ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Possible Language Teacher Selves: A Scale Development Study
Author: Ölmez-Çaglar, Funda
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Reliability,Student Teachers,Teacher Education Programs,Student Teacher Attitudes,Measures (Individuals),Foreign Countries,Professional Identity,Item Analysis

The current study set out to build on the limited research on possible language teacher selves. The study aimed to develop a possible language teacher selves scale (PLTSS) for English as a foreign language (EFL) student teachers. The tripartite scale intending to measure the constructs of ideal, ought-to and feared language teacher selves was developed in two major stages. Data were collected from two distinct samples of senior Turkish EFL student teachers studying at twelve different universities in Turkey. In a preliminary study, tentative scale items were constructed based on a review of literature and qualitative data collected from a small sample and finalized through expert review and pre-piloting. The initial form of the scale was then administered to 296 senior student teachers of English. Following an exploratory factor analysis, the final form of the scale was constructed. The final form was administered to a different sample involving 274 student teachers. By this way, the scale was further validated through confirmatory factor analysis. The three scales under the PLTSS were checked for internal consistency reliability with both datasets. Findings revealed the sound psychometric properties of the PLTSS in terms of construct validity and internal consistency reliability.
Tetrahedron Cyber DiPL to Improve Teaching, Learning and Digital Equity in the Institute of Architecture
Author: Abbaoui, Messaoud
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Architectural Education,Access to Computers,Educational Policy,Higher Education,Teacher Role,Student Role,Knowledge Level,Undergraduate Students,Internet,Student Attitudes

This study is a research based on asking students questions and the conceptual framework developed by Houssaye (2000). The integration of a fourth pole into the Houssaye's pedagogical triangle (2000), as well as the survey carried out with 322 students, allowed us to develop a tetrahedron designed to improve teaching, learning, and digital equity in the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The tetrahedron is called tetrahedron Cyber DiPL with Di for Didactic, P for Pedagogy, L for Learning. The pole, as a device cyber including digital inclusion, is an opportunity to use Information and Communication Technologies (ICTs). According to knowledge types: know-how (Kh), knowledge practice (Kp), and theoretical knowledge, learned or scientific knowledge (Tk), tetrahedron Cyber DiPL includes Cyber DiPL to do, Cyber DiPL to practice, and Cyber DiPL to differentiate.
Teaching Languages to Students from Refugee and Migrant Backgrounds around Europe: Exploring Difficulties and Teachers&apos; Beliefs
Author: Stathopoulou, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Learning,Second Language Instruction,Refugees,Immigrants,Trauma,Language Teachers,Teacher Student Relationship,Student Characteristics,Prior Learning,Educational Experience,Instructional Materials,Student Needs,Barriers,Behavior Problems,Foreign Countries

This paper presents and discusses the results of a study which investigated the needs, attitudes and beliefs of foreign language teachers of refugees in Greece and other countries of Europe. The research which was conducted in two phases, with the one being the pilot phase, involved approximately 120 teachers who commented on the difficulties that they face in contexts with students from refugee and migrant backgrounds. Students' trauma experiences, lack of schooling experience, behavioral problems, lack of specially designed materials catering for the needs of refugees, and of course the language barrier, were among the most frequently claimed problems. The paper ends with some empirically derived suggestions on how teachers could deal with the challenges related to this new reality.
Language Teacher Identity Construction of Foreign Language Teaching Assistants
Author: Hilal Peker
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Phenomenology,Language Teachers,Professional Identity,Cultural Awareness,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Teaching Methods,Educational Change,Barriers,Goal Orientation,Expectation,Self Concept,Cultural Differences,Foreign Nationals,Federal Legislation,International Educational Exchange,Federal Programs,Teacher Exchange Programs,Comparative Education,Foreign Countries

Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers' identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided.
Reflective Journals as Self-Assessment to Promote Students&apos; Writing Skill
Author: Ni'ma, Hanna Novariana Azizah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Journals,Reflection,Writing Skills,Self Evaluation (Individuals),Student Motivation,Writing Instruction,Instructional Effectiveness,Foreign Countries,English (Second Language),Grade 10,High School Students

This research is experimental research with a 2x2 factorial design. In this study, the researcher took students of two classes as a sample of the research, one for the experimental group (EG) and the control group (CG). There were 32 students in each experimental and control class, so the total sample was 64 students. Both of these classes were considered to have English knowledge and writing skill at the same level. The samples of the experiment group taught by using a reflective journal and the control class taught by using the traditional writing method. And all these samples are viewed from students' motivation. The sample was obtained by implementing a cluster random sampling technique. Each class was divided into two groups each of which consisted of 16 high motivation students and 16 low motivation students. the researcher used Multifactor Analysis of Variance (ANOVA) 2x2 to know the effects of the independent variables Reflective Journals and traditional writing method and attributive variable (Students' Motivation) toward the dependent variable (Writing skill). And the research result reveals as follows; (1) Reflective Journals is more effective than traditional writing method to promote students' writing. (2) Students have high motivation have better writing skill than those low motivation students. (3) There is an interaction between teaching assessment and students' motivation to teach writing.
Patterns in Students&apos; Usage of Lecture Recordings: A Cluster Analysis of Self-Report Data
Author: Ebbert, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Technology Uses in Education,Video Technology,Lecture Method,Educational Technology,Independent Study,Repetition

