ethanporcaro/eric-fulltext-meta huggingface dataset:
Intentional Vocabulary Learning via WhatsApp: Does the Type of Input Matter?
Author: Rashtchi, Mojgan
Date: 2020-00-00
Type: Journal Articles
Subjects: Intentional Learning,Vocabulary Development,Second Language Learning,English (Second Language),Foreign Countries,Computer Mediated Communication,Handheld Devices,Linguistic Input,Retention (Psychology),Females,Language Tests,Scores,Language Proficiency,Teacher Made Tests,Standardized Tests,Pretests Posttests

Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional learning and retention of words. To this end, 50 female EFL learners in two intact classes (n1=n2=25) were selected from a language institute in Khorramabad, Iran. The groups were randomly assigned to two treatment conditions. The results of a general English proficiency test verified their homogeneity at the outset. A standardized teacher-made vocabulary test assured the researchers that the words were unfamiliar to the learners. After the twelve-session treatment, which was integrated with conventional English teaching classes, another standardized vocabulary test was administered once immediately after the intervention and the second time after a two-week interval. The Friedman repeated measures analysis showed a significant difference between the pretest and posttests. However, the results of the statistical analyses showed no statistically significant differences between the participants' performances on the immediate and delayed posttests. Thus, the researchers concluded that the participants had not forgotten the words from the first to the second posttest indicating the efficacy of intentional vocabulary learning. Additionally, no significant differences were found between the two groups showing the similar impacts of the input modality. The study has implications for EFL teachers and educators whose focus is on TEFL.
The Quality of an English Summative Test of a Public Junior High School, Kupang-NTT
Author: Semiun, Thresia Trivict
Date: 2020-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Language Tests,English (Second Language),Content Validity,Test Reliability,Test Items,Difficulty Level,Junior High School Students,Grade 7,Public Schools,Reading Skills,Writing Skills,Foreign Countries

This study aimed at examining the quality of an English summative test of grade VII in a public school located in Kupang. Particularly, this study examined content validity, reliability, and conducted item analysis including item validity, item difficulty, item discrimination, and distracter effectiveness. This study was descriptive evaluative research with documentation to collect data. The data was analyzed quantitatively except for content validity, which was done qualitatively. Content validity was analyzed by matching the test items with materials stated in the curriculum. The findings revealed that the English summative test had a high content validity. The reliability was estimated by applying the Kuder-Richardson's formula (K-R20). The result showed that the test was reliable and very good for a classroom test. The item analysis was conducted by using ITEMAN 3.0 and it revealed that the test was mostly constructed by easy items, most of the items could discriminate the students, most distracters were able to perform well, and the most of items were valid.
Developing Media Literacy through Activities
Author: Icen, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Learning Activities,Grade 5,Elementary School Students,Critical Thinking,Foreign Countries,Student Attitudes,Skill Development

The goal of the study is to reveal the effect of activity-based media education on students' critical media literacy levels. A case study with fifth grade students was used in the study. A total of 18 students from a public school were participants. The data was gathered by a rubric and semi-structured interviews. Findings revealed that students have media literacy ability. Based on the result of the study, it can be suggested that either an independent media literacy course or a media literacy education integrated into other courses should be provided from the first grade. Furthermore, because of the fact that media literacy is closely related to critical thinking, teaching methods and activities in which students can gain critical questioning and thinking skills should be preferred.
Xenophobia among University Students: Its Relationship with Five Factor Model and Dark Triad Personality Traits
Author: Kocaturk, Metin
Date: 2020-00-00
Type: Journal Articles
Subjects: Stranger Reactions,College Students,Correlation,Personality Traits,Migration,Foreign Countries,Social Bias,Student Attitudes,Fear

