ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Use of Speech Act of Suggestions of Turkish ELT Students
Author: Senel, Müfit
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Acts,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Gender Differences,Undergraduate Students,High Schools,Educational Background,State Universities,Majors (Students),Task Analysis,Student Attitudes,Preferences,Written Language,Interpersonal Communication

This paper outlines an attempt to research the speech act of suggestion of ELT students majoring at a state university in Turkey. A written discourse completion task (WDCT) and a semi-structured interview were used to collect data. The WDCT was developed by the researcher, and the responses of the participants were analyzed based on Martinez-Flor's speech act of suggestion criteria. Regarding the participants' answers, it can be said that most of the participants used more conventionalized forms rather than the other forms. The data revealed that 'direct strategies' were the least used ones, but 'hints' were never used. Moreover, gender and high school differences did not play a prominent role in the production of suggestion strategies. It is believed that the findings of this study will enlighten our knowledge to understand some Turkish EFL/ELT university students' production and perception of the speech act of suggestion because most of the studies in the Turkish context were about either refusal or complaining strategies; therefore, this study is believed to fill in this gap in this area. Correspondingly, this present study will also pave the ground to reconsider some critical points regarding the gap in the literature.
Concept Formation Processes Regarding Height and Base in Triangles
Author: Pielsticker, Felicitas
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Formation,Geometry,Geometric Concepts,Computation,Computer Peripherals,Printing,Mathematics Instruction,Teaching Methods,Hypothesis Testing,Transfer of Training,Freehand Drawing

The paper addresses concept formation processes of a student in the field of geometry. More precisely, the paper deals with the question of how to assist a student in a mathematical concept formation process -- in the context of area calculations in triangles -- with a specially designed learning environment based on the usage of 3D printed objects. Methodologically, we use the descriptive framework of the concept of Domains of Subjective Experience for the analysis of our case study. The objective is to describe the use of a learning environment to initiate targeted, theoretical concepts with a student. The student develops an empirical notion of bases and heights in triangles (with respect to the calculation of surface areas), using 2Ddrawings and 3Dprinted objects. In this article we argue, teaching mathematics consistently in an object-oriented and practical (visual) way, and additionally promoting the development of concept formation as a mathematical activity, brings a student in a situation where he develops hypotheses, tries them out, and transfers them to other fields of application; thus engages in concept formation processes.
Community as a Sustaining Force: Strategies for Online Scholarly Support
Author: Mullinix, Bonnie
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Electronic Learning,Distance Education,Student Motivation,Sustainability,Online Courses,Learning Strategies,Computer Oriented Programs,Cooperative Learning,Communities of Practice,School Holding Power,Academic Persistence,Interpersonal Relationship

This paper discusses the ways that community connections serve to sustain and support scholarly growth, retention, and success, particularly in longer-term online contexts. These strategies are seen through the reflective experience of a faculty mentor and two recent graduates who co-developed community support strategies that help doctoral students stay motivated, connected, and succeed over many years of what might otherwise be a long, individual, and lonely journey--particularly when undertaken online. A matrix of strategies, apps, and online tools emerged from this process and is offered for consideration.
Converging Andragogy with Working Adult Professionalism in Initial Teacher Preparation
Author: Anderson, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Andragogy,Adult Education,Preservice Teacher Education,Adult Students,Paraprofessional School Personnel,Teacher Persistence,Program Evaluation

Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a thematic network analysis. Emerging from this analysis and through an andragogical lens, cohort members exhibited key traits associated with adult learners, including application of skills, flexibility, identification of growth, and relationship building. Our research concluded with implications for EPPs and suggestions for further research for programs at the intersections of andragogy and initial teacher certification.
Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students
Author: King Miller, Beverly A.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Process Skills,Social Justice,Ethnic Stereotypes,Self Efficacy,African American Students,After School Programs,Clubs,Disproportionate Representation,Scientists,Role Models,Racial Bias,Ability,Equal Education,Middle School Students,Grade 6,Grade 7,Student Projects,Scaffolding (Teaching Technique)

This qualitative study draws from an after-school service project conducted by three research professors located in the Southeastern United States. Students from a local Boys and Girls Club were given an opportunity to participate in an integrated literacy, science, and mathematics program. The program was geared towards African American students who are underrepresented in science, technology, engineering, and mathematics (STEM). Bandura's (1995) self-efficacy theory is used as a lens to analyze the effects of the social justice education strategies used in the program. The curriculum was anchored using science process skills that incorporate literature and portray scientists as role models who look like the students. This strategy was used to combat stereotype threats regarding African American intelligence and STEM ability that challenge STEM membership.
Second Language Interference towards First Language Use of Japanese Learners
Author: Aziz, Zulfadli A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Japanese,Indonesian,Native Language,Interference (Language),Error Patterns,Bilingual Students,Adolescents,Young Adults,Grammar,Sentence Structure,Linguistic Borrowing,Foreign Countries

