ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Pre-Service Teachers&apos; Views about Visual Arts Education and Aesthetics
Author: Bilir-Seyhan, Gamze
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Visual Arts,Art Education,Aesthetics,Aesthetic Education,Educational Attitudes,Qualitative Research,Phenomenology,Elective Courses,Focus Groups,Content Analysis,Interviews

Purpose: Pre-service teachers start their university study with only a limited knowledge of art and aesthetics. Early childhood pre-service teachers should be equipped with visual arts education and aesthetics so they will be able to direct artistic activities. Elective courses about art and aesthetics raise pre-service teachers' awareness of these subjects and prepare them to lead children in qualified activities. This research aimed to compare the thoughts, expectations and experiences about the process of practicing art activities amongst early childhood junior and senior pre-service teachers. Research Methods: Phenomenology was used in this qualitative study. The participants included juniors and seniors enrolled in the Early Childhood Education Program. For each group, ten students were included. Seniors had taken elective courses in visual arts education and aesthetics. Two focus group interviews were conducted at the end of the spring semester. The content analysis was used for data analysis. Findings: The findings were grouped under four themes--definition of visual arts education and aesthetics, their content, experiences related to them, and visual arts education in children's lives. According to the findings, seniors' responses had deeper meanings about visual arts education and aesthetics compared to the responses of the juniors. It was discovered that juniors have very limited experience of the subject. Implications for Research and Practice: In this study, elective courses in art and aesthetics raise early childhood pre-service teachers' awareness of visual arts education and aesthetics, and contribute to them leading appropriate activities. These findings suggest that these courses have enriched pre-service teachers' background. Future research could discuss the effects of such courses on classroom teaching and learning.
Mobbing, Organizational Identification, and Perceived Support: Evidence from a Higher Education Institution
Author: Coskuner, Selda
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Organizational Culture,Bullying,Universities,Antisocial Behavior,Work Environment,Hypothesis Testing,Regression (Statistics),Identification (Psychology),Power Structure,Surveys,Factor Analysis,Statistical Analysis

Purpose: The aim of the current study is twofold. First, it investigates the relationship between mobbing and organizational identification (OI) as an organizational attitude. Second, it explores the moderating effect of perceived organizational support (POS) on the relationship between mobbing and organizational identification. We proposed that perceived organizational support acts as a moderator between mobbing and organizational identification. Research Methods: We used a cross-sectional design and data were gathered from employees working in a higher educational institution. The sample yielded 152 complete surveys, including 123 academics and 29 administrative staff. The questionnaire included measures of mobbing, perceived organizational support, and organizational identification. Findings: The results of the moderated regression analysis do not provide support for the moderating effect of perceived organizational support in the relationship between mobbing and organizational identification. However, the findings demonstrate that, rather than a moderating variable, perceived organizational support is positively associated with organizational identification. Implications for Research and Practice: The results of the current study highlight the effect of organizational support in increasing the organizational identification levels of employees to their organizations. It would be beneficial for future research to assess the moderator effect of other dispositional or situational variables on the proposed relationships. Moreover, future research might also investigate other work outcomes, such as intention to leave, job satisfaction, and job performance.
Pre-School Teachers&apos; Classroom Management Competency and the Factors Affecting Their Understanding of Discipline
Author: Buyuktaskapu Soydan, Sema
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Classroom Techniques,Teacher Competencies,Teacher Student Relationship,Problem Solving,Teacher Attitudes,Correlation,Measures (Individuals),Pedagogical Content Knowledge,Faculty Development,Seminars,Statistical Analysis,Rating Scales,Multiple Regression Analysis

Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and liking of children, the student-teacher relationship and the predictive power of interpersonal problem-solving and liking of children in teachers' classroom management competency and understanding of discipline. Research Methods: The research was designed using single and correlational survey designs and the sample included 180 preschool teachers working at public and private preschools. Research data was collected using the &quot;Scale of Classroom Management Competency Levels&quot;, &quot;Teacher's Understanding of Discipline Scale&quot;, &quot;Interpersonal Problem-Solving Inventory&quot;, &quot;Barnett Liking of Children Scale&quot; and &quot;Teacher-Student Relationship Scale&quot;. Findings: The results revealed that 81% of the teachers need to be supported in terms of classroom management and 55% of them in terms of understanding of discipline. The results showed that professional seniority, negative attitude towards problems and liking of children are the variables that predict strict/over-controlling understanding of discipline, and the constructive problem solving and the discipline based on understanding of equity are the variables that predict their classroom management competency. Implications for Research and Practice: Teachers' development about interpersonal problem-solving skills must be supported as well as their pedagogical knowledge about classroom management. It is suggested that teachers' classroom management competencies should be increased and their understanding of discipline should be developed via education seminars.
The Role of Frequency on the Acquisition of L2 English Infinitive and Gerund Complements by L1 Thai Learners
Author: Keawchaum, Raksina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Acquisition,Verbs,Form Classes (Languages),Language Proficiency,Comparative Analysis,Undergraduate Students,Language Tests,Scores,Learning Processes,Serial Learning,Schemata (Cognition),Language Usage,Hypothesis Testing,Grammar,Statistical Analysis

This study investigated how frequency influenced acquisition of L2 English infinitive and gerund complements among L1 Thai learners. Participants were separated into low and high proficiency groups based on their CU-TEP scores. Each group consisted of 30 participants. Data were collected using the Word Selection Task (WST) and the Grammaticality Judgement Test (GJT). Initial findings revealed that L1 Thai learners acquired infinitive complements before gerund complements. This could probably be explained by the usage-based theory, specifically, the concept of type frequency. It was assumed that learners acquired infinitive complements first because they were considered a high type frequency construction, and gerund complements later because they were considered a low type frequency construction. It was assumed that the high type frequency construction was easier for L2 learners to acquire because they were exposed more often to this construction type. Further investigation revealed that the frequency of verbs occurring in the target complement constructions probably contributed to the learners' low-level constructional schemas (i.e. the abstract representations of constructions which are lexically specific) and their language use.
Exploring Thai EFL Teachers&apos; Perceptions of How Intercultural Communicative Competence Is Important for Their Students
Author: Cheewasukthaworn, Kanchana
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Intercultural Communication,Communicative Competence (Languages),Teaching Methods,Private Colleges,Questionnaires,Interviews,Statistical Analysis,Grounded Theory,Teacher Educators,Teacher Education,Qualitative Research

In recognition of the growing volume of communication between people from different cultural backgrounds around the globe presently, this study was conducted to investigate Thai EFL teachers' perceptions toward intercultural communicative competence (ICC) in three dimensions: (i) their understanding of ICC; (ii) their views on how to integrate ICC into English language teaching; and (iii) their perceptions of ICC's contributions to learners' English communicative competence. Data were collected from sixteen Thai EFL teachers at a private university in Thailand via questionnaires and interviews. Quantitative data from the questionnaires were analyzed through descriptive statistics while the qualitative data from both the questionnaires and interviews were analyzed with a constant comparative method. The findings revealed that the participants had a general, not a firm, grasp of ICC. They also perceived that ICC can be integrated into their teaching by presenting more cultural content to learners. Nevertheless, according to the ICC theoretical explication, this way of integration is not sufficient, nor is it effective in helping learners acquire ICC. Finally, the participants perceived that ICC was an important element in English language teaching today, but it did not considerably help learners to better communicate in English. An important implication from this study was that ELT teacher educators include ICC in teacher education programs to ensure a successful integration of ICC into English language teaching.
What, How and Why? A Multi-Dimensional Case Analysis of the Challenges Facing Native and Non- Native EFL Teachers
Author: Demir, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Program Effectiveness,Native Speakers,Higher Education,Qualitative Research,Interviews,Teacher Attitudes,Teaching Methods,Student Characteristics,Institutional Characteristics,Cultural Differences,Foreign Countries,Professional Autonomy,Classroom Techniques,Teacher Burnout,Teaching Experience,Pedagogical Content Knowledge,Class Size,School Schedules,Student Evaluation,Language Proficiency,Ability Grouping,College Students,College Faculty