Xenophobia, being hostile to foreigners and feeling fear of them, is considered as hating and having prejudices against the people of other nations. It is noticed that with the increase of migration movements on a global scale in recent years, xenophobia has become one of the more critical subjects in the scientific world. Determining the relationships between xenophobic attitudes and personal traits is considered as one of the important steps in developing relationships especially among people from different cultures. By detecting positive personality traits and negative personality traits associated with xenophobia, interpersonal relationships can be developed. Accordingly, in the current study, it is aimed to determine the relationships between xenophobia and personality traits (neuroticism, extraversion, openness to experience, agreeableness and conscientiousness, and Machiavellianism, narcissism and psychopathy). For this purpose, data were collected from 422 (342 females, 80 males) university students via the data collection tools, which are &quot;Xenophobia Scale&quot;, &quot;Adjectives Based Personality Test&quot; and &quot;Dirty Dozen Scale&quot;. The data were analyzed by stepwise regression technique. As a result of the analyzes, it has been observed that agreeableness, which is among the five-factor personality traits, and psychopathy and narcissism, which are among the dark triad-personality traits predicted xenophobia significantly. Accordingly, it was determined that the agreeable people had lower levels of xenophobic attitudes. Psychopathy and narcissism personality traits have been observed to lead to higher levels of xenophobic attitudes.
The Relationship between Assessment and Preparing BEd Undergraduate Students for the South African School Context
Author: Imbrailo, Nicole
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Bachelors Degrees,Undergraduate Study,Preservice Teacher Education,Formative Evaluation,Summative Evaluation,Experiential Learning,Preservice Teachers,Evaluation Methods,Student Evaluation,Career Readiness,Teacher Competencies,Multiple Choice Tests,Self Evaluation (Individuals)

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule -- especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.
Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling
Author: Simsek, Meliha R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Story Telling,Computer Uses in Education,English (Second Language),Collaborative Writing,Preservice Teacher Education,Language Teachers,Preservice Teachers,Foreign Countries,Writing Achievement,Language Usage,Learning,Individual Development

Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth. Despite assigning lower scores than the teacher-assessors, especially to the top-performers, the majority of peers successfully fulfilled the job, effectively performed the future reviewer role, and positively reacted to co-construction, and technology integration. CAF and reflection analyses indicated that the biggest difference between the highest- and lowest-scoring groups lay in grammatical accuracy, and lack of mutual interaction could account for the less cooperative group's poorer performance. The classification of their post-task responses into six kinds of learning gains (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) also revealed that their collaborative digital storytelling experience (CDS) elicited more procedural, critical, creative and practical thinking on the academic learning front, while disciplinary and integrative thinking may have declined due to more immediate preoccupation with task achievement. Their critical thinking was mainly organised around consensus-reaching, fluctuating membership, and logistical challenges, and most demonstrated a clear understanding of the role of positive group dynamics in group outcomes. Despite heightened awareness of the performance-boosting, character-forming, and motivational benefits of collective scaffolding and multimodal meaning-making, a minority could also discern the instrumentality of innovative teaching techniques in their future classroom practices.
Remote Sensing as a Tool for Phenomenon-Based Teaching and Learning at the Elementary School Level: A Case Study for the Urban Heat Island Effect
Author: Adaktylou, Nektaria
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Science,Science Instruction,Satellites (Aerospace),Science Equipment,Measurement Equipment,Urban Areas,Heat,Grade 2,Grade 3,Earth Science,Scientific Concepts,Elementary School Students,Student Attitudes,Teacher Attitudes,Elementary School Teachers,Instructional Effectiveness,Equipment Utilization

