ethanporcaro/eric-fulltext-meta huggingface dataset:
Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers
Author: Lázaro-Ibarrola, Amparo
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Task Analysis,Cooperative Learning,Writing (Composition),Collaborative Writing,Comparative Analysis,Teaching Methods,Scores,Elementary School Students,Content and Language Integrated Learning,Pretests Posttests,Foreign Countries,Measurement Techniques

Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students' task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.
Intercultural Teaching in the EFL Classroom -- The Polish Context
Author: Sobkowiak, Pawel
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Sociolinguistics,Teacher Attitudes,Positive Attitudes,Foreign Countries,Secondary School Students,Cultural Awareness,Critical Thinking,Thinking Skills,Teaching Methods,Language Teachers,Communicative Competence (Languages)

The qualitative research reported in this article investigated whether and to what extent students' intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers' narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students' intercultural and critical thinking skills.
Pedagogical Implication of Spatial Visualization Ability: A Correlate of Students&apos; Achievements in Physics
Author: Badmus, Olalekan Taofeek
Date: 2022-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visualization,Science Achievement,Physics,Secondary School Students,Foreign Countries,Visual Measures,Scores,Gender Differences,Prediction,Private Schools,Public Schools,STEM Education,Institutional Characteristics

This study investigated pedagogical implication of spatial visualization as correlate of students' achievement in physics. Ex post facto research of the co-relational type with 857 senior secondary school three (S. S. 3) participants comprising of male and female students from both public and private-schools from Kwara State, Nigeria. Four research questions with corresponding hypotheses were raised and answered in this study. Pro forma of physics result of respondents at WASSCE formed the achievement component of the data analysed. Students' Spatial Visualization Test (SSVT) had reliability index of 0.78 with 30 minutes duration of administration as the other instrument. Pearson's Product Moment Correlation (PPMC) and Multivariate Analysis of Variance (MANOVA) were statistical tools employed to analyze data that answered the research hypotheses. Spatial visualization ability is a correlate of students' achievement in physics in this study. Score levels and gender were found to influence the prediction between spatial visualization ability and physics achievement. Furthermore, school type influenced the prediction between spatial visualization ability and students' achievement in physics in favour of the private-schools that participated in this study. The pedagogical implication of this pattern is that, students trained in spatial ability own the possibility of better achievement in STEM fields as identified in the literature and this study. Among others, this study recommends that spatial visualization tests should be embedded in the pedagogical approach of physics teaching and learning to foster achievement in physics and STEM-related fields.
Perception and Reality: Two Dimensions of Scientific Literacy Measures
Author: Karatas, Faik Özgür
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Misconceptions,Self Evaluation (Individuals),Self Concept,Adults,Prediction,Scores,Educational Attainment,Academic Degrees,Gender Differences

In the 21st century, individuals are expected to be scientifically literate and develop themselves in this direction. However, wrong judgments about self-competence, such as overconfidence, can cause mistakes in the process of solving problems related to science and technology and prevent making the right decisions. This situation, known as the Dunning-Kruger effect, is defined as a person's overconfidence in their abilities, knowledge, and skills. The aim of this study is to examine the relationship between individuals' perceptions and observed levels of scientific literacy. Survey method was employed to conduct the study. The science literacy scale (SLS) developed by researchers was administered to 5426 adults aged between 18 and 65. The participants were asked to make predictions about the scores they could get from SLS before and after it was administrated. A significant and positive relationship between the pre- and post-scores that the participants predicted to receive from the scale and the scores they got from the scale was found. The difference between the individuals' observed science literacy levels and their predicted scores generally decreases by educational degree. The individuals' awareness of their real situation increased after seeing the questions in SLS.
Students&apos; Mental Models about the Suspending Objects in Static Fluid
Author: Mansyur, Jusman
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Scientific Concepts,Physics,Elementary School Students,Learning Activities,Science Instruction

