ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Learners&apos; Syntactic Problems in Translation at AL-Baha University from Arabic into English
Author: Ibrahim, Mohammed Ali Elsiddig
Date: 2022-06-00
Type: Journal Articles
Subjects: Syntax,Translation,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Grammar,Language Tests,Arabic,Classification,Universities,Undergraduate Students,Males,Written Language,Language Processing,Language Usage,Error Analysis (Language),Interference (Language),Contrastive Linguistics

This research aims to address the syntactic problems that Saudi students confront when translating. The significance of the study is to detect syntactic issues among Saudi Arabian undergraduate students. The question is addressed in the study: what are the syntactic problems that Saudi students confront when translating? The researcher used a descriptive analytical method. The sample of twenty undergraduate students, selected from the boys' section, were males and in the second level, enrolled in the second semester of 2018, at the College of Arts and Sciences, majoring in English in Beljurshi, Al Baha University, and this study used a validated test of written Arabic text as a tool to collect information about the research problem. The data was examined, and the students' syntactic problems were detected and categorized as omission and addition in the study. The study finding reveals that omission received a score of 103 out of a total of 50.7, while additions received a score of 99 out of a total of 49 percent. There are 202 syntactic problems in total. Discussion indicates that grammar norms are not being followed by the students, a lack of familiarity with the two languages' rules, interference between the two languages is the most common cause of errors, and students failed to notice there are some distinctions between English and Arabic. The study recommends pursuing research in additional areas connected to syntactic issues.
Essential 5: What Can Collaborative Research Look Like in PDS and School-University Partnerships?
Author: Polly, Drew
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Professional Development Schools,College School Cooperation,Partnerships in Education

How is it known that work in Professional Development Schools (PDSs) and school-university partnerships makes a difference? If the reader is in a situation to make a succinct argument with data and evidence about why PDS and partnerships should be supported and funded could they? Essential 5, which aims to support participants in partnership work by encouraging PDS participants to participate in collaborative research and the public sharing of results, is presented in this article. The following topics are presented: (1) Key concepts and terms in Essential 5; (2) Examples of Essential 5 in the context of PDS' and School-University Partnerships; and (3) Recommendations and future directions.
Essential 6: Articulated Agreements -- Foundation and Guidance for PDS Work
Author: Goree, Krystal
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Articulation (Education),Written Language,Contracts,Cooperation

Clearly written agreements between parties serve as crucial components in ensuring the creation, effectiveness, success, and sustainability of any partnership. Professional Development Schools (PDSs) are no exception. Highlighted in Essential 6 of both the original and updated versions of the National Association for Professional Development Schools (NAPDS) guiding statement document, &quot;What it Means to Be a Professional Development School&quot; (NAPDS 2008; 2021), is the need for an articulated agreement to serve as a foundation of understanding among all parties involved. Presented in this article is the Revised Essential 6.
Effects of the System of Least Prompts on Pretend Play Skills for Children with Autism Spectrum Disorder
Author: Bateman, Katherine J.
Date: 2022-12-00
Type: Journal Articles
Subjects: Play,Autism Spectrum Disorders,Intervention,Prompting,Skill Development,Preschool Children,Preschool Education,Inclusion,Program Effectiveness,Generalization,Training,Visual Aids,Individualized Instruction

Engagement in strong play skills is important as an outcome by itself, but also as means to achieve other valued outcomes in early childhood development. Yet, children with autism spectrum disorder (ASD) often demonstrate challenges in this area of development. To address these challenges, intervention is needed. This study evaluated the effects of implementation of an antecedent-based teaching strategy, the system of least prompts (SLP), to teach pretend play skills to preschoolers diagnosed with ASD in an inclusive preschool program. This study utilized single case research design to identify the effects of intervention on pretend play skills. Data presented in this study demonstrated independent engagement in generalized pretend play skills during free choice. Results suggest that this intervention was an effective teaching strategy for young children with ASD, demonstrating effects for all participants.
Academic Self-Concept and Its Relationship to Academic Achievement among University Students
Author: Alkhateeb, Haitham M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Ability,Self Concept Measures,Self Concept,Academic Achievement,Grade Point Average

