ethanporcaro/eric-fulltext-meta huggingface dataset:
English Intercultural Tutorial for University Students Majoring in Japanese
Author: Liubashenko, Olesia V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Majors (Students),Japanese,Foreign Countries,English (Second Language),Second Language Learning,College Second Language Programs,Teaching Methods,Cultural Education

This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students' English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students' cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.
The Effect of Using Turkic Orkhon Script (Tamgha) Writing in Mouth Harp Notation on Learning the Instrument
Author: Topçuoglu, Umut Deniz
Date: 2022-00-00
Type: Journal Articles
Subjects: Musical Composition,Musical Instruments,Music Education,Turkish,Foreign Countries,Cultural Influences,Alphabets,Music Techniques

In this study, the operability and teachability of the Orkhon script (tamgha writing) notation system, which was developed for the mouth harp instrument, was checked. The process in question was examined in three sub-dimensions. In this context, the structure of the notation system developed for the mouth harp instrument, the relationship between the Turkish Orkhon script and this system, and the effect of the system revealed as a result were investigated. The experimental process, which constitutes the main line of the study, was single-subject and was completed with posttest and retention tests. The experimental steps were spread over an 8-week period, one lesson per week, and were designed to teach the musical values of the Orkhon script in the notation system. The statistical data of the experimental test results were analyzed and evaluated. The results about the Orkhon script notation training and experimentation process are listed and finally, objective suggestions are put forward.
Enhancing the Performance of Andragogic Education
Author: Sinelnikova, Valentina
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Andragogy,Continuing Education,Lifelong Learning,Educational Development,Educational Principles,Educational Improvement,Educational Quality,Independent Study,Self Actualization,Systems Approach,Information Technology,Distance Education

The article is devoted to the development of adult education, its andragogical principles and the impact on the quality of lifelong pedagogical education. The authors examined the mechanisms for improving the quality of lifelong pedagogical education by updating the content, developing and implementing innovative teaching technologies following new European guidelines and concepts in education, taking into account national educational traditions. In the article, the authors considered the basic concepts of andragogy, investigated the specifics of andragogical processes, the world experience in adult education. The authors noted that adult education today is based on continuous learning, self-education, and self-development. People will have to retrain 2-3 times in life; they will retrain at least once in adulthood. The research methodology is based on personality-activity and systematic approaches. As a result of theoretical and methodological research, the authors proposed a mechanism based on information technology (distance learning), the principles of androgynous learning and the specific features of adult learning (which the authors divided into three groups). This mechanism can increase the effectiveness of andragogical education in developing an educational trajectory. Further research is the search for ways of state financing of andragogical education and the development of indicators of its effectiveness.
An Investigation of the Effect of Some Affective Variables on Predicting 6th Grade Students&apos; Academic Achievement in the Science Course
Author: Öznur Tokgöz, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Psychological Patterns,Grade 6,Middle School Students,Academic Achievement,Science Education,Well Being,Self Control,Teacher Student Relationship,Trust (Psychology),Alienation,Foreign Countries

The study focuses on the effects of four different affective variables, namely; well-being, perceived self-regulation, trust in the teacher, and alienation from school, on the academic achievement of middle school 6th grade students in the Science course. The participants of the study were composed of randomly selected 332 (156 girls, 176 boys) middle school 6th grade students in Ankara Turkey. The data were collected using the EPOCH Well-Being scale developed by Kern et al. (2015) and adapted to Turkish by Demirci and Eksi (2015); the Perceived Self-Regulation Scale developed by Aslan and Gelisli (2015); the Teacher Trust Scale developed by Adams and Forsyth (2009) and adapted into Turkish by Özer and Tül (2014); and the Student Alienation Scale developed by Sanberk (2003). Multiple regression analysis was used as a research method in the study. In order to determine the students' academic success in their Science classes, mean scores of the students' papers in four different written exams in the 1st and 2nd semesters of the 2018-2019 academic year were considered. In the study, initially, the correlations between the sub-dimensions of each affective variable and science academic achievement were examined. Models were created via stepwise regression analysis, starting from the sub-dimension that gave the highest correlation with science academic achievement. Sub-dimensions that did not contribute significantly to science academic achievement were removed from the model and its final shape was obtained. The results revealed that, the sub-dimension of EPOCH well-being was relatedness and the sub-dimension of perceived self-regulation being openness were significant predictors of academic success in the science course. These sub-dimensions explain 10% of academic achievement in science classes.
Investigating Lexical Concept and Semantic Representation of COVID-19 in Coronavirus Corpus: A Corpus-Based Study
Author: Citraresmana, Elvi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Semantics,Orthographic Symbols,Language Usage,Computational Linguistics,Word Frequency,Lexicology