This study aims to explore the mental models of students about suspending objects in liquid fluid. The study used a descriptive qualitative method and implemented cross-sectional approach. It involved 57 students from grade 5 of elementary school to fourth-year prospective physics teachers. The data collection used a test consisting of twenty-six essay and four multiple-choice items, which covered several contexts and factors. The data were analyzed by adapted phenomenographic procedures and integrated with some stages of thematic analysis. The types of mental models that were successfully explored include the density-, mass-, weight-, volume-, and gravity-based model, leaked boat model, air as a floater model, etc. The predominant students' mental model was the initial one, followed by the synthetic and scientific level, respectively, and the adopted mental models tended to form a hierarchy based on the grade of students. The results showed that the suspending models tended to be adopted and was influenced by the mental model in the floating and sinking contexts. This result confirms the findings of previous studies, which stated that mental models depend on the context of the phenomenon being presented. The existence of variations in the students' mental models for reasoning about density and depiction of suspending objects revealed gaps in the consolidation of their mental models. In learning activities, it is not enough to teach the concepts of floating and sinking. Hence, an adequate portion for the suspending concept must be provided by depicting various object positions and emphasizing a more conceptual of density-based model. [Note: The page range (257-287) shown on the PDF is incorrect. The correct page range is 253-283.]
Exploring EAP Students&apos; Perceptions of Integrated Writing Assessment
Author: Uludag, Pakize
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Writing Evaluation,Student Attitudes,Scoring Rubrics,Self Evaluation (Individuals),Self Efficacy,Test Wiseness,Essays,Evaluation Criteria

Despite the breadth of integrated writing assessment research, few studies have examined student perceptions of classroom-based integrated writing tasks or the instructional value of analytic rubrics. Adopting a case study methodology, this exploratory research investigated L2 learners' conceptualizations of integrated writing assessment and their use of an analytic rubric for self-assessment in an EAP writing course. Data sources included integrated writing samples that were evaluated by the students and their instructor, a writing self-efficacy questionnaire, individual retrospective interviews, and course materials such as syllabi, and task instructions. Qualitative analysis revealed themes related to three aspects of classroom-based integrated writing assessment: task requirements, task conditions, and instructor feedback. The themes were discussed in terms of students' test taking strategies and the use of available support systems in EAP contexts. In addition, findings indicated an overlap between students' self-assessment and instructor evaluation of their integrated essays, suggesting that students could use the evaluation criteria effectively. Implications for teaching and assessing integrated writing in EAP contexts are discussed.
Teachers&apos; Views about Turkey&apos;s Zero Waste Project (TZWP)
Author: Yüzüak, Ahmet Volkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Conservation (Environment),Knowledge Level,Recycling,Sanitation,Environmental Education

The Zero Waste Project is likely to solve waste problems. This research aims to specify the opinions of teachers regarding Turkey's Zero Waste Project (TZWP). This study was carried out in the 2019-2020 academic year, with 126 participating teachers working in various disciplines, such as science, math, and social sciences, in the primary and secondary public schools. The semi-structured interview was used as a method in this research that covered qualitative data techniques. The obtained data was studied by using descriptive analysis. However, this study's findings suggested that most teachers did not know anything about the project implemented for four years. It was seen that teachers were not well-informed about or ignorant of zero waste. The educators are needed to achieve the goals of TZWP. Thus, it is suggested that environmental education be included in various disciplines and raise environmental awareness among individuals should become one of national education's primary objectives. It is a must, too, for all teachers and teacher candidates to develop environmental awareness.
The Underlying Structure of Foreign Language Anxiety in Integrated Speaking Assessment: A Mixed Methods Study
Author: Lee, Kwangmin
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Factor Analysis,Anxiety,Construct Validity,Listening Skills,Speech Communication,Task Analysis,Measures (Individuals),Goodness of Fit,Familiarity,Time Factors (Learning),Correlation,Undergraduate Students,Graduate Students,Student Attitudes,Language Tests,Information Sources,Knowledge Level,Course Content,Foreign Students,Test Anxiety,Test Content,Likert Scales

