ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Turkish EFL Teachers&apos; Perceptions of the Factors Affecting Technology Integration: A Case Study
Author: Önalan, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Technology Integration,Educational Technology,College Faculty,Knowledge Level,Computer Software,Computer Use,Self Esteem,Self Efficacy,Administrator Role,Work Environment

When technology is integrated into instruction in conjunction with effective teaching practices, it can enrich and enhance teaching and learning processes. With the changes in the nature of education wrought by advances in technology, teachers' key role in the successful integration of technology into the classroom has gained further significance. Therefore, it has become critical to understand the factors affecting teachers' technology integration. The present case study conducted with 70 university-level Turkish EFL teachers focuses on the factors affecting teachers' technology integration practices and specifically explores teachers' knowledge about computer software programs, personal computer-use habits, attitudes toward and self-confidence in integrating computer-based technologies into teaching, and their views about school climate and support. Analysis of the data coming from a questionnaire demonstrates that teachers know well about commonly-used software programs, they have positive attitudes toward using technology in their teaching, they have a high level of self-confidence in integrating technology into their teaching, they enjoy positive school climate among colleagues, but they see limited support from administration especially in terms of technological infrastructure and instructional encouragement. The findings of this study have implications regarding technology integration in the classroom in that teachers need to be provided with ample technology, along with administrative and technical support as well as continuous training specifically designed to address their identified needs in technology use and integration.
Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic
Author: Ali, Wahab
Date: 2020-00-00
Type: Journal Articles
Subjects: Disease Control,School Closing,Higher Education,Distance Education,Online Courses,Educational Technology,Electronic Learning,Technology Integration,World Problems,Educational Change,Foreign Countries,Politics of Education,Teacher Competencies,College Faculty,Access to Computers,Telecommunications,Access to Education,Change Strategies,Educational Resources,COVID-19,Pandemics

In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. A meta-analysis methodology was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. Findings reveal that universities worldwide are moving more and more towards online learning or E- Learning. Findings also reveal that apart from resources, staff readiness, confidence, student accessibility and motivation play important function in ICT integrated learning. This exploratory paper proposes that staff members should use technology and technological gadgets to enhance learning especially during these exceptional times. Findings also propose online and remote learning as a necessity in times of lock downs and social distancing due to COVID-19 pandemic. It also provides a strong platform for further research.
Family Reminiscence Scale: A Measure of Early Communicative Context
Author: Öner, Sezin
Date: 2020-00-00
Type: Journal Articles
Subjects: Memory,Measures (Individuals),Adults,Parents,Factor Structure,Test Reliability,Test Validity,Linguistic Input,Foreign Countries,Gender Differences,Age Differences,Cultural Differences,Early Experience,Parent Child Relationship

We developed and validated the Family Reminiscence Scale (FARS) in which adults rate their frequency of reminiscing with their parents about childhood experiences. In three studies, we characterized how FARS was related to adults' recollections of their earliest memories in different cultural contexts. First, we examined the factorial structure of FARS and obtained two factors of reminiscing: first-time events and general-recurrent events. In the second study, confirmatory factor analyses were conducted, in which we established measurement invariance across gender and age groups. In Study 3, we tested the factorial structure of FARS in an American sample to ensure cross-cultural invariance. We also showed that the two factors were differentially related to the phenomenology of earliest memories in samples from Turkey and United States (Study 2 &amp; Study 3). Overall, FARS was found to be reliable and valid to measure for adult samples to assess the quality of the linguistic input during childhood. Predictive value of FARS has been shown across different gender, age, and culture groups, underlining the organizational role of the early communicative context in the phenomenology and linguistic style of adults' early memories.
The Effectiveness of the Dealing with Homophobia Psycho-Education Program on Psychological Counselor Candidates
Author: Vural-Batik, Meryem
Date: 2020-00-00
Type: Journal Articles
Subjects: Homosexuality,Social Bias,Counselor Training,College Students,Psychoeducational Methods,Program Effectiveness,Student Attitudes,Attitude Change,Foreign Countries