Satellite remote sensing has been largely adopted in all kinds of environmental applications as it has proved to be an excellent tool for research and decision-making purposes. It has also been recognized as an important educational tool in the past years. However, it has been insufficiently incorporated in school practice, especially at the elementary level. This article describes the use of remotes sensing as a tool to present science topics in the elementary classroom. A phenomenon-based approach was adopted to introduce the Urban Heat Island Effect (UHI) to eighty-one second and third-grade students. The students' experiences in their learning environment were collected with the use of a questionnaire developed for that purpose. The pedagogical approach encouraged the students' critical thinking and individual observations to try to explain the phenomenon working with the other students and the adults in the class- room. The phenomenon-based approach, along with the powerful visualizations of the remotely sensed data kept the students motivated and active. Seventy-one percent of the students reported that this was an engaging activity, and seventy-eight percent said that they would like to participate in similar activities in the future. The rest of the responses were neutral. None of the students were previously familiar with remote sensing or the UHI. This experience showed that it is critical to have adequate and appropriate resources readily available, as well as efficient facilitation in order to tackle this pedagogical approach. The activity was organized for Earth Observation Day (EOD), 2016, in the framework of a West Virginia View funded project. EOD is a STEM (Science, Technology, Engineering, and Mathematics) educational outreach event that occurs yearly and during which scientists, all of whom are experts in remote sensing and related geospatial technologies, are available to support teachers in their respective states.
The Role of Adversity Quotient in the Field of Education: A Review of the Literature on Educational Development
Author: Juwita, Hesti Ratna
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Development,Barriers,Responses,Individual Characteristics,Educational Research,Research Design,Role,Journal Articles,Students,Resilience (Psychology)

Adversity Quotient is a person's response to overcoming obstacles or problems. Barriers experienced, and the ability to overcome these obstacles vary in each person. This study was a literature review study focusing on adversity quotient in the field of education. This study reviewed several manuscripts that concentrated on research design, type of participants, and the critical role of adversity quotient in the field of education. A total of 18 articles were analyzed by exploring and reviewing manuscripts from trusted database journals, namely Scopus, Science Direct, and ERIC. This review explored three aspects of educational adversity quotient publications, including 1) the type of research design used in research related to adversity quotient in the field of education, 2) the types of participants chosen in research related to adversity quotient, and 3) the role of adversity quotient in education. Based on the results of manuscript reviews, adversity quotient research shows a great influence in the field of education. Research on adversity quotient shows that 1) descriptive and experimental research is the most commonly used design; 2) research participants in adversity quotient research are dominated by students, especially university students; 3) the role of adversity quotient is much shown in learning outcomes in the field of skills.
The Relationship between Effective Communication Skills and Verbal Intelligence Levels of Faculty of Sport Sciences Students
Author: Filiz, Bijen
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Skills,Multiple Intelligences,Verbal Communication,Physical Education,Athletics,College Students,Age Differences,Gender Differences,Grade Point Average,Departments,Required Courses,Student Characteristics,Correlation,Foreign Countries

The purpose of this study was to examine the relationship between effective communication skills and verbal intelligence levels of Faculty of Sports Sciences students according to variables such as gender, department, age, academic grade point average (GPA), and way of taking the Effective Communication Skills (ECS) course. The correlational survey model was used in the research. The subjects were 230 volunteer university students, chosen by simple random sampling method. The Multiple Intelligence Areas Inventory and The Effective Communication Skills Scale were used. The result showed that there was a significant difference in favor of female students in terms of effective listening by gender. A significant difference was found in favor of the Recreation Department in terms of self-recognition/self-disclosure, I-language, and verbal intelligence sub-dimensions. A significant difference was found in favor of 21-23 age in self-recognition/self-disclosure sub-dimension by age variable. According to academic GPA, a significant difference was found in the verbal intelligence sub-dimension in favor of those whose academic GPA was 3.15-3.57. In addition, according to way of taking the ECS course, a significant difference was found in favor of the compulsory course in the subdimensions of ego supportive language, self-recognition/self-disclosure, and I-language. Besides, it was determined that there is a positive and significant relationship between students' effective communication skills and verbal intelligence levels. As a result, it has been determined that, in terms of the development of communication skills, it is important that the ECS course is included in the curriculum as part of the compulsory course.
Why I Chose to Become a Teacher and Why I Might Choose Not to Become One. A Survey of Student Teachers&apos; Perceptions of Teaching as a Career
Author: Davies, Geraint
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Career Choice,Preservice Teachers,Undergraduate Students,Student Teacher Attitudes,Primary Education,Motivation,Altruism,Self Efficacy,Job Satisfaction,Stress Variables,Gender Differences,Foreign Countries