There have been many studies on first language interference towards learners' second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners' first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners' first language (Ll), which means that learning Japanese language had affected the learners' first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner's first language.
The Oral Language Proficiency of Indonesian English Teachers
Author: Budiharso, Teguh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Teacher Competencies,Oral Language,Language Skills,Written Language,Student Motivation,Teaching Skills,Language Proficiency

This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence.
A Content Analysis of Change Management Strategies Used in Technological Transitions in Higher Education Institutions from the Lens of a Strategic Alignment Framework
Author: Guerra-López, Ingrid
Date: 2021-09-00
Type: Journal Articles
Subjects: Content Analysis,Strategic Planning,Institutional Mission,Information Technology,Organizational Change,Higher Education,Alignment (Education),Guidelines,Integrated Learning Systems,Change Strategies,Efficiency,Delivery Systems,Technology Integration,Case Studies,Stakeholders,Change Agents

Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context. Using Guerra-López and Hicks's Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions. The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework. The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education.
A Case Study of a Turkish-English Bilingual Child: Focus on the Advantages of Phonological Processing
Author: Demir, Bora
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Monolingualism,Phonological Awareness,Phonemic Awareness,Phonemes,Language Processing,Turkish,English,Young Children,Grade 1,Elementary School Students

This study investigates the phonological awareness of a Turkish monolingual and a Turkish-English bilingual child in Turkish. As a case study, the main focus of this study is to explore whether a bilingual advantage exists in phonological processing. Theories of bilingualism and empirical data led to the prediction that the bilingual participant would perform better than the monolingual participant in tasks involving the segmentation of phonemes. With regard to current literature, four phonemic awareness tasks, namely, final phoneme deletion, initial phoneme deletion, phoneme detection, and phoneme substitution tasks were used to find out the levels of phonological awareness of the participants. The tasks were administered individually to each child and correct answers were calculated by percentages. The analysis of the data showed that bilingual child performed better in final phoneme deletion, initial phoneme deletion, phoneme detection tasks, while both children scored the same in the phoneme substitution task. To conclude, this study provided evidence for the positive effect of bilingualism for phonological language processing.
Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English
Author: Atasever Belli, Serap
Date: 2021-00-00
Type: Journal Articles
Subjects: Verbs,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Context Effect,Task Analysis,Language Patterns,Reliability,Validity,Measurement Techniques,Vocabulary Skills,Teaching Methods,Language Processing,Psycholinguistics,Instructional Design,Majors (Students),Undergraduate Students,Teacher Education Programs,Item Analysis,Decision Making,Grammar,Language Teachers

The aims of the present study are: (1) to examine the methodological issues on the development of context-dependent and context-independent task development process in investigating the cognitive verb complementation patterns in English; and (2) to design and administer task items to analyze the learners' recognition and production levels in the use of verb complementation patterns and their related verb senses. The paper adopted an exploratory sequential mixed methods design and followed a three-phase procedure covering the creation of task items and the development of instruments, administration of context-dependent and context-independent tasks to 200 Turkish EFL learners and conducting the reliability and validity measurements based on the interpretation of the results. Based on the validity and reliability analyses results, the tasks designed for factive and nonfactive cognitive verb complementation analysis were found to be acceptable. Thus, this study offers valid and reliable context-dependent and context-independent tasks to examine the learners' competence at the recognition level and their performance at the production level in the use of cognitive verb complementation patterns and their related verb senses in the English language. These tasks provide a novel application by shedding light on the developmental relationship between the learners' state of knowledge regarding verb complementation and their vocabulary knowledge and address both the learners' comprehension and production of cognitive verbs. In this sense, a number of implications are suggested for pedagogical purposes and further inquiries.
Attitudes and Perceptions towards Mathematics by Greek Engineering Students at University: An Exploratory Study
Author: Giannoulas, Angelos
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,Engineering Education,Mathematics Anxiety,Self Efficacy,Goal Orientation,Persistence,Intelligence,Learning Strategies,Prior Learning,Gender Differences,Age Differences,Dyslexia,Study Skills,Learning Disabilities,Foreign Countries

Mathematics is a constituent of the education of Engineering students. This paper reports on a study investigating the attitudes and perceptions towards mathematics of first year Engineering students. The sample consisted of 145 freshmen (80 men and 65 women) from one Greek university, derived from three Engineering departments (Mechanical, Electrical and Civil). A two-part questionnaire with satisfactory reliability in each part was completed by the participants. Data was analyzed using descriptive statistics, correlations and exploratory factor analysis. The data analysis led to nine factors which shape and mediate students' mathematical attitudes and perceptions. These factors are: Anxiety, Confidence, Learning goals, Theory of intelligence, Persistence, Approach, Learning strategies, Prior experience and General issues. Demographic variables (sex, age, learning disability and choice of study) are found to have an effect on students' attitudes and perceptions. The findings of this study need to be viewed in relation to the redesign of the Engineering Mathematics curriculum to teach effectively all students and raise their mathematical confidence and motivation.
Changes to Tenth-Grade Japanese Students&apos; Identities in Mathematics Learning during the COVID-19 Pandemic
Author: Uegatani, Yusuke
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 10,High School Students,Secondary School Mathematics,Mathematics Instruction,COVID-19,Pandemics,Identification (Psychology),Equal Education,Males,School Closing,Student Attitudes,Barriers,Knowledge Level,Social Influences,Online Courses,Problem Solving,Study Habits,Student Participation,Peer Influence,Educational Environment