The aim of this research is to investigate the effect of the Dealing with Homophobia Psycho-Education Program on homophobia levels of psychological counselor candidates. This research was conducted with a mixed model and utilized quantitative and qualitative methods. 2 (experimental and control groups) x 3 (pre-test, post-test, follow-up) research design which is a type of quasi-experimental design was used and content analysis was applied to the data obtained via interviews. The study was conducted with a total of 24 psychological counselor candidates, 12 in the experimental group and, 12 in the control group. The Homophobia Scale was used to determine the homophobia levels of psychological counselor candidates. The Dealing with Homophobia Psycho-Education Program was developed by the researcher. In order to determine the effectiveness of the program, The Two-Way Analysis of Variance with Repeated Measures was used. As a result of the research, it was determined that the Dealing with Homophobia Psycho-Education Program is effective in decreasing the levels of homophobia of the psychological counselor candidates. Also, according to the participant's views, it was determined that the psycho-education program was effective in decreasing homophobia and caused changes in attitudes. The importance and necessity of using the program on psychological counselor education are discussed.
CA-Informed Interactional Feature Analysis of Conversations in Textbooks Used for Teaching English Speaking in Thai Secondary
Author: Pitaksuksan, Nasree
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Punctuation,Foreign Countries,Discourse Analysis,Secondary School Students,Consciousness Raising,Textbooks,Teacher Workshops,Teaching Methods,Scaffolding (Teaching Technique),Intonation,Oral Language

With Conversation Analysis (CA) insights, this paper examines the textbooks used to teach oral English communication to Thai EFL learners in secondary schools. In an attempt to raise the awareness of features of naturally-occurring conversation and help increase the learners' exposure to these features, two textbook series, hereafter A and B, were purposively sampled for a close examination of their model conversations and related exercises. Six textbooks, three from each series, were obtained from secondary school teachers voluntarily joining a CA-informed English conversation-teaching workshop in lower southern Thailand. The findings showed that textbook series A contains action-driven, function-based communicative content, whereas B is theme/situation-based, being organized around topics or events likely faced by learners in daily life. Both textbook series put more focus on face-to-face dialogues, offering a significantly smaller number of phone and multi-party conversations. The model conversations in both series are presented with punctuation symbols of written language and without any representations of spoken language features such as stress and intonation. Some of the conversations in series B are sequentially incomplete, and while offering students conversations with various types of action sequences, both series can integrate more opening and closing sequences as well as sequences with dispreferred responses into their model conversations. To raise learners' awareness of features of natural conversation, more instances of repair and overlap may also be integrated into both audio and printed materials. Finally, to achieve the communicative unit goal, more scaffolding exercises can be provided to allow students to practice not only word and sentence pronunciation in isolation, but in relation to achieving a particular interactional goal via the construction of turns in more manageable, meaningful sequences.
Effects of Integrating Movie-Based Mobile Learning Instruction for Enhancing Thai University Students&apos; Speaking Skills and Intercultural Communicative Competence
Author: Chaya, Piyaporn
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Telecommunications,Handheld Devices,Student Attitudes,Communicative Competence (Languages),Intercultural Communication,Speech Communication,Instructional Effectiveness,College Freshmen,Nursing Education,Comparative Analysis,Pretests Posttests,Private Colleges,Language Tests,Instructional Materials

This research aimed to: 1) investigate the effects of Movie-Based Mobile Learning (MBML) instruction in enhancing Thai EFL university students' speaking skills; 2) investigate effects of Movie-Based Mobile Learning instruction in enhancing Thai EFL university students' intercultural communicative competence (ICC); and 3) examine the students' attitude towards integrating Movie-Based Mobile Learning instruction for enhancing students' speaking skills and intercultural communicative competence. This study employed a mixed-methods approach and a quasi-experimental study with a non-equivalent pretest-posttest control group design. The participants were the first year university students learning General English in the Faculty of Nursing at a private university in Bangkok. The students in the experimental group were taught through Movie-Based Mobile Learning instruction while the control group was taught following the university-based instruction. Research instruments consisted of MBML instruction with teaching materials, speaking test, the Intercultural Communicative Competence Questionnaire, Technology Acceptance Model (TAM) questionnaire, and the interview. The results revealed that Movie-Based Mobile Learning instruction developed Thai university students' English speaking skills and Intercultural Communicative Competence, and that the students had positive attitude towards the implementing of MBML instruction in their English classroom. The findings implied that MBML instruction is effective in enhancing EFL students' speaking skills and intercultural communicative competence. The study suggests that relevant English language education should emphasize the potential of using the English movies and Mobile Learning in EFL curricula and that MBML instruction can be applied to promote learning in other similar EFL contexts.
The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students
Author: Alotaibi, Majed Ghazai
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Instructional Effectiveness,Persuasive Discourse,Writing Skills,Secondary School Students,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Adolescents,Males

