ethanporcaro/eric-fulltext-meta huggingface dataset:
World Englishes Instruction in an ELT Department in Turkey: Student Teachers&apos; Reflections
Author: Solmaz, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Student Teachers,Language Teachers,Positive Attitudes,Metalinguistics,Student Teacher Attitudes,Cultural Awareness,Foreign Countries,Teaching Methods,Writing (Composition),Reflection

This qualitative study focused on the influence of a World Englishes (WE) instruction to prospective English language teachers from a multitude of aspects, such as their awareness of the WE, their opinion on the WE instruction, and their intention to adopt WE-inclusive practices in their classes in the future. The participants comprised 27 student teachers of English. They were enrolled in an elective course titled &quot;World Englishes and Culture&quot;, aiming at developing students' understanding and awareness of the WE and its possible role as part of the EFL practices. The data were gathered through self-reflection papers of all participants as well as semi-structured interviews with five of them. The analysis of the data revealed that the WE instruction had the participating student teachers raise awareness about and develop a positive attitude towards the WE-relevant issues and WE-inclusive EFL practices. The findings further illustrated that some students planned to use the WE-oriented practices in their future classes, while a majority of them believed that the course should become an obligatory component of the curriculum rather than an elective one.
An Intervention in Brain-Based Learning: Leading to Shifts in Language Learning Beliefs
Author: Kosar, Gülten
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Brain,Cognitive Processes,Attitude Change,Beliefs,Second Language Learning,Learning Processes,Adult Students,Higher Education

This case study examines whether or not an intervention in brain-based learning (BBL) brings about any change in language learning beliefs (LLBs) of adult EFL learners. Students enrolled in an English preparatory program were taught in accord with BBL principles over 16 weeks. Beliefs about language learning inventory (BALLI) was administered at the outset of and subsequent to the intervention in an attempt to explore if English lessons designed in compliance with BBL principles led to changes in EFL learners' LLBs. The findings obtained by running Wilcoxon signed-rank test demonstrated that learning English by attending to lessons planned according to BBL principles induced a statistically significant change in 13 of a total of 34 beliefs in the inventory.
Determination of Learning Outcomes of Curriculum Development in Education According to Questions in KPSS (Public Personnel Selection Examination) Educational Sciences Test
Author: Bayrakci, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Occupational Tests,Curriculum Development,Teaching (Occupation),Educational Objectives,Test Items,Preservice Teacher Education

Learning outcomes are the first and most essential element of the curricula and the correct and rigorous determination of the learning outcomes is very important in order to ensure formal education in schools to be well-planned and to design and apply curriculums effectively. Because, the other elements of the curriculum which are content, educational situations and evaluation are determined and designed according to the learning outcomes. The purpose of this study is to determine the learning outcomes related to the scientific field of curriculum development in KPSS educational sciences test for teacher candidates. In this research, the questions about curriculum development in KPSS educational sciences test between 2001 and 2018 were analyzed by using descriptive survey model. A total of 174 questions were asked about the curriculum development discipline for 18 years in KPSS. By analyzing the questions, 76 learning outcomes about the scientific field of curriculum development in education were written.
Re-Envisioning Work-Integrated Learning during a Pandemic: Cincinnati&apos;s Experiential Explorations Program
Author: Alanson, Erik R.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Work Experience Programs,Experiential Learning,Higher Education,Cooperation,Computer Simulation,Simulated Environment,Educational Technology,Cooperative Education,Interdisciplinary Approach,Study Abroad,Service Learning,Entrepreneurship,Student Leadership,Skill Development,Student Projects,College Students,Mentors,College Faculty

In response to COVID-19 the Division of Experience-based Learning and Career Education at the University of Cincinnati embraced flexibility and innovation to expand on the existing practice of facilitating cooperative education employment experiences for students to re-envisioned opportunities that considered student wellbeing as the paramount tenet. This process created opportunities for faculty-scholars, administrators, and students to work collaboratively considering new forms of work-integrated learning while maintaining the academic rigor of the founding program of cooperative education. This case study describes the broad offerings of WIL at the University of Cincinnati and outlines the process of re-contextualizing WIL responding to limitations dictated by a global health crisis. New curricular offerings within the Experiential Explorations Program including the ServeIT initiative, virtual apprenticeship initiative, upskilling initiative and micro-co-op model are discussed. The authors comment on innovative forms of WIL born out of unprecedented circumstances and share recommendations for ways in which WIL educators can continue facilitating rich work-integrated learning.
Action Research Journaling as a Developmental Tool for Health and Physical Education Teachers
Author: Ryan, Thomas G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Action Research,Physical Education Teachers,Health Education,Foreign Countries,Teaching Methods,Inquiry,Journal Writing,Student Journals,Preservice Teacher Education,Practicums,Preservice Teachers,Teaching Skills,Student Teaching

