ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case of the Missing &apos;So&apos;: Clarification Requests, Discourse Markers and Achieving Alignment in Spoken Interaction
Author: Donald, Shane
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Speech Acts,Language Usage,Discourse Analysis,Private Colleges,Native Speakers,Teaching Methods,Speech Communication,Comparative Analysis,Instructional Materials,Communication Strategies,Foreign Countries,Interviews,Interpersonal Communication,Audio Equipment,Professional Identity,Communication Problems

Drawing on Conversation Analysis, this paper investigates how an English native speaker interviewer utilizes clarification requests as a form of recipient design during an interview to resolve problems of non-understanding. This data is contrasted with interviews between English language learners at a private university in Taiwan. The findings reveal that learners resolve these problems of misunderstanding through ignoring requests for clarification. It is argued that this represents a lost opportunity to further participation in L2 discourse and hence a forsaken opportunity for L2 language learning. This data illustrates that discourse markers and displays of epistemic status (Heritage, 2012) aid in achieving intersubjectivity and displaying alignment between speakers, furthering language use and participation. This paper investigates how understanding the way in which clarification requests are formulated in interviews between native speakers of English can be utilized to teach EFL learners how to negotiate clarification requests during spoken interaction. This paper adopts the position that pedagogy can be informed by findings generated through Conversation Analytic methods when comparing examples of authentic usage and L2 learner data and that particular discourse patterns should be taught to EFL students through CA-informed classroom tasks and teaching materials related to clarification requests.
Academic Procrastination and Motivational Factors of Turkish EFL Learners: A Correlational Study
Author: Munzer Mardini, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Study Habits,Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Self Esteem,Self Efficacy,Metacognition,State Universities,Undergraduate Students,Foreign Countries,Correlation,College Preparation,Student Attitudes

This study aims to assess the level of academic procrastination among Turkish EFL learners, and how it varies depending on their proficiency level of Turkish EFL learners. It attempts to explore the relationship between procrastination, self-esteem, self-efficacy and self-regulation among Turkish EFL learners. This research was conducted among students enrolled in a preparatory program at a state university in Turkey who were attempting to acquire English. There were 202 participants in total, with 64 females and 138 males. The participants were given a 44-item questionnaire to complete. There were three levels of proficiency involved in the study: A2, B1, and B1+. The participants are between the ages of 18 and 26. The findings revealed that Turkish EFL students had a moderate level of procrastination. There are no differences between the responses of the participants based on their English level. Procrastination was significantly negatively correlated with self-esteem, self-efficacy, and self-regulation.
Adaptation and Validation of the Intercultural Sensitivity Scale to Turkish EFL Contexts and for Young Learners
Author: Nazli, Özge Pelin
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Native Language,Intercultural Communication,Communicative Competence (Languages),Measures (Individuals),Factor Analysis,Goodness of Fit,Foreign Countries,Undergraduate Students,Translation,Secondary School Students,Reliability,Validity

Interculturality and intercultural communicative competence were accepted as significant concepts in second/foreign language learning. In particular, intercultural sensitivity (IS) has been regarded as a precondition for intercultural communicative competence and interculturality. Due to the increased interest in intercultural sensitivity and globalization through technology, more research was needed to explore the concept in different educational contexts with sound, reliable and valid instruments for different participant profiles. In this regard, this study merged two studies to provide two reliable and valid instruments for different research purposes. The objective of Study 1 was to translate and validate the IS scale in the Turkish EFL context, while the objective of Study 2 was to adapt and validate the Turkish version of the IS scale to be used for young English language learners in the Turkish EFL context. Study 1 included 122 language learners, while Study 2 included 95 young learners for the first round and 115 young learners for the second round. The findings revealed that both the Turkish version and the simplified version of the IS scale retained highly significant levels of reliability and validity. Confirmatory factor analyses indicated that the Turkish version represented a better model fit in the analysis and the simplified version represented a better model fit compared to the English version in the analysis. Hence, the study is significant with its contribution to the field through both the Turkish version of IS and IS scale for young learners, which can be used in cross-cultural research contexts.
A Path-Analytical Investigation of Perceptual Learning Styles, Future Self-Guides and L2 Motivation
Author: Demir-Ayaz, Aycan
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Second Language Learning,Second Language Instruction,English (Second Language),Preferences,Teaching Methods,Undergraduate Students,Foreign Countries,Self Concept,Futures (of Society),Learning Motivation,Correlation,Path Analysis,Academic Achievement,Student Attitudes,Perception,Measures (Individuals),Factor Analysis,Predictor Variables,Imagery