A detailed questionnaire about why they chose teaching as a career and the challenges that they face on their ITT course was completed by 189 third year student teachers on a third year BA in Primary Education with QTS programme at a university in Wales. The findings showed that several factors contributed to their choosing a career as primary school teachers, including reasons related to perceived teaching ability, altruistic reasons, intrinsic reasons, and extrinsic reasons. The data also revealed that the main stressors faced by the respondents were linked to four factors, namely: high levels of accountability; the pressure of monitoring; the continual demand for change; and the perceived lack of respect given to the profession. Differences were found between the male and the female respondents in the ways they perceived their role within the profession. The findings have important implications for all those who are concerned with the attracting and retaining the most competent teachers to/in our primary schools.
Making Arts Education Accessible for Deaf Children with Multiple Disabilities: A Partnership
Author: Veyvoda, Michelle A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Comorbidity,Multiple Disabilities,Theater Arts,Drama,Teaching Methods,Creativity,Children,Adolescents

Kaiser's Room, a New York-based theater arts education organization; St. Francis de Sales School for the Deaf in Brooklyn, N.Y.; and the New York Deaf Theatre are piloting a theater arts program for deaf students with multiple disabilities. The goal: to develop a school-community partnership that provides culturally responsive, linguistically accessible, and fully inclusive theater classes for deaf and hard of hearing children with multiple disabilities in a school setting.
Taiwan University Students&apos; Perceptions of Summative and Formative Classroom Assessment in English Courses
Author: Pan, Yi-Ching
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Evaluation,Summative Evaluation,Formative Evaluation,Undergraduate Students,Student Motivation,Program Effectiveness,Group Activities,Test Preparation

Classroom assessment is an essential component of teaching and learning. Still, the literature on language testing often highlights teachers' perceptions of designing classroom assessments with little concern about students' perceived realities. This study thus explores Taiwan university students' perceptions of summative and formative classroom assessment tasks in their English courses. To address this issue, 107 first-year undergraduates at one Taiwan university were recruited to complete one summative written exam and two formative assessments, after which they filled in a questionnaire consisting of six subscales: congruence with planned learning, authenticity, student consultation, transparency, diversity, and washback effects. We discover four major findings: 1) students were in favor of the summative assessment due to its congruence with planned learning and transparency; most students admitted that they learn more from preparing for the summative assessment; 2) students viewed the cooperative group assessment positively, because of its diversity; 3) preparation for summative assessments elicited a greater degree of test-oriented learning for respective skills, whereas formative assessments enhanced students' motivation to learn English for productive skills; and 4) students believed that an appropriate combination of summative and formative assessment tasks benefits their learning. The findings provide further pedagogical implications.
A Comparative Study of Individual and Collaborative Oral Languaging for L2 Speech Act Production
Author: Bagherkazemi, Marzieh
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Oral Language,Speech Acts,Interpersonal Communication,Pragmatics,Reflection,College Freshmen

The role of languaging in second language acquisition (SLA) has been widely investigated since its postulation in the 1980s, though only a few studies have addressed languaging in speech act production as an aspect of second language (L2) pragmatic development. The present study was designed to compare the nature of languaging produced by 45 intermediate English as a Foreign Language (EFL) learners while completing five apology and five request written discourse completion tasks (WDCTs) individually (N=15) and collaboratively (in pairs) (N=30; 15 pairs). Following a two and a half-hour workshop, individual think-aloud protocols (totalling 304 minutes) and paired interactions (totalling 392 minutes) were transcribed. Subsequently, episodes of noticing, reflection and hypothesis testing, as the three main functions of languaging, were detected in the transcripts. They were coded by two coders based on a coding scheme specifically designed with reference to speech act production. The coded episodes were then subjected to qualitative comparisons. In general, the analyses revealed the greater potential of collaborative languaging to induce the noticing of more social context variables (SCVs) involved in performance. Collaborative languaging also nested comparative and more profound reflections, as well as successful output modifications following the greater number of hypothesis testing episodes it led to. The findings are discussed in light of the sociocultural notions of inter-psychological learning mechanisms involved in collaborative dialoguing.