This research sought to study the academic self-concept and the relationship between the academic self-concept and students' academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed of 274 undergraduate university students was utilized in this study. Tools of data collection consisted of demographic characteristics such as gender and age; students' cumulative Grade Point Average (GPA) as academic achievement; and the Academic Self-concept Questionnaire (Byrne, 1996) to measure the academic self-concept, which was composed of 40 items, distributed in 4 subscales namely Maths, Verbal, Academic, and Problem Solving. The result of the study revealed a significant but weak relationship between the academic self-concept and the academic achievement.
Comparative Analysis of Senior High School Learners&apos; Academic Performance in Traditional Face-to-Face and Online Distance Learning Modalities
Author: Cano, Junar Sebua
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,In Person Learning,Electronic Learning,Distance Education,Academic Achievement,Comparative Analysis,Foreign Countries

With the current stance of the educational system in the COVID-19 pandemic period, it is imperative for any academic institution to have a nuanced perspective of the academic performance of its learners. This ensures that the educational system remains attuned to the institution's vision and mission amid the global health crisis. Although a considerable study had been conducted in an online distance learning setup during the pre-pandemic period, there is a dearth of literature comparing the academic performance of senior high school (SHS) learners in traditional face-to-face and online distance learning modalities. Hence, this study compared the academic performance of SHS learners in the traditional face-to-face and online distance learning modalities. The average final grades of 1,913 enrolled in the traditional face-to-face, and 1,449 enrolled in the online distance learning modality were used to determine which instructional modality improved learners' academic performance. Results revealed that the learners' academic performance in the traditional face-to-face and online distance learning modality was generally considered proficient. Furthermore, a statistically significant increase (p&lt;0.05) in learners' academic performance in the online distance learning modality was observed. This study supports that online distance learning modality can improve the academic performance of SHS learners amid COVID-19 pandemic.
Examination of the Pre-Service Teachers&apos; Experiences and Perceptions on Teaching Practices: English Language Teaching Case
Author: Karsli, Veysel
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teaching Methods,Internship Programs,English (Second Language),Second Language Instruction,Teacher Education Programs

This study aims to evaluate the pre-service teachers' experiences and perceptions on teaching practices provided within an internship program carried out at a major state university in Turkey in a holistic way from various aspects. The participants of the study were 65 pre-service teachers studying in the English Language Teaching department at a state university in Turkey. For this purpose, in the study, an explanatory mixed-methods research design was used. A Likert scale questionnaire was conducted with the pre-service teachers to collect quantitative data. Then a semi-structured interview was conducted with eight pre-service teachers to support the quantitative data with qualitative data. The results show that the teaching practice offered within the scope of the internship program is effective as it responds to the needs of pre-service teachers in terms of professional development and mentoring support regarding their teaching professional skills. However, the findings also show that according to the pre-service teachers, there are some issues such as the length of the teaching practice, the inadequacy of mentorship support, organizational problems, and the limited freedom given during teaching practice need to be considered. Finally, the study concludes by presenting some recommendations in line with the results to improve the quality of the teaching practice provided to pre-service teachers in Turkey.
Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning
Author: Hu, Hengzhi
Date: 2022-06-00
Type: Journal Articles
Subjects: Second Language Instruction,Language Usage,English (Second Language),Undergraduate Students,Language Proficiency,Predictor Variables,Language of Instruction,Student Attitudes,Student Motivation,Gender Differences,Translation,Code Switching (Language),Content and Language Integrated Learning,Foreign Countries