The aim of this mixed methods study is to identify the underlying structure of the construct of Foreign Language Anxiety in integrated listening-to-speak tasks. First, the analysis of the qualitative interviews with six postsecondary ESL learners reveals that anxiety for integrated speaking stems from four different factors: &quot;listening,&quot; &quot;source integration,&quot; &quot;topic familiarity,&quot; and &quot;time pressure.&quot; These findings informed the next study phase, the development of an initial inventory of 26 items. The questionnaire was checked for content validity and then administered to 190 respondents. Next, based on the quantitative data, Confirmatory Factor Analysis was carried out in order to identify the model that best fits the data. Model comparisons corroborate the qualitative finding that suggests FLA of integrated speaking comprises four correlated latent variables, with all model fit indices falling within an acceptable range. Overall, this study provides evidence for construct validity of FLA in integrated speaking contexts as a multifaceted structure. Findings are discussed in relation to the factors that we identified.
Effect of Google Sites on Science Achievement among Year Five Students
Author: Ramasundrum, Saraswathy
Date: 2022-04-00
Type: Journal Articles
Subjects: Science Achievement,Grade 5,Educational Technology,Technology Uses in Education,Internet,Web Sites,Teaching Methods,Interaction,Conventional Instruction,Instructional Effectiveness,Elementary School Students,Elementary School Science,Foreign Countries

Research has shown that students' science achievement has declined because of outdated pedagogies and a lack of innovation in teaching and learning. The penetration of digital technologies into teaching could help improve this situation. This study aimed to see the effect of Google Sites on Year 5 students' science achievement. A quasi-experimental research design was used. The experimental group consisted of 35 students exposed to Google Sites, leading to more flexible and interactive learning. The students were exposed to various teaching materials such as videos and online notes and were more actively interacting with peers and teacher. In the control group, 31 students were exposed to the conventional teaching method. The pre/post-test encompassed higher-order thinking questions on the science topic -- States of Matter was the main data source. The data were analysed using Analysis of Covariance (ANCOVA) with pre-test as covariate. The findings revealed a statistical difference in the mean score of students' achievements between the control and experimental group: F (1,65) = 31.37, p &lt; 0.001. The experimental group achieved better scores and gave better quality answers. The study implies that teachers could use free and user-friendly technological tools to improve the quality of their teaching. However, support and space for teachers to engage and get familiarised with these tools must be made available.
Investigating the Relationship between Teachers&apos; Professionalization and Self-Efficacy
Author: Ekici, Emrah
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Attitudes,Teacher Effectiveness,Predictor Variables,Elementary Secondary Education,Teaching (Occupation),Teacher Competencies,Teacher Characteristics,Teacher Responsibility,Teacher Education

This study aims to determine the possible relationship between professionalization levels and self-efficacy perceptions in teachers. The research was carried out using the relational model, one of the quantitative research methods. Participants of the study were 439 teachers working in a district of Kahramanmaras, Turkey who were selected through stratified sampling. The data were collected using &quot;Teacher Professionalization Scale&quot; and &quot;Teacher Self-Efficacy Scale&quot; and analyzed through the SPSS 22.0 statistics package program. The Pearson correlation coefficient was calculated to determine the possible significant relationship between teachers' professionalization levels and their self-efficacy, and a multiple regression analysis was conducted to determine whether their self-efficacy level predicted their professionalization level. The research findings demonstrated that they had a &quot;high&quot; level of professionalization and a &quot;quite sufficient&quot; level of self-efficacy. In addition, a positive and medium level relationship was found between these two variables. In other words, their self-efficacy significantly predicted their professionalization explaining 22% of the total variance. Based on these results, the study concludes that policies that improve teachers' self-efficacy should be developed and implemented.
Malaysian Chemistry Teachers&apos; Challenges to Practice Differentiated Instruction in Classroom
Author: Salleh, Muhamad Furkan Mat
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Individualized Instruction,Science Teachers,Teaching Methods,Barriers,Student Needs,Lesson Plans,Instruction,Time,Faculty Development