Studies have thus far established that learners with visual and auditory learning styles can create a strong vision of their ideal and ought to L2 selves, which positively affect their motivated L2 behavior and achievement. This study also investigated the interactions between perceptual learning styles, future self-guides, vision, L2 motivation, and achievement. Unlike the previous studies, the current one aimed to analyze the unidirectional linkages and the multifaceted linkages among the variables via path analysis. To do so, a quantitative research design was pursued using a composite instrument. The study was conducted with tertiary-level EFL learners in Turkey. Findings showed that visual, auditory and kinesthetic learning styles exerted significant influences on L2 motivation and achievement mediated by vision and future self-guides. Future self-guides had positive impacts upon L2 motivation, and both direct and indirect effects on L2 achievement. L2 achievement was strongly dependent on L2 motivation and actual L2 self. In proportion to these findings, addressing various learning style preferences in language education, providing vision training to the learners via external interventions, and creating a positive academic self-concept were proposed. Revisions can also be made in the L2 curriculum in line with these purposes.
A Systematic Review Study on Educational Technology and Distance Education: The Case of Turkey
Author: Durak, Gurhan
Date: 2022-04-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Technology,Distance Education,Foreign Countries,Masters Theses,Content Analysis,Elementary Secondary Education

In this study, the purpose was to reveal the content analysis of master's theses and doctoral dissertations in the field of CEIT between 2018-2020. The field of CEIT could be said to cover the fields of educational technology and distance education. A total of 156 master's theses and dissertations were examined in order to identify the keywords, academic discipline, research areas, theoretical frameworks, research designs and models, variables and related institutions. According to the research findings, it was seen that quantitative methods were mostly used in the theses and dissertations examined and that mixed methods were used in master's theses more than in doctoral dissertations. In addition, it was revealed that few of the theses and dissertations had theoretical foundations. K-12 students were mostly preferred as the type of participant, and scales and interviews were most popular as data collection tools. Moreover, the variables of academic performance and effectiveness were mostly used as dependent variables. The present study, which conducted systematic content analysis of master's and doctoral dissertations in the field of CEIT, is thought to be important in terms of revealing the current situation in the fields of Educational Technology and Distance Education and determining the research trends.
Project-Based Learning in English Language Teaching at a Rural School: A Case Study from Turkey
Author: Kemaloglu-Er, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Active Learning,English (Second Language),Second Language Instruction,Rural Schools,Program Effectiveness,Language Skills,Student Interests,Self Esteem,Language Proficiency,Soft Skills,Grade 7

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed- and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.
Efficiency in Open and Distance Education: A Research at Anadolu University
Author: Sarac, Bilal
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,Educational Technology,Program Effectiveness,Associate Degrees,COVID-19,Pandemics,School Closing

Limited time, physical and financial opportunities in education has caused the expansion of the education system and emergence of new alternatives. One of these alternatives is open education that emphasizes the philosophy of sharing the information and materials used in learning and teaching freely and openly, and one is distance education that offers a formal form of education blended with information systems and the internet. Anadolu University Open Education System, not only in Turkey, in many countries around the world offers learners the opportunity to open and distance learning. In this sense, it has one of the largest student communities in the world. Therefore, evaluating the efficiency of a large and powerful organization like the Anadolu University Open Education System has gained importance. This study was carried out to determine the activities of associate degree programs in Anadolu University Open Education System in the fall and spring semesters of 2016-2017, 2017-2018, 2018-2019 academic years. Anadolu University Open Education System associate degree programs are ranked according to their effeciency values, by the Slack-Based Measure Analysis.
Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance
Author: Taskiran, Ayse
Date: 2022-04-00
Type: Journal Articles
Subjects: Automation,Feedback (Response),Writing Achievement,English (Second Language),Second Language Learning,Distance Education,Foreign Countries,College Students,Open Education,Educational Technology