The aim of this study was to investigate the effect of project-based learning model on persuasive writing skills of Saudi EFL secondary students. The design of the study was quasi-experimental approach using pre and posttest for control and experimental groups. Participants were consisted of (59) students of third grade secondary school, randomly divided into two groups: experimental group consisted of (30) students and control group consisted of (29) students. Experimental group was taught using project-based learning while control group was taught using the traditional method. All participants were tested using the pre/post persuasive writing performance test before and after the intervention. The difference between the posttest's mean scores of the control and experimental groups were calculated using independent samples T-test. The result showed that there was a significant difference between the posttest's mean scores of the control and the experimental groups in favor of the experimental group. It was concluded that participants' level of persuasive writing performance significantly developed after receiving the explicit project-based learning model.
The Investigation into Prospective Teachers&apos; Turkish Metalinguistic Awareness
Author: Seref, Izzet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metalinguistics,English (Second Language),Second Language Instruction,Second Language Learning,German,Measures (Individuals),Foreign Countries,Turkish,Literature,Universities,College Seniors,Student Attitudes,Morphology (Languages),Cultural Awareness,Gender Differences,Departments,Language Teachers,Teacher Education Programs

Language awareness is the totality of conscious efforts to know and practice the language. As to the metalinguistic awareness, it refers to the discovery of the social, cultural, historical and ideological aspects of language as a whole, as well as knowledge of the language and ability to use it. The current study aims to investigate native Turkish speakers' metalinguistic awareness who study at English Language Teaching, German Language Teaching, Turkish Language Teaching, and Turkish Literature departments according to their genders and departments. The study uses descriptive survey design, which is a quantitative approach. The population of the study consists of students who study at English Language Teaching, German Language Teaching, Turkish Language Teaching and Turkish Literature departments in Ataturk University Kazim Karabekir Faculty of Education. As to the sample, it consists of final year students chosen with purposive sampling technique (N=164). The data were collected via Turkish Metalinguistic Awareness Scale, developed by B. Varisoglu (2018). To analyze the data, descriptive analysis techniques were used. As a result, it was found out that prospective teachers have a higher level of linguistic awareness in Turkish, it was also seen that their lowest awareness is in morphological awareness sub-dimension and highest awareness is in the cultural awareness sub-dimension. It is also seen that there is significant difference in favor of female prospective teachers according to the gender variable, but the department variable does not have a significant effect on their Turkish metalinguistic awareness.
Using Interactive Picture-Book Read-Alouds with Middle School EFL Students
Author: Sun, Chia-Ho
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,English Language Learners,Grade 7,Picture Books,Oral Reading,Teaching Methods,Intervention,Interaction,Program Effectiveness,Student Attitudes,Reading Attitudes,Prior Learning,Inferences,Word Recognition,Student Motivation,Foreign Countries,Second Language Learning

The current study investigated the effects of interactive picture-book read-alouds on middle school EFL students' word inference ability and attitudes toward reading in English. To this end, two classes of seventh-grade students from a public middle school in Taiwan participated and were randomly divided into two groups: an interactive picture-book read-aloud (IPBRA) group and a control group. The intervention took place in a 40-minute morning study hall per week over a period of 10 weeks. The two groups were tested using Reading Attitude Survey (RAS) and Word Inference Assessment (WIA) two weeks before and then two weeks after the intervention was implemented to assess improvement. Results indicated that interactive picture-book read-alouds had a positive impact on EFL middle schoolers' reading attitudes and use of text and prior knowledge to infer the meanings of unfamiliar words. This study suggests that the motivating learning atmosphere of interactive picture-book read-alouds provided positive classroom environment and enabled students to have fun while interacting freely with one another, which, in turn, facilitated reading attitude changes, leading to better learning and better performance on word inference in subsequent reading activities.
Comparison between Group Discussion Flipped Classroom and Lecture on Student Achievement and Student Characters
Author: Sudarmika, Putu
Date: 2020-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Discussion (Teaching Technique),Blended Learning,Lecture Method,Academic Achievement,College Students,Nursing Students,Values Education,Foreign Countries,Pretests Posttests