This article discusses the lexical and semantic representation through the collocation that appeared in the Coronavirus Corpus. This research investigates the frequent collocates that appeared together with the node word Corona and find out how those collocates construct the meaning through the linguistic system and conceptual system as they are involved in lexical representation. This research offers a new insight into teaching language using Lexical Concepts and Cognitive Models (Evans, 2009). The data collected are from the Coronavirus corpus by using the corpus-based method. The strength of the keywords and collocate is measured by using Mutual Information (MI). The MI was set in 5; therefore, three lexemes resulted, i.e., cases, patients, and outbreak. The data were analyzed using the lexical concept and cognitive model proposed by Evans (2009). The research results, in general, reveal that the information is coming from the &quot;authorized institution&quot; and &quot;government's representative&quot;; it needs &quot;the official approval or agreement&quot; before publishing to the media, and in the passive form, it describes the foregrounded information and agentless informational assertion. Therefore, the information should be accurate and firm. However, another lexical concept reveals that the information is terrorizing and terrifying; the educated and trained person should also conduct the treatment.
A Tiered Texts Approach for Scaffolding Reading Comprehension for English Learners and Struggling Readers
Author: Zhang, Wei
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Scaffolding (Teaching Technique),English (Second Language),English Language Learners,Reading Difficulties,Reading Instruction,Inservice Teacher Education,Teacher Attitudes,Difficulty Level,Instructional Design

Reading comprehension is an essential skill that all students must master for learning to happen. The complexity of academic texts requires research-based instruction in reading comprehension that goes beyond the basic literacy level. The tiered texts approach is an effective, systematic approach for teaching reading comprehension where a series of progressively challenging texts on the same topic is used with a variety of instructional strategies and activities to scaffold both content instruction and language learning to prepare English learners (ELs) and struggling readers to read a grade-level target text. This paper reports on an action research study that explores whether in-service teachers in a teacher-training program can improve their skills in teaching reading comprehension of complex texts by developing a tiered texts unit and supporting their students in using it. It provides an overview of the tiered texts approach, describes the use of an operational model for designing and planning a tiered texts unit to scaffold the reading of a difficult text, and illustrates the approach with a unit designed for a secondary English language arts class with ELs and struggling readers. It also describes the qualitative analysis of the trainee teachers' reflections on their experience designing and implementing the unit. The results of the action research study supported the usefulness of the tiered texts approach in helping teachers gain knowledge and skills for instruction and revealed potential challenges in implementing this approach in classroom teaching.
Investigating the Relationship between Physical Education Teachers&apos; Perceptions, Technological Knowledge and Classroom Management Profiles
Author: Çar, Bekir
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Knowledge Level,Classroom Techniques,Teacher Attitudes,Physical Education,Pedagogical Content Knowledge,Technological Literacy,Gender Differences,Foreign Countries,Stress Variables,Educational Technology,Technology Uses in Education,Age Differences,Teacher Characteristics,Educational Attainment,Intellectual Disciplines,Teaching Experience,Geographic Location

Overcoming the technology barrier is critical to integrating technology and education. Emerging and changing technologies are rapidly impacting individuals' daily lives as well as their educational lives. The concept of technostress seems to be associated with technological pedagogical field knowledge and classroom management profiles. This study also aims to determine if there is a relationship between PE and physical education teachers' technostress levels, technological pedagogical knowledge, and classroom management profiles. 275 PE and physical education teachers working in Ankara province participated in the study. Data collection was done using the scale to determine teachers' technostres level, technological-pedagogical knowledge and class management profile. The levels of technostres and technological-pedagogical knowledge did not differ significantly by gender, educational status, sport type, place of graduation, age, professional seniority, and time of technology use of physical education teachers. When examining classroom management profiles, there were differences by gender, educational status, athletic department, and age group, but no significant differences between place of graduation, professional seniority, and time of technology use. When examining the class management profiles by gender variable, it was found that female teachers are on the peripatetic and ignorant profile compared to males, by educational level of graduates and in the scatter profile, those who are in the athletic department in the individual sports do not match those in the team sports department in the profile, and in the age group of 24-34 years old were highly rated by the class management profiles in the 35-44 years old category. As a result, it was found that there is an excellent level of significant relationship between the perception of technostars and class management profiles of physical education teachers, in a negative way, while there is a non-significant relationship between Tpba and technostars, with class management and Tpba being positive.
Investigation of Life Skill Levels of University Students in the COVID-19 Pandemic
Author: Tozoglu, Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Age Differences,College Students,Daily Living Skills,Coping,Stress Management,Emotional Response,Empathy,Self Concept,Decision Making,Problem Solving,Correlation,COVID-19,Pandemics,Physical Activity Level,Foreign Countries,Thinking Skills,Interpersonal Relationship,Interpersonal Communication