At present there is a global need to assume an inquiry stance to address problems to locate solutions, as complex problems surface in all walks of life. With new Health and Physical Education provincial curricula emerging in 2019, the province of Ontario (Canada) is also making inquiry a priority. Educators in Ontario are expected to lead students in inquiry efforts yet in order to do this requires teacher training that is authentic, appropriate and professional. The purpose of this study is to examine how aspects of Action Research (AR) can be used to enhance and improve teaching with its inquiry-based learning elements that complement the role of educators and students alike. Journaling in AR is an analysis mode that can help participants achieve certain resolutions within an educational landscape. AR can infuse and nurture teacher self-development within teacher training while improving interpersonal relationships and developing pedagogy via practical experiences. Teacher change through AR occurs within the interactions, experiences and professional development that seems to imbue teacher training.
Working Remotely: Innovative Allied Health Placements in Response to COVID-19
Author: Salter, Claire
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Allied Health Occupations Education,Student Placement,Experiential Learning,Elementary Education,Kindergarten,Homeless People,Teleconferencing,College Students,Foreign Countries,Service Learning,Cooperative Learning,Supervision,Physical Therapy,Rural Areas,Mental Health,Occupational Therapy,Speech Language Pathology

Faced with broad scale cancellation of allied health student placements due to COVID-19, placement coordinators at The University of Melbourne Department of Rural Health established remote, online work-integrated learning placements across a range of settings, including a primary school, specialist school, kindergarten association and a homelessness sector organization. To ensure safe and high-quality placements, the evidence for telepractice and placement innovation was reviewed and integrated with existing knowledge of developing quality service-learning placements and COVID-safe guidelines from professional associations. This paper describes how placements were established, how student learning needs were aligned with host site objectives, and critically analyses the benefits and challenges of the online placement format. Partnerships, communication, and planning with all stakeholders were critical in placement redesign. The outcome is that students have enhanced their clinical and professional skills and provided community services to clients that would otherwise not have been provided during a pandemic.
Analysis of the Female Student Profiles Who Consider Choosing STEM Careers
Author: Kizilay, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Disproportionate Representation,Career Choice,Science Careers,STEM Education,High School Students,Majors (Students),Socioeconomic Status,Parent Background,Educational Attainment,Siblings,Family Income,Medicine,Foreign Countries,Student Interests

In this research, it was aimed to analyze the profiles of secondary school female students considering STEM (science, technology, engineering and math) careers at university by collecting information such as education status of the parents, number of siblings, monthly income of the household, their favorite courses at school and the departments they intend to choose at the university. The research addressed the following question: &quot;What is the profile of secondary school female students who consider choosing STEM careers?&quot; This study is structured according to instrumental case study design, one of the qualitative research designs. The research data were collected from 210 female students studying in Anatolian high schools by a form in which the students' information was requested. After collecting the forms applied to a wider workgroup, female students' data were separated and the departments they intend to choose at the university were analyzed. Originally, the form has been applied to a larger sample, following the collection of the data, the data of female students was analyzed separately to see the departments that they consider at the university. The departments stated by female students were coded as STEM careers and non-STEM careers. The results obtained from the evaluation of the data are given as frequency and percentage. Regarding female students who consider preferring STEM careers, it was found that the education level of their parents is high; the number of siblings and therefore the number of people in their household is low; the monthly household income is moderate or high; and the students who like the courses directly related to STEM fields are more interested in choosing STEM careers. It is seen that more than half of the female students who want to choose STEM careers want to pursue a career in medicine. [This study was presented as an oral paper at the International Conference on Science, Mathematics, Entrepreneurship and Technology Education.]
The Use of Personal Pronoun in Political Discourse: A Case Study of the Final 2016 United States Presidential Election Debate
Author: Krawrungruang, Kunyaluck
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Usage,Form Classes (Languages),Political Attitudes,Speeches,Presidents,Political Candidates,Elections,Television,Programming (Broadcast),Persuasive Discourse,Discourse Analysis