Information and communication technologies have been transforming the way we teach and learn. Either for facilitating teaching practices or for making learning more interesting and joyful for the learners, artificial intelligence-based applications are utilized in recent years. In this connection, this study intends to examine if automated feedback and teacher feedback contribute to academic writing achievement and whether they differ in their effect on achievement in learning English as a foreign language in an open and distant learning context. The participants of the study were open education faculty students in a higher education institution in Turkey. In this quasi-experimental quantitative study repeated measures design was adopted. the participants were given writing tasks each week in a nine-week writing activity and they received feedback from their English language teachers for the first three tasks, and they received feedback from the software for the last three tasks. All participants wrote an English text as a diagnostic test at the beginning of the process. At the end of the teacher and software feedback phases, they took post-tests. All grades were statistically analyzed in order to find any effect of regular feedback either from a language teacher or from an online software on academic writing achievement. Results revealed significant differences between the diagnostic test and two achievement tests. Participants tended to improve their academic writing skills by taking regular feedback, and it was observed that the writing scores increased slightly more when receiving feedback from teachers compared to automated feedback software.
Syntactic Complexity and Lexical Complexity in Argumentative Writing: Variation by Proficiency
Author: Saricaoglu, Aysel
Date: 2022-00-00
Type: Journal Articles
Subjects: Private Colleges,Second Language Learning,Second Language Instruction,English (Second Language),Essays,Syntax,Foreign Countries,Language Proficiency,Rating Scales,Guidelines,Persuasive Discourse,Phrase Structure,Nouns,Undergraduate Students,Correlation,Writing Skills,Language of Instruction,English for Academic Purposes,Writing Instruction,Prior Learning

This study explores how syntactic complexity and lexical complexity vary in argumentative essays written by L2 learners of English at B2 and C1 CEFR proficiency levels. We approach both syntactic complexity and lexical complexity from a multi-dimensional perspective, examining syntactic complexity at different levels (i.e., global, clausal, and phrasal) and including the three lexical dimensions as diversity, density, and sophistication. Undergraduate students (n=42) studying English Language Teaching at a private university in Turkey voluntarily participated in this study and completed an argumentative essay writing task. We manually coded their essays for syntactic complexity structures and used the automated analyzer developed by Lu (2012) for lexical complexity features. We calculated descriptive statistics separately for the lower-level and higher-level groups and investigated the syntactic complexity variation among the two groups using the nonparametric Mann-Whitney U test. Our results indicated significant variation among the two proficiency levels in three syntactic structures (finite complement clauses controlled by nouns, words before the main verb, and passives), while there was no significant difference between the groups in lexical complexity. These findings contribute to the understanding of the connection between linguistic features and L2 writing proficiency levels.
The Effects of Captioning and Keyword-Captioning on the Comprehension and Awareness of EFL Learners
Author: Inan Karagul, Banu
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Audiovisual Aids,Turkish,Visual Aids,Access to Information,Deafness,Hearing Impairments,Scores,Language Proficiency,Foreign Countries,Video Technology

This study examined the effects of using &quot;captions&quot;, &quot;subtitles&quot; and &quot;keyword captions&quot; on the comprehension of audiovisual materials by English as a foreign language (EFL) learners, who were divided into two different groups, proficient and less proficient learners. It also investigated the participants' awareness of the distinction between different types of input they were exposed to and their benefits with the help of the interviews conducted. After the participants watched the videos, they answered comprehension questions. The results of the study indicated that in the less proficient group, those who watched the videos with Turkish subtitles outperformed those who didn't. However, in the proficient group, the videos with keyword-captions led to better results. The data gathered via the interviews revealed that the participants could identify the differences between different types of input and, while the proficient group displayed positive attitudes towards keyword-captions, the less proficient group preferred the videos with captions. The findings of this study are expected to contribute to the related research with the help of the results of each experimental condition for different levels of learners.
Investigating Self-Perceived Employability, Ambition, and University Commitment of Students in HRD Programs
Author: Niu, Yuanlu
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Employment Potential,Aspiration,Persistence,Human Resources,Business Administration Education,College Students