It was aimed to reveal whether there is a statistically significant relationship between the gender, age, sportive activity status and duration of the students studying at xxx University in the 2020-2021 academic year on their life skills levels. In this study descriptive survey method was used. A personal information form was used to obtain information about the demographic characteristics of 215 students, 71 male and 144 female and &quot;Life Skills Scale&quot; which was developed by Bolat and Balaman (2017) was used to determine the life skills levels, who participated in the study. Independent sample T test was used to determine the significant difference between two independent variables and life skills. Anowa Analysis of Variance techniques were used to determine the difference between more than two variables and life skills. Pearson correlation analysis was made to determine the relationship between Life Skills Scale and ages of students and duration of sports activities. The results were evaluated according to the p&lt;0.05 significance level. It has been determined there is a significant difference in the sub-dimensions of coping with stress and emotions, empathy and self-awareness, decision making and problem solving about students gender and life skills scale according to the data obtained. It has been determined there is a significant difference in all sub-dimensions of the students' sportive activities and life skills scale. It has been determined there is a positive significant relationship in students' weekly sporting activity time and life skills scale on the sub-dimension of decision making and problem solving.
Comparison of the Results of the Generalizability Theory with the Inter-Rater Agreement Coefficients
Author: Eser, Mehmet Taha
Date: 2022-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Interrater Reliability,Evaluation Methods,Test Theory,Test Reliability,Error of Measurement,Scoring

The agreement between raters is examined within the scope of the concept of &quot;inter-rater reliability&quot;. Although there are clear definitions of the concepts of agreement between raters and reliability between raters, there is no clear information about the conditions under which agreement and reliability level methods are appropriate to use. In this study, the comparison of eight different agreement coefficients used for the same purpose and the similarity of the results obtained with the G coefficient calculated within the framework of generalizability theory were examined. Within the scope of the study, it was determined that there were differences between the agreement coefficients of the evaluations made by the seven raters for 49 students over six open-ended items. As a result of the study, it was determined that the agreement coefficients differed significantly according to the method used and the level of agreement could be interpreted as low-medium-high according to the method used. In addition, as a result of the generalizability analysis, it was determined that the largest proportion of the variance components resulted from the difference between the raters and equal to 40% of the total variance between the raters. For this reason, it is recommended that researchers first examine the variance components originating from the person, item, and raters while determining the inter-rater reliability, and finally, report a few of the appropriate coefficients in case the inter-rater variance is low.
Digital Platforms in the Emergency Remote Education: The Students&apos; Preferences
Author: Al Shammari, Mishal H.
Date: 2021-12-00
Type: Journal Articles
Subjects: Distance Education,Preferences,COVID-19,Pandemics,Second Language Learning,Second Language Instruction,Foreign Countries,Integrated Learning Systems,Videoconferencing,Student Experience,English (Second Language),Majors (Students),Translation,Student Needs,Student Attitudes,Undergraduate Students,Computer Software,Telecommunications,Handheld Devices,Gender Differences

One positive side of the COVID-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students' experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the COVID-19 pandemic. Its significance lies in the fact that it underscores and addresses students' needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students' preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students' preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.
Effects of an In-House Entry Test on the Post-Foundation Students at an Omani College of Technology
Author: Samaranayake, Sarath W.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Skills,Language Tests,Advanced Courses,Student Placement,Undergraduate Students,Difficulty Level,Student Attitudes,English (Second Language),Second Language Learning,Scores,College Entrance Examinations

This paper reports the findings of a study that investigated why a large number of test-takers show a low performance in four language skills (listening, speaking, reading, and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor's degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading, and writing) in two semesters. The study analyzed the entry test results for two semesters including survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor's degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test-takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.
The Acquisition Level of 21st Century Skills in the Primary Education 4th Grade Social Studies Curriculum
Author: Tas, Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Skill Development,21st Century Skills,Elementary School Students,Grade 4,Social Studies,Curriculum Evaluation,Foreign Countries

Depending on classroom teachers' views, this study determined the acquisition level of the 21st-century skills in the primary education 4th-grade social studies curriculum. Designed in an explanatory mixed-method model, it used the interpretative phenomenological method for the qualitative data and the scanning method for the quantitative data. The sample consisted of 86 classroom teachers (42 female and 44 male) selected using the cluster sampling method, one of the probabilistic sampling methods. The quantitative data were collected using a 5-point Likert-type scale and analyzed using frequency (f) and percentage (%). The qualitative data were collected using a semi-structured interview form developed by the researcher and analyzed using the content analysis method. The result revealed that the primary education 4th-grade social studies curriculum was insufficient and impractical to convey 21st-century skills. However, it was better in gaining the skills of &quot;collaboration,&quot; &quot;using technology for learning,&quot; and &quot;communication.&quot; It was determined to be insufficient in gaining the skills of &quot;self-management/self-regulation&quot; and making &quot;global connections&quot; and &quot;local connections.&quot;