On a multifaceted basis, this paper explores the challenges experienced by native and non-native English language teachers (NESTs and NNESTs) in a tertiary-level EFL setting in Turkey. Adopting a qualitative case study design, the data were gathered from five NESTs through interviews and from five NNESTs through hand-written accounts based on the template for challenges in ELT (TCELT), and analysed through deductive thematic analysis. The findings showed that the NESTs and NNESTs perceive similar as well as different challenges in the language preparatory program where they are co-teaching. Student-related and institutional parameters accounted for the NNESTs' problems, whereas on the part of the NESTs, teacher-related and cross-cultural factors accompanied these parameters. The findings were furthered by the teachers' elaborations on the causes and pedagogical consequences of the challenges, and their strategies for coping with them. In light of the teachers' accounts, the paper concludes by offering several suggestions for the elimination of the perceived challenges in an attempt to improve the effectiveness of the program.
More Heads Are Better than One: Peer Editing in a Translation Classroom of EFL Learners
Author: Insai, Sakolkarn
Date: 2017-00-00
Type: Journal Articles
Subjects: Editing,Peer Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Translation,Business Communication,Cooperative Learning,Qualitative Research,Diaries,Student Attitudes,Error Analysis (Language),Teaching Methods,Error Correction,Problem Solving,Private Colleges,Accuracy,Foreign Countries,Semi Structured Interviews,Observation

During the process of translation, students need to learn how to detect and correct errors in their translation drafts, and collaboration among themselves is one possible way to do this. As Pym (2003) has explained, translation is a process of problem-solving; translators must be able to decide which choices are more or less appropriate for the specified purpose of translation. Therefore, it is necessary for the teacher to create a learning environment that facilitates the students, not only to learn how to solve the problems, but also to be exposed to other possible solutions of those problems. This paper aims to give a comprehensive account of peer editing in collaborative translation classrooms for English as a foreign language (EFL) learners. The participants of this study were 21 EFL undergraduate students who took a business translation course. Qualitative data were collected from the students' translation drafts, diaries, and interviews, in order to explore the effects of peer editing on the students' abilities to deal with translation difficulties. The results revealed that peer editing enhanced the quality of the students' translations and enabled the students to detect errors and revise their translations. More importantly, peer editing was a social interaction that effectively engaged the students to work collaboratively with each other.
Pedagogical Practices in Teaching Reading Comprehension: A Case Study of Three EFL Teachers in a Secondary School in Ethiopia
Author: Nurie, Yenus
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Language Teachers,Teaching Methods,Qualitative Research,Secondary School Teachers,Interviews,Content Area Reading,Assignments,Computational Linguistics,Observation

Various studies investigating psychological variables associated with reading comprehension are currently available. However, there has been little linguistic research conducted to examine the pedagogical practices of teachers in teaching reading comprehension of EFL Secondary Schools, Ethiopia. The present study was conducted to fill the research gap by examining the current practices of teachers in teaching reading and how the teachers handle and organize reading comprehension. This study employed a descriptive and interpretive case study design that was analyzed through qualitative methods. The data was collected from observations of the most experienced EFL teachers' best representative comprehension classes and interviews with these teachers at Fasilo Secondary School, Ethiopia. The observation results of a corpus of lessons and interviews with teachers about their work were analyzed using an evaluative interpretative paradigm. The results of this research revealed two-stranded themes. First, this study revealed that all the teachers exhibited similar practices of teaching reading comprehension, such as, giving assignments and expecting correct responses and a brief description of the topic. It also revealed that the teachers neither focused on the content nor showed any attention to constructing meaning of the content in the text. It is recommended that teachers need to teach reading comprehension in a systematic way to help students be equipped strategies with improving their reading comprehension.
Critical Discourse Analysis of Discursive Reproduction of Identities in the Thai Undergraduates&apos; Home for Children with Disabilities Website Project: Critical Analysis of Lexical Selection
Author: Sudajit-apa, Melada
Date: 2017-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Disabilities,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Semiotics,Self Concept,Language Usage,Web Sites,Disadvantaged,Social Isolation,Power Structure,Undergraduate Students,Program Descriptions,Residential Care,Children,Foreign Countries