Students' usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Münster (Germany), the lecture recording service was evaluated over three semesters. The data were combined and used for a cluster analysis with the aim of being able to describe the students' distinct usage patterns. The cluster analysis was performed using partitioning around medoids with Gower distance. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. The five clusters are interpreted as representing different ways of utilising lecture recordings. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.
Teacher Autonomy from a Cross-Cultural Perspective: A Repertory Grid Study for Beliefs and Practices
Author: Eren, Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Attitudes,Cultural Differences,Teacher Characteristics,Teacher Effectiveness,Foreign Countries,College Faculty,Public Colleges

Living in a competitive world requires teachers to be aware of their potentials and reflect them on their daily practices. Autonomous teachers can think and act on their own rather than sticking to the established patterns. Current studies mostly deal with perceptions about learner autonomy and focus on local environment. However, what teachers understand from autonomy and their classroom practices are very important. Therefore, this study aims to investigate teachers' autonomy perceptions from cross-cultural perspective. The data was collected by using (1) Repertory Grid Technique with three teachers, (2) semi-structured interviews with 15 teachers and (3) classroom observations of 24 lessons for data triangulation to validate each other. Findings suggest that teachers from various cultural backgrounds interpret autonomy with different constructs, yet these differences complete each other in classroom practises. This is also corroborated with semi-structured interviews and classroom observations.
The Effect of the Science Technology Society and the Quantum Teaching Models on Learning Outcomes of Students in the Natural Science Course in Relation with Their Critical Thinking Skills
Author: Kristiyanto, Wahyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Models,Outcomes of Education,Natural Sciences,Critical Thinking,Thinking Skills,Science Process Skills,Elementary School Students,Grade 5,Foreign Countries

This experimental study aimed to determine: 1) Differences in science learning outcomes between students who were taught via the Science Technology Society and the Quantum Teaching models; 2) Differences in science learning outcomes among students who have high, medium, and low critical thinking skills; 3) Relationship between these learning models and the critical thinking skills in terms of science learning outcomes. The participants of the study comprised 300 students from fifth grade of the private primary school in the Surakarta region. Out of the 300, 150 studentswere in the experimental group and 150 were in the control group. For the data collection two-way analysis of variance followed by the Scheffe test were administered. The result of the study showed that 1.) The level of science learning outcomes of the students who were taught via the Quantum Teaching model were higher than those taught via the Science Technology Society model. 2) There were differences in the level of science learning outcomes among the students who have high, medium, and low critical thinking skills. 3) There was no relationship between the learning models and the ability to think critically for improving science learning outcomes.
Metacognitive Awareness of Prospective EFL Teachers as Predictors for Course Achievement: Teaching English to Young Learners
Author: Su-Bergil, Ayfer
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Microteaching,Measures (Individuals),Language Teachers,Teaching Methods,Teacher Characteristics,Teacher Education Programs,Elementary School Teachers,Foreign Countries

This study gives priority to investigating the metacognitive awareness levels of prospective English as a Foreign Language (EFL) teachers and the effects of it on prospective teachers' Teaching English to Young Learners achievement which includes and also reflects their micro-teaching process occurring during this course. For this purpose, the participants of the study consist of the 3rd and 4th grade students studying at Amasya University, Faculty of Education, English Language Teaching (ELT) Programme throughout 2018-2019 academic year. 52-item Metacognitive Awareness Inventory (MAI) (Schraw &amp; Dennison, 1994) was used as the data collection instrument, and its relation with the teaching skills of micro-teaching in Teaching English to Young Learners course process was analyzed. As to the methodology, quantitative research approaches were applied to the collected data. Based on the findings, it was observed that the prospective teachers, who are the teachers of future and expected to open the gate for learners to perceive the information profoundly, have these pre-condition skills at different levels. Therefore, it could be stated that the English Teacher Education process of faculties needs to be explored deeply by taking into consideration the fact that homogeneity in the qualities/characteristics of English language teachers is an urgent call to provide equal chances for the learners.
Analysing Construction Student Experiences of Mobile Mixed Reality Enhanced Learning in Virtual and Augmented Reality Environments
Author: Vasilevski, Nikolche
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Lecture Method,Experiential Learning,Workshops,Computer Simulation,Telecommunications,Handheld Devices,College Students,Program Effectiveness,Student Motivation,Foreign Countries

Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners' experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: 'Does applied mobile mixed reality create an enhanced learning environment for students?' The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required.
Lecture Capture and Peer Working: Exploring Study Practices through Staff-Student Partnerships
Author: Evans, Geraint
Date: 2020-00-00
Type: Journal Articles
Subjects: Lecture Method,Foreign Countries,Universities,Video Technology,Student Experience,Partnerships in Education,Student College Relationship,Cooperative Learning

