Material Development Course
Author: Bakir, Siddik
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Student Attitudes,Educational Technology,Material Development,Education Courses,Positive Attitudes

The aim of this study is to analyze the attitudes of prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development and find out whether these attitudes differ on the basis of changes in certain criteria. The sample consisted a total of 161 prospective teachers who took the Course on Instructional Technologies and Material Development offered at the Faculty of Education of a public university in Turkey in the academic year of 2018-2019. In this study, in which the descriptive survey model was used, the data were collected through the &quot;Instructional Technologies and Material Development Course Scale&quot; developed by Çetin et al. (2013). In data analysis, descriptive statistics, independent-samples t-test and one-way analysis of variance (ANOVA) were utilized. At the end of the data analysis, it was discerned that, in the attitudes of the prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development, there was a moderate significant difference in terms of the 'enjoyment' and 'denial' sub-scales, whereas there was a strong significant difference in terms of the 'usefulness' sub-scale and the overall scale. In the attitudes of the prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development, there was no significant difference on the basis of the class-year variable, whereas there was a statistically significant difference on the basis of the gender variable in favor of the female participants.