This study aims to investigate the use of personal pronouns in political speeches made by Donald Trump and Hilary Clinton in the 2016 US Presidential Election Debates. The focus is on uses of the first personal pronouns 'we' and 'I' as strategies to express persuasive messages and political ideologies especially the inclusion and exclusion of the participants' 'self' and 'group' reference. The data were selected from the TV broadcasted American Presidential Debate between Mr. Donald Trump and Mrs. Hillary Clinton on October 19, 2016. Textual and discourse analysis were adopted in order to examine in what context each first personal pronoun was used in the speeches. The findings reveal that the occurrences of the pronouns 'we' and 'I' in the speeches of both participants differ and the uses of each pronoun in certain contexts also differ significantly. The different pronominal choices in different contexts in the debates express differences in the persuasive strategies and political ideologies of the two candidates.
The Roles of Visual Design in Tablet Games for Children&apos;s EFL Learning: A Social Semiotic Perspective
Author: Vungthong, Sompatu
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Aids,Design,English (Second Language),Second Language Learning,Vocabulary Development,Computer Games,Educational Games,Game Based Learning,Semiotics,Elementary School Students,Grade 2,Young Children,Foreign Countries,Handheld Devices

The 21st century marks the digital era which is characterised by advanced technology and witnesses the increasing use of visual design in the realm of education. Despite various studies addressing the roles of visual design, there is still limited understanding of its roles in electronic educational materials, especially for language learning and teaching. Adopting a social semiotic perspective, this study combines Halliday's (1994) systemic functional grammar with Kress and Van Leeuwen's frameworks (Kress &amp; Van Leeuwen, 2001, 2006; Van Leeuwen, 2005 for analyzing visual design of the game section in the Grade 2 EFL app (seven games in total) in the Thai government's One Tablet Per Child (OTPC) project. In particular, it investigates how visuals in the game section of the Grade 2 EFL tablet app are used in support of language learning through three aspects: ideational/representational (analyzing narrative or conceptual processes), interpersonal/interactive (analyzing engagement through the use of images), and textual/compositional (analyzing compositional meanings). The findings shed light on various pedagogical implications for teachers and learning material designers in terms of the roles of visual design in children's language learning.
Patani Malay &amp; Southern Thai Speakers&apos; Language Learning Strategies in Acquiring English Collocations
Author: Chorbwhan, Rungroj
Date: 2018-00-00
Type: Journal Articles
Subjects: Indonesian Languages,Thai,Language Variation,Phrase Structure,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,Learning Strategies,Language Tests,Language Proficiency,Majors (Students),College Students,Measures (Individuals),Student Attitudes,Foreign Countries,Scores,Sociocultural Patterns

This study aims to investigate (i) the Patani Malay (PM) and Southern Thai (ST) learners' knowledge of English collocations, (ii) the learning strategies employed by the two groups with different levels of English proficiency and (iii) the impact of their learning strategies on their test performance. Thirty-nine student participants from each group participated in the study. All were English major students in the international program at Fatoni University in Pattani, Thailand. Four types of research instruments were used to collect data: World English language placement test, collocation test, the Strategy Inventory for Language Learning or SILL questionnaire of language learning strategies (Oxford, 1990) and individual interviews with 12 informants. The analysis is based on both quantitative and qualitative methods. The findings show no significant difference for both groups in the use of learning strategies. Both groups show a preference for metacognitive learning strategies in the acquisition of English collocations. Despite there being no significant difference between the two groups in terms of learning strategies, the overall collocation test results show ST learners performing better than their PM counterparts. And although results from the SILL indicate that learning strategies may not play a significant role in the participants' acquisition of English collocation, this indication is not reflected in subsequent findings from the interview data and a sociocultural analysis of the context under study.
A Qualitative Meta-Synthesis of Studies on Learner Reflections: Lessons for English Language Learner Reflection
Author: Loo, Daron Benjamin
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Reflection,Meta Analysis,Research Reports,Student Attitudes,Higher Education,Language Proficiency