The current study aimed to reveal the changes to the identities of two tenth graders in mathematics learning at a Japanese high school during the COVID-19 pandemic from the perspective of learning from home versus learning in the classroom. The following research questions are raised: How has the pandemic situation affected and changed Japanese students' triadic relationship between knowledge, practice, and identity? What overlooked equity issue in this triadic relationship is caused by the pandemic? Two male students participated in and completed semi-structured interviews that asked how they managed to study at home during the school shutdown. First, we extracted from the transcript the part concerning the interviewees' difficulties in studying mathematics at home, as well as the role of mathematics lessons and their classmates. Secondly, we classified their utterances into three categories (identity, practice, and knowledge sentences), based on their grammatical patterns. The study results delineated the dynamic and complicated relationships among the three elements. Students lost opportunities to (1) obtain positive social feedback on their mathematical behaviors and (2) learn the social aspects of mathematical problem-solving, such as what strategy was socially acceptable and authorized. We also pointed out an overlooked soft equity issue; rich learning resources are substantially unavailable to students owing to the lack of appropriation of necessary knowledge and positive self-identification, despite the assurance of accessibility to such resources. We should continue to tackle helping learners construct their identities during future unexpected events.
Phatic and Politeness on Women&apos;s Communication in Facebook: Humanistic Teaching Perspective of Being Polite in Social Media
Author: Ambarwati, Rosita
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Females,Social Media,Interpersonal Communication,Social Attitudes,Speech Acts,Adults,Language Usage,Friendship,Internet,Interaction,Foreign Countries,Humanistic Education

Technological developments have a wide impact on many things, one of which is the development of communication through social networking. The interesting thing about the Facebook phenomenon is that most of the users are women. Women who are identical with polite behavior are very interesting to study. This study aims to (1) Identify the form of women's phatic speech acts on Facebook. (2) Describe the politeness strategy of women's communication on Facebook, (3) to dig deeper into the extent of women politeness in Facebook through the humanistic teaching perspective. This research is descriptive qualitative research using pragmatic approach. The subjects of the study were women aged 25-50 years. Data is female speech on Facebook social networking. Data selection is done with certain consideration using purposive sampling. Data were collected using a method of referring and noting to a number of speeches containing a form of phatic expression. Test the validity of data is done through credibility test that is by extension of observation and member check. Data analysis was done based on Spradley's analysis model which was divided into 4 stages, namely domain analysis, taxonomic analysis, contextual analysis and cultural theme analysis. The results achieved are: (1) The form of phatic expressions seen from the analysis of speech acts in which the act of speech phatic ranked highest. (2) The characteristics of visible women language are, using polite expression, using indirect sentences, using adjectives, using question tags and humor. (3) The dominant function of the phatic is to maintain friendship and harmony of relationships. (4) Internet-based communication media provide flexibility for women to interact and establish relationships. (5) phatic communication on Facebook becomes dominant because the form of communication is not face to face directly so that the expression of the speaker cannot be seen and the comments that appear cannot be determined time so that the honesty of the less acceptable speech. This has a tendency as a form of introducing space. The women communication in Facebook through the phatic speech acts can be a source of learning approach to be polite in uttering utterances.
Developing Peer Review of Instruction in an Online Master Course Model
Author: Haubrick, John
Date: 2021-09-00
Type: Journal Articles
Subjects: Online Courses,Peer Evaluation,Statistics Education,College Faculty,Instructional Innovation,Teacher Evaluation,College Instruction

In this study we looked at how participation in a peer-review process for online Statistics courses utilizing a master course model at a major research university affects instructor innovation and instructor presence. We used online, anonymous surveys to collect data from instructors who participated in the peer-review process, and we used descriptive statistics and qualitative analysis to analyze the data. Our findings indicate that space for personal pedagogical agency and innovation is perceived as limited because of the master course model. However, responses indicate that participating in the process was overall appreciated for the sense of community it helped to build. Results of the study highlight the blurred line between formative and summative assessment when using peer review of instruction, and they also suggest that innovation and presence are difficult to assess through short term observation and through a modified version of a tool (i.e., the Quality Matters rubric) intended for the evaluation of an online &quot;course&quot; rather than the &quot;instruction&quot; of that course. The findings also suggest that we may be on the cusp of a second stage for peer review in an online master course model, whether in-person or online. Our findings also affirm the need for creating a sense of community online for the online teaching faculty. The experiences of our faculty suggest that peer review can serve as an integral part of fostering a departmental culture that leads to a host of intangible benefits including trust, reciprocity, belonging, and, indeed, respect.