The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms, while this paper intends to investigate the correlations between L1 use with learner factors, the understanding of which can shed light on more efficient translanguaging practices. Through a cross-sectional approach, the present study was contextualised in a large-scale, content-based English as a foreign language programme and drew on 335 undergraduates, who completed a series of questionnaires and tests. Correlation and regression analyses primarily demonstrated that English proficiency was the most significant predictor of learners' overall attitude to L1 instruction in classrooms, followed by content proficiency and language learning motivation. Gender was a non-significant variable for learners' overall perspective on L1 employment but was related to the constructs about using the L1 for phatic purposes, with male students requiring more translanguaging assistance. The paper concludes with the implication that the desire for L1 use is associated with various learner factors and that teachers should be aware of how to encourage and regulate translanguaging practices for differing instructional purposes as per the changing needs in classrooms.
Investigating the Importance of Conversational Implicature and Violation of Maxims in Daily Conversations
Author: Elmahady Musa, Osman Rabaab
Date: 2022-06-00
Type: Journal Articles
Subjects: Linguistic Theory,Interpersonal Communication,Discourse Analysis,Speech Communication,Language Research,Cognitive Processes,Psycholinguistics,Pragmatics,Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,Arabic,Dravidian Languages,Native Language,Undergraduate Students

According to linguistic theory, conversational Implicature (CI) is the original intent of the speech expressed by a speaker. The assumption is that both the speaker and the receiver understand and respect the communication rules. In conversation theory, this is the significant component that has been the subject of discussion. This study investigates the importance of CI in various contexts of daily conversations. The focus of this study is to identify the violation of Grice's theory in the conversation. There is a shortcoming in literature to investigate CI in everyday conversations. Moreover, some studies focussed on specific discussions, which led to a literature gap. The study's outcome will assist researchers in exploring new ideas in conversational implicatures. In addition, it reveals the shortcomings of the usage of implicatures. In this study, the researchers analyzed a set of 77 daily conversations. The study showed that context is critical in determining the meaning of a person's thoughts. In addition, the finding suggests that particularized CI are primarily employed in daily conversations.
An Analysis of the Ideal Qualities That University Students Look for in Their Peer
Author: Akan, Durdagi
Date: 2022-08-00
Type: Journal Articles
Subjects: College Students,Peer Relationship,Ideology,Student Attitudes,Values,Ethics,Communication Skills,Interpersonal Competence,Leadership,Foreign Countries

The aim of this research is to reveal the cognitive constructs of university students regarding their ideal peer qualities. As the research has both qualitative and quantitative dimensions, the study was carried out in accordance with the exploratory sequential design, which is a type of mixed method. The research was conducted with 24 university students studying at different faculties of Atatürk University in the fall semester of the 2020-2021 academic year. The study group was formed in accordance with the maximum diversity principle with the criterion sampling method, which is one of the purposeful sampling methods. The repertory grid technique was used in this study. The repertoire grid form applied to the participants was analyzed and 240 cognitive constructs related to ideal peer qualities were produced by the participants. Based on 240 cognitive constructs, the main construct groups are listed as humanistic values, ethical attitudes and behaviors, discipline/rationalism, communication skills, social skills, extroversion, and leadership according to qualified number. [Note: The page range (429-450) shown on the PDF is incorrect. The correct page range for this article is p429-449.]
Mathematics Students&apos; Conceptions and Reactions to Questions Concerning the Nature of Rational and Irrational Numbers
Author: Rizos, Ioannis
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Student Attitudes,Teaching Methods,Undergraduate Students,Numbers,Foreign Countries,COVID-19,Pandemics,Learning Processes,Online Courses,Integrated Learning Systems,Task Analysis

In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students' conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.
The Role of Teacher Actions for Students&apos; Productive Interaction Solving a Linear Function Problem
Author: Hansen, Ellen Kristine Solbrekke
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Solving,Mathematics Instruction,Teacher Student Relationship,Case Studies,Thinking Skills,Cooperative Learning,Secondary School Students,Interaction Process Analysis,Video Technology,Teacher Collaboration,Mathematical Concepts,Foreign Countries