This study was to explore the perceptions of employability, ambition, and university commitment held by students in Human Resource Development (HRD) programs and examine the relationships between these perceptions and other variables (e.g. age, gender, program level, employment status, etc.). A quantitative was conducted through an online survey among students (N=103) in the HRD programs within a midwestern public university in the U.S. A principal component analysis and ordinary least squares regression were conducted. The results of this study would benefit various audiences in making useful decisions for improving academic HRD programs in higher education. The findings could also help students predict their employability and career success, as well as make appropriate decisions to better prepare for their career development in the future. In addition, the findings could facilitate more research on students' career assessment and career development.
Disruption of Medical Education in Times of Pandemic: Reflections from the Ground
Author: Yunus, Raudah Mohd
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Education,COVID-19,Pandemics,Foreign Countries,Premedical Students,Student Evaluation,Public Health

The COVID-19 pandemic has caused massive disruptions to conventional teaching and learning activities in medical schools worldwide. In this short essay, we discuss our experiences with various sudden changes and obstacles facing academic activities at the Universiti Teknologi MARA (UiTM) Faculty of Medicine in Selangor, Malaysia. We elaborate on the predicaments faced by students, lecturers and university administration during an undergraduate Public Health rotation in which students have to organize health promotion programs and conduct research. Subsequently, we argue that this global health crisis -- and its unique impact on students' academic exercises -- calls for an urgent change to student evaluation methods and approach. Taking into account the different restrictions imposed on students and lecturers alike, the old criteria for assessing students' performance should be reviewed, in order to do justice and ensure objectivity.
The Time Management Matrix Re-Tooled: An Instrument for Academics Navigating the Tenure Process
Author: DeBeliso, Mark
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Management,Tenure,College Faculty,Productivity,Scoring Rubrics,Faculty Publishing,Self Management

The crown of a successful academic career is often considered an achievement of tenure. The path to tenure may vary based on the type of Carnegie University at which one is employed. Carnegie Doctoral granting R1 Universities place a high priority on conducting research, grant writing and publishing while other Carnegie classified Universities place more emphasis on teaching. Regardless of a University's Carnegie classification the path to tenure requires sound time management skills if an academic is to achieve tenure. To that end, the authors have decided to revisit Covey's Time Management Matrix (CTMM). The authors provide an ethnographic perspective with respect to the Quadrants of the CTMM for the purpose of providing a priority driven time self-management instrument to assist academics navigating towards tenure. Priority driven effective time self-management is key to successfully achieving tenure and we forward our academic interpretation of the CTMM as a potential guide for academics and their administrators. Further, the authors suggest that a priority driven effective time self-management strategy is portable across disciplines and national/cultural borders.
To What Extent Do Global Competency Trainings Predict Teaching Methods in a Globalized Classroom Environment?
Author: Mejri, Sami
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Classroom Environment,Educational Needs,International Education,Higher Education,Foreign Students,Student Mobility,College Faculty,Teacher Attitudes,Cultural Awareness,Teacher Competencies,Faculty Development,World History,Current Events,Inclusion,Correlation,Educational Strategies,Teaching Methods,Private Colleges,Multicampus Colleges,Foreign Countries,Diversity

This article addresses the cultural and educational needs of global learners by shedding light on existing literature focused on issues related to globalization and the internationalization of higher education in the United States. International student mobility promotes cultural and economic changes, which are recognized within this article due to intercultural differences and interpersonal interactions within these social spheres. A survey questionnaire was used to gather data concerning the global competencies of faculty (i.e., knowledge of global cultures, entities, organizations, etc.). Forty eight of the 102 faculty members (47%) at a four-year private institution who responded to the survey indicated that they have attended one or more global competency training. Results showed individuals who completed global competency training were consistently more likely to understand world organizations, their own culture, world history, current events, and were more likely to implement globalized classroom strategies than those with limited training. A correlation between global competency training and instructional strategies was conducted at a p level of 0.01. Based on the findings within this study, recommendations for future research concerning the potential relationship between global competency and methods of instruction are discussed. Applicable strategies for promoting inclusion of students of different nationalities, and teaching strategies that promote an inclusive classroom environment are discussed.