ethanporcaro/eric-fulltext-meta huggingface dataset:
Structuring Process and Evaluation of Group Work by Prospective Pre-School Teachers
Author: Acar-Erdol, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Preferences,Group Activities,Evaluation Methods,Student Evaluation,Student Attitudes,Cooperative Learning,Accountability,Interaction,Interpersonal Relationship,Foreign Countries,Student Participation,Student Behavior,Group Behavior

In this study, it was aimed to examine the prospective teachers' preferences regarding group work, the process of structuring the group work, and assessment of their performance within the group. In the research, case study design was used. The participants of the study consisted of 62 prospective teachers studying in the Department of Early Childhood Education at a state university in 2017-2018 Spring Term. The data of the study were collected with the &quot;Group Work Questionnaire&quot;. While frequency analysis of descriptive statistics was used in the analysis of the quantitative data obtained from the questionnaire, descriptive analysis was used in the analysis of the qualitative data. As a result of the research, it was seen that the internal reasons were determinant in deciding the groupmate and tasks were shared by taking equal distribution of responsibilities and skills of the members into consideration. During the group work, problems such as time management, disagreements among members and social loafing were encountered. As to assessment of the performance within the group, it was determined that the group members found themselves competent and that the majority could prefer group work in future studies.
Teacher Education and Foreign Language Teacher Professionalism in the 21st Century
Author: Tütünis, Birsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education,Language Teachers,Second Language Instruction,Professionalism,English (Second Language),Educational Quality,Foreign Countries,Teacher Attitudes,Self Efficacy,Elementary School Teachers,Secondary School Teachers,College Faculty,Knowledge Level,Pedagogical Content Knowledge

The quality of foreign language teaching improves so long as foreign language teacher education quality is increased. However, it is not easy to measure the quality of Foreign Language Teacher Education (FLTE) programmes due to the factors related not to the programme but to the learner variables. It has been proved by the research (Sutton Trust 2011) that improving teacher effectiveness has a great impact on learner outcomes. In the 21st century, Professional development of the teacher has gained importance due to the precedence given to the learners. For this reason frameworks and models have been proposed to enhance the quality of teacher education (i.e. NIE, VSK Model, 2009).This paper focuses on Teacher Education programme models and the criteria put forward by these models. A comparison of Turkish and other FLTE programmes is given in order to bring clarity to the concept of professionalism. The small-scale research results conducted in Turkish context (n81) to check upon foreign language teacher knowledge and beliefs on efficacy and professionalism are also displayed.
The EFL Teachers&apos; and Students&apos; Attitudes towards the Use of Songs in Learning English
Author: Al-efeshat, Heba
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Teacher Attitudes,Language Teachers,Grade 6,Singing,Teaching Methods,Vocabulary Development,Music Activities

The purpose of this study is to investigate the EFL teachers' and students' attitudes towards the use of songs in teaching and learning English language. The participants were (43) English teachers who teach Sixth Grade in public schools in the directorate of Education for Wadi Al-Sier in Amman. (42) Sixth-grade students were participated as well in this study from the same Directorate. Questionnaires were filled out by both EFL teachers and students. The results show that students are of view that songs helped them learning English vocabulary and it is also considered as good practice by teachers. Based on the results, some recommendations for both teachers and students have been highlighted.
The Function of Metacognition in Instructional Skills: A Comparative Case Study
Author: Öztürk, Ayse
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Skills,Instructional Effectiveness,Faculty Development,Preservice Teachers,Elementary School Teachers,Lesson Plans

This study aimed to investigate the instructional metacognition of pre-service elementary teachers with high and low level of proficiency on teaching skills. The comparative case study was carried out on six pre-service elementary school teachers, three of whom had high level of proficiency (HLP) and the other three with low level of proficiency (LLP) on teaching skills. The research data were collected through unstructured observation and semi-structured interviews. The data were analyzed through content analysis. As a result of the study, the instructional metacognition (IM) strategies and behaviors adopted by the HLPs and the LLPs during the teaching process were modelled, comparatively evaluated, and similarities or dissimilarities were revealed. The present study is significant in terms of uncovering the function of instructional cognitive awareness in the process of professional development in teacher training, discovering what and how the IM has affected the quality of high and low instructional performances and determining the problems encountered in this process.
The Higher and Lower-Order Thinking Skills (HOTS and LOTS) in Unlock English Textbooks (1st and 2nd Editions) Based on Bloom&apos;s Taxonomy: An Analysis Study
Author: Qasrawi, Rania
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,Taxonomy,English (Second Language),Second Language Learning,Second Language Instruction,Thinking Skills,Reading Instruction,Content Analysis,Critical Thinking,Writing Instruction,Reading Comprehension,Reading Skills,Cognitive Objectives,Check Lists,Foreign Countries,College Students