As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of &quot;how&quot; and &quot;why&quot; students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation -- students' use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.
Choice of Device to View Video Lectures: An Analysis of Two Independent Cohorts of First-Year University Students
Author: Namuddu, Jesca
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Lecture Method,Video Technology,Handheld Devices,Laptop Computers,Computer Uses in Education,Preferences,Foreign Countries

Video lectures and mobile learning devices have become prominent, but little is known about device choices for watching video lectures. The setting for this study, a university that provided perpetual access to personal computers and free tablet devices to all first-year students, provided a unique opportunity to study device choice in a setting where both tablets and personal computers were perpetually available. Weekly video lectures on a first-year module were made from October to April in two independent cohorts of students. YouTube analytics were used to record data on device usage for video lecture views. Tablets were initially used for almost 70% of views. However, tablet usage declined throughout the academic year, and tablets were overtaken by personal computers as the preferred device in the second half of the academic year. Findings suggest that an initial preference for using tablets to view video lectures lasts only a few months.
Evaluation of Existing Pedagogy of Teaching in the Private Universities of Bangladesh: An Overview
Author: Ali, Yeahkub
Date: 2019-10-00
Type: Journal Articles
Subjects: Teaching Methods,Private Colleges,Higher Education,Rote Learning,Critical Thinking,College Faculty,Educational Opportunities,Educational Trends,Teaching Styles,Educational Quality,Criticism,Teacher Effectiveness,Foreign Countries

Higher education is acknowledged today as a capital investment and is of paramount importance for economic and social development of a country (Barnet, 1990). Some specialists called attention that the present higher education system employs rote memorization approach rather than critical thinking by students. It is, therefore, needed not only to relook at our pedagogy of teaching and learning principles including methods but also to revitalize the higher education system. Although Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. Today's teachers are yesterday's students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Earlier public sector had monopoly in the tertiary level of education. In 1992 private sector started its function. Within a short span of time more than ninety private universities have started their action. The Emergence and the growth of the private universities in Bangladesh have taken a phenomenal shape in recent years. However, the private universities are playing an important role in spreading the opportunities of higher education in our country. But in recent years a widespread allegations were raised against PUs that some are selling certificates, easy-to-get degrees, very poor teaching qualities, poor infrastructure, high tuition fees, etc. In this context this study is an initiative to explore the education quality (EQ) of PUs that is offered by them. This paper analyses the existing pedagogy, teaching style, quality education, capability of teachers to teach students and infrastructure of the Private University of Bangladesh.
Development of the Learning to Learn Competence in the University Context: Flipped Classroom or Traditional Method?
Author: Espada, María
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Sports Medicine,Intervention,Foreign Countries,Universities,Physical Activities,Self Evaluation (Individuals),Learning Processes,Outcomes of Education,Competence,Self Management,Student Attitudes,Undergraduate Students

This study analyses the use of a flipped classroom to develop the 'learning to learn' competence in the university context. This research was conducted on a subject about Applied Teaching Methodology included in the Physical Activity and Sports Science degree at the Polytechnic University of Madrid (Spain). A total of 110 university students (mean age 21.6 ± 3.0 years) participated in the research and were divided into two groups: one group (44 students) received an intervention based on the traditional method (with theoretical classes and resolved questions) and the other group (66 students) received an intervention using the flipped classroom method; self-perception of the level of development of the 'learning to learn' competence was analysed before and after the intervention. The design involved two groups that followed different types of teaching (traditional vs. flipped classroom) × two moments in time (before and after). This study did not find any significant differences between the traditional and flipped classroom method, in the perception of the development of the 'learning to learn' competence.
An Investigation into Iranian EFL Learners&apos; Productive Knowledge of English Collocations and the Strategies Applied
Author: Mirsalari, Seyed Ali
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Phrase Structure,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Language Tests,Verbs,Form Classes (Languages),College Students,Error Patterns,Language Usage,Difficulty Level

Collocations are one of the areas that create problems for EFL learners. Iranian EFL learners like other EFL learners encounter serious problems in producing collocations. The current study is an attempt to examine the Iranian EFL learners' ability to produce English collocations. It also attempts to identify the strategies that they usually adopt when they are not familiar with acceptable collocations in English. To this end, a sample of 60 Iranian EFL learners at intermediate level was given a 50- item test of collocations in the filling-the-blank format. They were asked to fill in each blank with the most appropriate &quot;adjective&quot; or &quot;verb&quot; that could produce an acceptable collocation with the bold &quot;noun&quot; in the sentence. The findings have revealed that Iranian university students had unsatisfactory performance in the production of English collocations. Of the total number of collocations produced, only 38.1 % were rendered correctly. With respect to use of various strategies, negative transfer with 28.4% ranked first, followed by synonymy 21.8% and avoidance 11.7 % respectively.