Many studies in mathematics education have emphasized the importance of attending to students' interactions, particularly, their mathematical reasoning when collaborating on solving problems. However, the question of how teachers can facilitate students' productive interactions for learning mathematics, is still a challenging one. This case study aims to provide detailed insights into opportunities and limitations related to teachers' actions for the productivity of students' interactional patterns solving a linear function problem together. Four student-pairs in the first year of upper secondary school (11th grade) serve as a background on students' interactional patterns, which in this study focused on three interactional aspects: collaborative processes, mathematical reasoning, and exercised agency. The student-pairs' three teachers provide insights on teacher actions observed as different funneling and focusing actions, which elucidated opportunities and limitations in several situations influencing the productivity of students' interactional patterns. The study used purposive sampling in selecting the particular school and three teachers, which were chosen based on acquaintances and willingness to participate in the study. The students' interaction when solving the mathematical problem and the teachers' interaction with the pairs were video recorded and observed by the researchers. The analysis method was a deductive analytical strategy, where specific events of interactions were identified, based on the three interactional aspects combined with teacher actions. Coding schemes on students' interactions were used, as well as on teacher actions. The findings indicate that teachers' actions and questions influenced students' interactions, but mainly their reasoning, and particularly the primary agent's reasoning. Moreover, students who were engaged in interactional patterns called bi-directional and one-directional did not change their ways of interacting after a teacher interaction. Thus, the teachers' actions did not impact students' collaborative processes and agencies in the same way as their reasoning. This study adds to the field of mathematics education by illuminating the importance of teachers being aware of students' roles when they work together, for facilitating a productive interaction for both students in dyads. The study highlights the importance of further research on teacher actions and teacher awareness for facilitating collaborative situations of bi-directional interactions for students' shared understanding of mathematical concepts and ideas.
Evaluation of TALIS 2018 Results in the Context of Professional Development: Turkey Sample
Author: Kahraman, Ümit
Date: 2022-08-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Surveys,Foreign Countries,Elementary School Teachers,Secondary School Teachers,High School Teachers,Educational Policy,Teacher Participation,Barriers,Educational Needs

In this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including 3,204 primary school teachers, 3,952 secondary school teachers and 8,342 high school teachers, were included in the sample of the study. The results of the research show that teachers participate more in-service trainings within the scope of mandatory PD policies. Peer observation, coaching, and observation visits to workplaces, public institutions or non-governmental organizations and other schools are the least PD activities that teachers participate. Teachers need PD more in the field of teaching students with special needs and in multicultural or multilingual environments. According to teachers, the biggest barriers to PD are the lack of any incentives and support to participate in PD, incompatibility with the work schedule and the lack of appropriate PD activity. In addition, PD activities that teachers participate in, PD needs and barriers to PD are significantly different in terms of seniority. The results were discussed in terms of PD literature and Turkey context and suggestions have been made based on the results. [Note: The page range (523-544) shown on the PDF is incorrect. The correct page range for this article is p523-543.]
Development of the 4C Teaching Model to Improve Students&apos; Mathematical Critical Thinking Skills
Author: Irham
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Critical Thinking,Thinking Skills,Mathematics Skills,Mathematics Instruction,Models,Teacher Attitudes,Program Effectiveness,Student Attitudes,Foreign Countries,Creativity,Cooperation,Interpersonal Communication

This study aims to develop a learning model based on 4C skills to improve high school students' mathematical critical thinking skills. Research &amp; development is the design used in this research by applying Plomp's development theory which consists of three phases, namely needs analysis, design and implementation, and evaluation. This research was conducted at Madrasah Aliyah Negeri 2 Parepare, South Sulawesi, Indonesia involving five experts, four teachers, and 20 students. Data collection and analysis were carried out qualitatively and quantitatively. Analysis of interviews' data and observations qualitatively with the thematic analysis technique. We also analyse data from validation sheets, questionnaires, and mathematical essay tests with the help of SPSS 20.00. The results show that students and lecturers need a learning model to improve mathematical critical thinking skills. In addition, other findings stated that the learning model developed was proven to be valid, practical, and effective to be used in general. Developing your learning model can further improve students' learning outcomes and mathematical critical thinking skills because they are designed based on the actual needs and problems. For this reason, a teacher must be able to design his learning model.