This study aims at analyzing &quot;Unlock English Reading, Writing and Critical Thinking Skills&quot; Textbooks (First and Second editions) in terms of the inclusion of the lower and the higher order thinking skills. The current study is a descriptive content analysis paper that followed a checklist containing the cognitive levels of Bloom's Taxonomy as well as a checklist of the possible verbs by OPAR (2012) that combined the Revised Taxonomy as well. The finding in this study indicated that majority of the cognitive objectives in the second edition belong to both LOTS (Comprehension) and HOTS (Analysis and Synthesis) whereas the focus of the first edition was mainly on Comprehension and Analysis. Some objectives, also, were paraphrased to reflect the cognitive objectives where they were more related to reading comprehension sub-skills (skimming, scanning, previewing, etc.). Based on the findings, some recommendations were listed.
Educational Analytics on an Opencourseware
Author: Balbay, Seher
Date: 2018-00-00
Type: Journal Articles
Subjects: Courseware,Open Education,Learning Analytics,Second Language Learning,English (Second Language),College Students,Foreign Countries,Computer Mediated Communication,Video Technology,Online Courses,Instructional Materials,Blended Learning,Communication Skills,Oral Language,Public Speaking

Analytics as one of the recent fields in technology-based learning offers many benefits to educators, instructors, and administrators to improve the efficiency and quality of alternative educational materials, and learning experience through tracking and storing students' log data on web platforms over an extended period of time. This mixed-method study investigates students' log data retrieved from the opencourseware (OCW) specifically launched for a required academic English speaking skills course offered at Middle East Technical University in Turkey with the aim of enhancing the quality and efficiency of the materials available for the course. By understanding the reasons behind students' behaviors via the interviews conducted with 50 students on this online courseware, this study also aims to provide useful practical hints to the instructors and guide them to act on future decisions. The analyzed data is based on learner behavior with a specific emphasis on average view duration, likes and dislikes, and comments. This study can serve as a starting point to guide and provide the instructors and administrators about the future of the aforementioned course which is also offered in a rotational hybrid learning format where the effectiveness of online materials gain even more importance.
Foreign Language Teaching Anxiety among Pre-Service Teachers during Teaching Practicum
Author: Tüfekçi-Can, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,Preservice Teachers,Language Teachers,Practicums,Second Language Instruction,Social Influences,Cultural Influences,Affective Behavior,Student Attitudes,Foreign Countries

Research on anxiety in English as a Foreign Language (EFL) commonly focuses on language learning and its related matrices whereas foreign language teaching anxiety (FLTA) still remains an area of research to be addressed and explored thoroughly. Accordingly, this study was carried out to fill the gap in the literature since when the literature was reviewed, it was found that the few definitions on FLTA were inadequate in covering many other aspects of the concept itself. Thus, the aim of this study was firstly to define a newly emerging concept named FLTA. Secondly, the study aimed to explore pre-service EFL teachers' anxiety provoking factors while they were practising teaching English to young learners at real classroom settings during teaching practicum. The main aim of this study was to make a novel classification on anxiety provoking factors, namely the sources of FLTA. The study was carried out with 25 pre-service EFL teachers studying in the ELT department at Balikesir University. A background questionnaire, interviews, reflections and essay papers were used to collect qualitative data. The results indicated that the pre-service EFL teachers experienced anxiety in teaching English to young learners at real classroom settings particularly related to cognitive, affective and socio-cultural factors.
Problem-Solving Performance and Mathematics Achievement: The Mediating Role of Eye Tracking Measurements
Author: Simsek, Irfan
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Achievement,Eye Movements,Middle School Students,Grade 7,Mathematics Tests,Geometry,Scores,Correlation,Foreign Countries