Higher education has aim to prepare students before they live in social life of community. The purpose of this study was determining difference student achievement and student character between group discussion flipped classroom (GDFC) and lecture learning. The population in this study consist of two classes with total sampling technique. 72 nursing students divided into two class. One class as control and the other one as treatment class. The design used form quasi experiment pre-test and post-test non-equivalent control group design. This study used two instrument an extended multiple choice and character questionnaire. Hypothesis testing is done with Mancova after followed by the normality test, homogeneity test and linearity test. The results of the study stated as follows, first there were differences in student achievement and student character between GDFC learning and lecture with a significance value of p = 0.001. Second, there are differences in student achievement between GDFC learning and lecture with a significance value of p = 0.001. Third, there are differences in student character between GDFC learning and lecture with a significance value of p = 0.003. GDFC is superior in achieving learning achievement and efforts to improve character compared to lecture. GDFC can arouse the interest and desire of nursing students to learn through media that have been given before learning begins, build a culture of learning in the form of personal and interpersonal contact between students and students, between groups with groups and between students and lecturers.
Learners&apos; Oral Corrective Feedback Perceptions and Preferences in Thai as a Foreign Language Tertiary Setting
Author: Wiboolyasarin, Watcharapol
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Oral Language,Preferences,Thai,Second Language Learning,Undergraduate Students,Student Attitudes,Second Language Instruction,Peer Evaluation,Privacy,Asians,Repetition,Cultural Background,Foreign Students,Classroom Techniques,Foreign Countries

The goal of this research is to investigate the existence of perceptions and preferences among East Asian undergraduate students of Thai. To fill this gap, ninety-nine L2 learners having experience of studying Thai speaking courses at five universities completed an online questionnaire reporting on their recognitions and attitudes. The findings revealed that recast was the most frequently perceived strategy of oral corrective feedback (OCF) that Thai as a foreign language (TFL) students were provided. Explicit correction was the most favoured technique in TFL teaching situations. In a speech, they inclined to be provided with the error correction in private places and would like to be corrected by peers. Considering in terms of the nationalities. An analysis further suggested that some OCF opinions between Chinese and the Korean learners were similar; they tended to prefer clarification request and repetition techniques. In contrast, inattention to error, peer correction, and error correction in public were less preferable among them.
Long Term Effects of Intercultural Competence Development Training for Study-Abroad Adjustment and Global Communication
Author: Kural, Faruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Interpersonal Competence,Cross Cultural Training,Study Abroad,Communication Skills,Foreign Countries,English (Second Language),Second Language Instruction,Adjustment (to Environment),Student Attitudes

This study investigates the long term contribution of intercultural competence development training for global communication and adjustment given to Turkish study-abroad students prior to their sojourns to English L1 countries, indicating their views on how they benefited from the instruction after their arrival in the host country, to what extent the instruction contributed to their adjustment process, and what suggestions they would make for the improvement of the program they had undertaken. Being the last of the three consecutive studies, it is based on e-mail interview responses of eight graduate sojourners whose opinions on the program prior to their departure were reported earlier. The study focuses on the participants' views on the significance of intercultural competence training and awareness of the nature of English as a means of global communication, and demonstrates the longterms gains that could be attributed to study-abroad students through an intercultural development course that could best serve for their communication and adjustment needs in the host country.
Design of Blended Learning Based on Tri Kaya Parisudha Using Kelase Platform in Realizing Hybrid-Superitem Learning in Mathematics Lessons
Author: Ariawan, I. Putu Wisna
Date: 2020-07-00
Type: Journal Articles
Subjects: Blended Learning,Integrated Learning Systems,Mathematics Instruction,Mathematical Concepts,Secondary School Mathematics,Instructional Effectiveness,Electronic Learning,Active Learning,Instructional Design,Learning Strategies

This study aimed to develop the blended learning design using the Kelase platform with learning concepts that internalize the Tri Kaya Parisudha concept and the Mathematics material structure by using Superitem concept so that the Mathematics learning process at the level of high school or vocational can be more effective. This research was carried out with a development research approach using the Borg and Gall model with the main focus of development at the design development stage. Subjects involved in the development of the design were three researchers; the initial design trial was four experts and 30 Mathematics teachers. Data collection tools in the form of questionnaires, interview guidelines, and photo documentations. The technique used to analyze the data was quantitative descriptive. The results showed that the effectiveness of the blended learning design that had been developed was classified as good common with an average effectiveness percentage of 88.76%. Based on that effectiveness percentage was compared to the five-scale categorization, it's recommended not to do a major revision of the blended learning design.