While reflection has been a common tool for examining the development of teaching and learning practices in the classroom, its use in a language learning setting is still peripheral and minimal. To understand the potential of reflection in supporting language learning, this study presents a qualitative meta-synthesis on selected studies. These studies consider students' reflection as the main object of inquiry. Ten studies from various disciplines in higher education were analyzed through iterative reading and review. Three categories emerged, which dealt with the research underpinnings of the studies, the participants and context, and the benefits of reflection. These categories were then discussed to provide practical implications for the integration of reflection as a primary learning tool in a language classroom, whilst being cognizant of known issues, such as language learners experiencing difficulties when having to express thought.
Developing a Parental Mediation Scale of Digital Games for Children
Author: Gözüm, Ali Ibrahim Can
Date: 2020-00-00
Type: Journal Articles
Subjects: Mediation Theory,Parent Role,Parent Child Relationship,Test Construction,Test Validity,Factor Structure,Computer Games,Play,Risk,Young Children,Kindergarten,Public Schools,Cultural Context,Foreign Countries

The aim of this study is to develop a scale comprising parental mediation strategies while their children are playing digital games. The participants of the research consist of 643 parents with the 48-72 months of age children living in Ankara and Kars city centers between the years 2018-2019. In the study, the screening model of the quantitative research method was adopted. For the structure validity, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were administered. The exploratory factor analysis was carried out with the participation of 343 parents with the 48-72 months of age children attending the officially independent kindergartens regulated by the Ministry of National Education in central Ankara. A 40-item scale structure in a five-factor structure was determined in consequence of the exploratory factor analysis. To test the validity of the scale, confirmatory factor analysis was conducted. The exploratory factor analysis was carried out with the participation of 300 parents with the 48-72 months of age children attending the official independent kindergarten under the Ministry of National Education in central Kars. As a result of the validity studies conducted, the five-factor structure was named as viewing, laissez faire, technical, restrictive and active co-playing.
Developing a &quot;Values Teaching Responsibility Perception Scale&quot; for Prospective Teachers
Author: Çetin, Filiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Reliability,Test Validity,Attitude Measures,Teacher Responsibility,Values Education,Ethical Instruction,Preservice Teachers,Student Teacher Attitudes,Public Colleges,Foreign Countries,Psychometrics

In this study, a measurement tool that could be utilized to determine the values teaching responsibility perceptions of prospective teachers was aimed to develop. For this purpose, both the related literature on values teaching was investigated and the views of student teachers at a state university in Ankara, Turkey were taken. Consequently, an item pool comprising 46 items was created. After collecting the experts' opinion, these items were reorganized and the preliminary form was developed. This preliminary form was administered to 274 prospective teachers, 206 of whom were female and 62 were male from different grades and different departments of the Faculty of Education at the state university in 2018-2019 academic year, Fall Semester. Validity and reliability tests were administered to the obtained set of data. During this process, first the Exploratory Factor Analysis (EFA) for construct validity and then the Confirmatory Factor Analysis (CFA) were applied. Confirmatory Factor Analysis (CFA) was administered to a different group of 352 prospective teachers, 278 of whom were female and 80 male. At the end of exploratory factor analysis, a scale form consisting of 35 items and 4 sub-dimensions was obtained. The four factor structure about the scale explained the 61.46% of the total variance. According to the reliability analysis Cronbach alpha reliability coefficient for the overall scale was 0.97, for sub-dimensions respectively as 0.93, 0.93, 0.88 and 0.84. The model fit indices for the scale at the end of the confirmatory factor analysis were determined RMSEA, 0.064; X[superscript 2]/df=2.1; SRMR=0.06; IFI=0.90; CFI=0.90. Values obtained showed that the scale construct was validated.
Tracking Intervention Dosage to Inform Instructional Decision Making
Author: Mason, Erica N.
Date: 2020-11-00
Type: Journal Articles
Subjects: Intervention,Program Implementation,Fidelity,Students with Disabilities,Time,Data Collection,Data Use,Curriculum Based Assessment,Program Effectiveness,Educational Technology,Graphs,Decision Making

Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of intervention success. This article presents strategies for how teachers can plan for, collect, and use intervention dosage data to inform instructional data-based decision making.
Teacher Perceptions of Factors Influencing the Quality of Assessment on English Communication Courses in Japanese Universities
Author: Marshall, Paul Anthony
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Universities,Foreign Countries,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Professional Autonomy,Teacher Attitudes,Evaluation Methods,Reliability,Validity,Evaluation Criteria,Student Evaluation

This study measures the perceptions of English language teachers at Japanese universities. It combines the results of online questionnaires on assessment practices and another one on teacher autonomy. Results suggest that according to teachers' self-reports of assessment practices, certain measures of assessment quality are being affected by the high levels of teacher autonomy present in the Japanese university system. The results imply that increased top-down coordination may increase the quality of assessment according to the measures outlined in the study.