The purpose of the present study was to propose a model for mathematics achievement considering the mediating role of eye tracking measurements in the relationship between problem solving performance and mathematics achievement. In this sequential explanatory mixed method research design, a geometry test was conducted to 381 7th grade students. Their problem-solving process was recorded using eye tracking technology. Also, their mathematics achievement scores were acquired from their schools. Afterwards, semi-structured interviews were conducted to 15 students. Based on the results, it was observed that there was a positive relationship among problem-solving performance and mathematics achievement while eye tracking measurements were negatively correlated to problem solving performance and mathematics achievement. Qualitative findings also confirmed these results. Moreover, the hypothesized model could approximately express 22% of the variance on mathematics achievement.
The Effects of Using Animated Films in the Environmental Education Course on Prospective Teachers&apos; Behavior towards Environmental Problems and Their Attitude towards Solid Waste and Recycling
Author: Hamalosmanoglu, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Recycling,Sanitation,Foreign Countries,Predictor Variables,Preservice Teachers,Student Attitudes,Animation,Films,Program Effectiveness,Environmental Education,Behavior Change,Attitude Change

This research aimed to investigate the effect of Wall-E films on prospective teachers' behavior towards environmental problems and attitude towards solid waste and recycling. In the research, one-group pre-test and post-test experimental design was used. The study group consisted of 130 prospective teachers at the Classroom Teacher Department, and the Department of Social Sciences Teaching in a Faculty of Education of a state university in Turkey. where they took Environmental Education course in 2018-2019 academic year. The data collection tools of the study were &quot;Environmental Problems Behavior Scale&quot; and &quot;Solid Waste and Recycling Attitude Scale&quot;. After the scales were administered as a pre-test, the participants were invited to watch the movie Wall-E for a period of three weeks. Then the scales were re-administered as the post-test. It was found out that, watching the film, the participants' behavior towards environmental problems and their attitude towards solid waste and recycling increased in a positive way. The findings also revealed that attitude towards solid waste and recycling was a significant predictor of the prospective teachers' behavior towards environmental problems.
How to Evaluate the Effectiveness of Teacher Talk
Author: Glover, Philip
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Discussion (Teaching Technique),Discourse Analysis,Interaction,Teacher Student Relationship,Classroom Communication

Talk is a key component of teaching and learning and teacher talk is an important part of how a teacher teaches. This paper discusses principles and approaches for analysing teacher talk in classroom interaction in order to investigate its effectiveness. The paper presents four reasons for analysing teacher talk: the role of interaction in the management of learning, the analysable, interpretable and explainable nature of discourse, the value of analysing effective teaching and the existence of categories of teacher talk that support the investigation of effective teaching. These categories are based on a framework of Elicitations, Responses and Descriptions from Mercer (1995). The paper also looks at issues of reliability, validity and generalisability of findings. The paper concludes that a focus on categories of teacher talk can support academic research, for the supervision and evaluation of teachers by managers, as well as for self-development purposes by teachers themselves.
A Comparative Study on the Cognitive and Metacognitive Strategies of 6th Grade Private and State School Students Use While Reading Science Texts
Author: Diken, Emine Hatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Cognitive Processes,Metacognition,Grade 6,Private Schools,Public Schools,Middle School Students,Science Education,Reading Strategies,Student Attitudes,Difficulty Level,Foreign Countries,Protocol Analysis

The aim of this qualitative case study was to determine the cognitive and metacognitive strategies used by the Secondary School 6th grade students while reading science texts in a Biology unit titled &quot;Support and Motor System&quot;, and to compare these strategies in accordance with the type of their school (private or state school), their grade point averages and their perceptions concerning the difficulty level of the chapter. The number of the participant students was 6; 3 from a private school and 3 from a state school. After the students read the texts in the unit, semi structured interviews were administered in order to determine their strategy types, to compare and contrast these strategies in accordance with the type of their schools, their grade point averages and their perceptions concerning the difficulty level of the chapter. The results of the study revealed that the private school students had &quot;High&quot; and &quot;Very high&quot; grade point averages and assessed the chapter as &quot;Easy&quot; and &quot;Very Easy&quot;, used a higher number and a wider variety of cognitive and metacognitive strategies whereas the state school students had &quot;Low&quot; and &quot;Very Low&quot; grade point averages and assessed the chapter as &quot;Difficult&quot; and &quot;Very Difficult&quot;.
Measurement Invariance: Concept and Implementation
Author: Sekercioglu, Güçlü
Date: 2018-00-00
Type: Journal Articles
Subjects: Factor Analysis,Error of Measurement,Factor Structure,Construct Validity,Scores,Probability,Gender Differences,Psychometrics,Item Analysis,Majors (Students),College Students,Sciences,Health,Social Sciences,Decision Making,Measurement Techniques,Structural Equation Models