Regardless of students' differences, they should have opportunities to learn in a classroom environment that adequately promotes their interests and scaffolds their progress. Often, research highlights the struggles teachers face in accommodating learners' needs while ensuring effective lesson delivery at various educational levels. Although there have been a growing number of studies investigating the use of differentiated instruction in chemistry, there is a scarcity of research focusing on challenges to practice differentiated instruction in chemistry classrooms, especially in the Malaysian context. This study explored chemistry teachers' challenges to practice differentiated instruction in their classrooms. The researchers elicited sixteen chemistry teachers' experiences selected through purposive sampling in one-to-one semi-structured interviews. Thematic analysis of the data revealed four major challenges that the teachers face: catering to students' needs, lesson planning and delivery, support and skill and time constraints in practising differentiation. Furthermore, it was found that teachers face more challenges on governable factors that could be rectified to help teachers successfully implement differentiated instruction. Finally, the study suggested that chemistry teachers involve in professional development training to enhance their knowledge and skills in differentiated instruction.
The Informative Use of Twitter during the COVID-19 Pandemia in Turkey
Author: Gül Baser Gülsoy, Vesile
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Use Studies,COVID-19,Pandemics,Foreign Countries,Content Analysis

Twitter, a microblogging and social networking platform, has become a center of information and communication that allows us to stay connected in times of crisis. Twitter is a social media tool that can be used for educational purposes, especially in a crisis. Twitter allows users to share ideas and information via text messages called tweets, limited to 280 characters. This research is designed to reveal which authorities more widely inform areas of the public as part of the COVID-19 pandemia process. Snowball sampling method was used and tweets sent between March 11 and May 4 2020 by real and legal accounts in Turkey in health, education and utilities related to COVID-19 were analysed for this study. 4042 tweets sent from 800 different real and legal accounts, and content analyses were carried out. Information tweets sent by experts in health, education, and public fields were categorized in 10 different topics: science-health, vigilante activities, education, isolation, protection, economics, aid, hygiene, psychology, and culture &amp; arts activities. As a result of the analysis, information tweets made in the areas of protection and isolation were found to be the most informed areas and the least informed areas in cultural arts and illegal activities.
The Impact of E-Learning Quality and Students&apos; Self-Efficacy toward the Satisfaction in the Using of E-Learning
Author: Bismala, Lila
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Quality,Student Satisfaction,COVID-19,Pandemics,Foreign Countries,Self Efficacy,College Students

The pandemic of COVID-19 has changed the learning process, from face to face and blended and fully e-learning facilitated by electronic media that can be reached by lecturers and students. They are required to use e-learning so they can do learning process from home or anywhere due to the physical and social distancing imposed by the government. This study examined the quality of e-learning, student's self-efficacy, and satisfaction in using e-learning. It involved 345 students from Management Study Program in Universitas Muhammadiyah Sumatera Utara and the data collection was carried out by distributing questionnaires. The regression analysis was conducted to examine the effect of self efficacy and e-learning quality toward e-learning users' satisfaction. The results showed that there was an effect of self efficacy and e-learning quality toward e-learning users' satisfaction where the theoretical and institutional implications for e-learning in higher education discussed.
A Cross-Linguistic Study on the Reflection of Metadiscourse Markers in the Acknowledgements of the Iranian and Native English Dissertations
Author: Zakeri, Dina
Date: 2021-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Doctoral Dissertations,Foreign Countries,Discourse Analysis,Writing (Composition),English (Second Language),Second Language Learning,Second Language Instruction,English,Interpersonal Relationship,Educational Attainment,Emotional Response,Cultural Background,Graduates,Doctoral Programs,Models,Native Speakers

The acknowledgement section in a thesis or dissertation expresses gratitude for the people who have helped the author in the process of conducting the research and writing the paper. The study sought to explore the extent to which metadiscourse markers have been employed in the dissertation acknowledgements. Excluding the rhetorical moves, emotional tones and cultural backgrounds, the research has primarily contrasted dissertation acknowledgements written by Iranian EFL doctoral graduates and English native speakers at an identical level. Hyland's metadiscourse model features and his four-tier main obligatory thanking move was applied to determine and interpret the features predominantly used in the thesis acknowledgements. A qualitative analysis of the results revealed that except for a meaningful difference in attitude markers, Iranian acknowledgements were consistent with the model and not any noticeable difference detected in using interactive metadiscourse features between Iranians and native speakers when writing their dissertation acknowledgements.