Analyzing discourses can shed light on language as a social semiotic system, the construction of identity and the operations of ideology and power. The purpose of this study is twofold. Firstly, it aims to unveil Thai fourth-year English-major students' utilization of lexical choices with connotations that enact the identities of the Baan Nontapum Foundation (BNF) or Home for Children with Disabilities, in their website project. Secondly, the study was conducted to further explore how and why those discursive strategies were utilized to construe the BNF and disability identities through the participants' lexical selection. In this study, the social model of disability, which views disability as a form of social oppression, in combination with Fairclough's Critical Discourse Analysis was used as the theoretical framework for analyzing the participants' language use on their self-designed websites. The analysis revealed the participants' utilization of different lexical choices with connotations to presuppose the BNF's identity as a 'warm,' 'effective,' and 'altruistic' organization that provides various forms of special care to their children and children with disabilities' identities as 'socially independent' and 'capable of becoming self-supporting.' However, the notions of 'social exclusion' and 'lack of social collaboration' were found to be embedded in the discursive reproduction of the discourse.
Building a Culture of Peace through Critical Literacy with the Net Generation
Author: Adunyarittigun, Dumrong
Date: 2017-00-00
Type: Journal Articles
Subjects: Peace,Critical Literacy,Reading Instruction,Student Attitudes,Beliefs,Ideology,Social Cognition,Second Language Learning,English (Second Language),Foreign Countries,Age Groups,Student Centered Learning,Social Justice,Conflict,Vignettes,Interviews

Conflicts and violence either inside or outside the classroom can affect the quality of learning within the classroom. Critical literacy is proposed as a strategic instructional practice which aims at teaching a nation's citizens to be literate and raising their critical and social consciousness (Freire, 2007). This paper suggests how teachers, as intellectual labor (Smyth, 2011), can implement a critical literacy framework to build a culture of peace in a reading class where students hold different 'taken-for-granted' ideologies of being 'us' and 'them.' It also proposes how Net Generation students in our EFL classrooms can make a significant contribution to the transformation of conflicts and violence stemming from divisions, hierarchy of differences and inequalities of the society into peace.
Bridging the Gap between Linguistic and Pragmatic Assessment in Turkish Contexts
Author: Tulgar, Aysegul Takkac
Date: 2017-00-00
Type: Journal Articles
Subjects: Pragmatics,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,State Universities,Self Evaluation (Individuals),Teacher Attitudes,Student Attitudes,College Faculty,College Students

The purpose of this qualitative study was to reach an understanding of the perceptions and self-evaluations of faculty members and students regarding pragmatic assessment in foreign language education. The participants were the academics and students in EFL departments at six state universities in Turkey. The data were collected through six open-ended questions in which the participants were asked to provide written answers. The main findings pointed at three themes for discussion: perceptions of pragmatic assessment and its contributions to foreign language education, the challenges as well as the scope and ways of pragmatic assessment. The participants generally appreciated the contributory nature of pragmatic assessment in their foreign language development. However, they also referred to some problems negatively influencing the process of pragmatic assessment and hindering pragmatic development. Based on these findings, some practical and pedagogical suggestions are provided.
Review of Graduate Research on Language Assessment in Turkey between 2011 and 2016
Author: Uzun, Aysenur
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Evaluation,Literature Reviews,Doctoral Dissertations,Masters Theses,Graduate Students,Student Research,Language Tests,Alternative Assessment,Computer Assisted Testing,Elementary School Students,College Students,Writing Evaluation

Language assessment is one of the key factors affecting language learning contexts since it not only provides information about the learners and teachers' performance in the classroom but also shapes how languages are learned and practiced depending on how assessment is conducted. Technology, different learner profiles, problems with the existing assessment tools, learners and teachers' needs, and differences in educational settings and policy are some of the leading factors in language assessment. In order to determine the main findings and the current trends on language assessment in Turkey, this study aims to review 25 theses and dissertations that investigate various aspects of English language assessment in Turkey between 2011 and 2016. The total number of graduate studies reviewed on language assessment is 25, and all of these studies have been included in this review. 21 of the studies are M.A. theses, while 4 studies are the Ph.D. dissertations written on language assessment. These theses and dissertations, which were reviewed in this paper, were obtained from &quot;the Council of Higher Education Thesis Center,&quot; which requires graduate students to upload their studies and allows other researchers to access them. These studies have been reviewed and categorized based on alternative assessment, assessment in tertiary contexts, assessment of young learners, assessment of language skills (speaking and writing), evaluation of EFL exams, and developing assessment tools. The studies have been discussed based on their methodology, together with the main findings obtained, in addition to their strengths and weaknesses. It is believed that examining the recent research on language assessment will be beneficial not only for suggesting ideas to fill the gaps in the literature but also for the researchers who are willing to study language assessment in Turkey.