An empirical evidence for independent samples of a population regarding measurement invariance implies that factor structure of a measurement tool is equal across these samples; in other words, it measures the intended psychological trait within the same structure. In this case, the evidence of construct validity would be strengthened within the frame of the scores obtained from the tool. When measurement invariance is not supported, the researchers should consider the possibility of the different factor designs for each group. Ignoring such a situation brings forward the probability about differentiation of the trait(s) measured by measurement tool for that/those group(s), so it causes to suspect the validity of the scores obtained from the tool. The aim of this study is to examine measurement invariance in the context of the conceptual foundations of multi-group confirmatory factor analysis, and discuss the subject through the results from two hypothetical data set that one supports measurement invariance, but the other does not. As a result of analysis performed in this direction, it is determined that the five-factor design derived from the first data set is equal across the groups in the majors of science, health, and social science. It is also concluded that the three-factor design obtained from the secondary data set is not equal for female and male groups. Besides, the exploratory factor analysis performed for female and male groups separately shows that the three-factor design of the tool is valid for females, but the number of factors was four in males. When the factor design for male group is examined, it is determined that the three items in the second factor separate significantly. That leads to the conclusion that it is crucial to test measurement invariance in studies regarding the determination of the psychometric properties of the tool.
A Content Analysis of the Authenticity of the Reading Texts in the Seventh Grade EFL Book in Jordan
Author: Al Khazaleh, Saqr
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,Content Analysis,Second Language Instruction,English (Second Language),Middle School Students,Grade 7,Textbook Evaluation

Based on the specific reading outcomes under the Reading Section in the General Guidelines and General and Specific Outcomes of the English Language Teaching Objectives in Jordan in 2006, the present study aimed at analyzing the reading texts of the student's book in Action Pack Seven to determine to what extent the reading texts were authentic. Non-parametric statistical analyses of frequency and percentage were used to present the results of the study. The findings of the analyses revealed that the reading texts of the student's book in Action Pack 7 had a high degree of authenticity. There was a strong match between reading specific outcomes and the authenticity of the reading texts in Action Pack 7. The findings of the analyses also revealed that the reading texts of Action Pack 7 had a high degree of authenticity, in that, 18 (86%) reading texts out of 21 were found to be authentic.
New Technologies in Microteachings: Is It Possible for Web 2.0 Tools to Affect Prospective Teachers&apos; Web Pedagogical Content Knowledge and Self-Efficacy?
Author: Karalar, Halit
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Microteaching,Web 2.0 Technologies,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Student Attitudes,Foreign Countries,Preservice Teacher Education

The purpose of this study was to determine the effect of Web 2.0 tools applied in microteachings on prospective teachers' web pedagogical content knowledge and teacher self-efficacy, and to examine their views on the procedure. This research used mixed research design and was conducted with 24 prospective teachers who participated in teacher training certificate program in Faculty of Education in a state university in Turkey. Web pedagogical content knowledge scale, teacher self-efficacy scale, and an open-ended question form were used as data collection tools. Paired samples t-test and Pearson correlation analysis were applied for the analysis of quantitative data; content analysis was used to analyze the qualitative data. The findings showed that there was a significant difference on prospective teachers' web pedagogical content knowledge and teacher self-efficacy levels after Web 2.0 tools implementation. The research also concluded that there was a medium level positive relation between teacher candidates' web pedagogical content knowledge and teacher self-efficacy. They stated that it was easy to use these tools, learning was fun, easy, and permanent, and they actively involved in instructional time. They added that they were eager to apply Web 2.0 tools in their future classrooms.
A Descriptive Study on Foreign Language Teaching Anxiety
Author: Aydin, Selami
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Language Teachers,Anxiety,Age Differences,Gender Differences,Institutional Characteristics,Teaching Experience,Observation,Student Interests,Barriers,Teacher Evaluation,Elementary School Teachers,Secondary School Teachers,College Faculty,Foreign Countries

Anxiety is one of the most commonly investigated topics in the field of foreign language education; however, foreign language anxiety is attributed to learners extensively even though most teachers suffer from high levels of anxiety both as language teachers and language users while teaching. In this study, foreign language teaching anxiety is investigated descriptively to provide a clear picture concerning the terrain of this teacher emotion. Using the Foreign Language Teaching Anxiety Scale (FLTAS) and data collected from 156 teachers with diverse nationalities, the study aims to give a cross-culturally consistent understanding of the phenomenon. The results show that foreign language teaching anxiety cannot be limited to language use of teachers; factors such as low interest among learners and being observed by colleagues, mentors, or supervisors are also anxiety-provoking factors. To add, variables such as age, gender, school type, and teaching experience can also lead to significant results. Accordingly, several implications and recommendations are presented to elevate emotional sustainability in the teaching profession.