ethanporcaro/eric-fulltext-meta huggingface dataset:
Prediction of Iranian EFL Learners&apos; Reading Comprehension Ability by Critical Thinking, Intelligence, and Language Aptitude
Author: Razeghizade, Tayebe
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Critical Thinking,Undergraduate Students,Universities,Foreign Countries,English (Second Language),Second Language Learning,Language Aptitude,Correlation,Reading Comprehension,Language Proficiency,Majors (Students),Language Tests,Student Placement,Adults,Intelligence Tests,Predictor Variables,Reading Tests,Cognitive Tests

Critical thinking, intelligence, and language aptitude are three cognitive factors, each, in its own way, influencing our lives. They are important in successful reasoning, problem-solving, and foreign language learning, and thus are worth studying regarding their influence on individuals' language-related skills, in particular, foreign language-related skills. This study used a correlational design to investigate how well the set of variables of critical thinking, intelligence, and language aptitude can predict Iranian EFL learners' reading comprehension ability, and to see which variable in this set was the best predictor. Additionally, the study explored whether the set could predict these learners' reading comprehension ability differently depending on their language proficiency. Fifty-seven university students majoring in English took part in this study. They were sixth- and seventh-semester undergraduate students at the University of Sistan and Baluchestan, and Farhangian University of Zahedan, Iran. The data were collected through an Oxford Placement Test, a Watson-Glaser Appraisal, the Wechsler Adult Intelligence Scale-Revised, The Colleges of Oxford University Classics Language Aptitude Test, and the reading comprehension section of a Michigan language proficiency test. Statistical analysis revealed that critical thinking, intelligence, and language aptitude allowed us to predict the participants' reading comprehension ability by as much as 83%. Language aptitude, with a unique contribution of 63% was the best predictor of the three. The results also showed that the predictive difference between the participants with high language proficiency and that of participants with low language proficiency was not statistically significant.
Speech Delivery: Factors Influencing Students&apos; Perceptions versus Reality in South Korea
Author: Ramos, Ian Done D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Speaking,Speech Communication,Grading,Likert Scales,Self Evaluation (Individuals),College Faculty,Anxiety,Nonverbal Communication,Intonation,Behavior Patterns,Teacher Attitudes,Performance,Teaching Methods,Learning Processes,Student Attitudes,Foreign Countries,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students)

Speaking in public involves three parts: an act, a process, and art; however, stage fright is a common dilemma for students across all proficiency levels and cultural orientations. In this paper, some critical factors of successful public speaking affecting both students' self-scoring and the professor's grading of in-class presentations were scrutinized using a likert-based survey method with quantitative and qualitative results. Specifically, areas investigated were anxiety, gestures and facial expressions, voice tone and relaxed attitude or behavior, spontaneity, and planned organization of delivery. It was found by the professors in this course that there are no statistically significant values or differences between students' self-evaluation and actual delivery in the five factors or aspects of their public speaking performances. However, whether the differences are huge or tiny, the resulting report of our research was informative, as the differences provide the vehicle for understanding some issues in teaching and learning which require further attention and reconciliation in a public speaking class. This paper offers insights to guide teachers and students in carrying out their goals and objectives more realistically in public speaking classes by examining student perspectives on public speaking in the target language.
The Effect of L2 Input on Young Learners&apos; Pronunciation Performance in English
Author: Keshavarz, Mohammad Hossein
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation,Elementary School Students,Foreign Countries,Immersion Programs,Language of Instruction,Error Analysis (Language)

There is no dearth of studies on pronunciation problems of students of English as a Foreign Language (EFL); however, research on pronunciation problems of young learners is scarce. Therefore, to fill this research gap, the present quasiexperimental study aimed at investigating the effect of L2 input on the pronunciation performance of young learners in English. To this end, two groups of primary school learners were recruited as the study participants. Both groups were of the same age (10 years old), and they were all native speakers of Turkish. Group A's exposure to English was somewhat restricted since their education was exclusively in Turkish, while Group B received a great deal of input through an immersion program. Data were collected using a pictorial pronunciation test. The analysis of the data shows that Group B participants far outperformed Group A students. Everything being equal, this could be interpreted as the result of greater exposure Group B participants had to English through the immersion program they were following. Thus, it can be concluded that by increasing the amount of learners' input, language acquisition, in general, and pronunciation performance, in particular, can be facilitated.
The Relationship between Self-Regulated Learning and EFL Achievement in Synchronous Online Language Education
Author: Karacan, Cemil Gökhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Receptive Language,Expressive Language,College Preparation,State Universities,Summative Evaluation,Language Tests,Foreign Countries,Goal Orientation,Help Seeking,Time Management,Task Analysis,Rating Scales,Educational Environment,Self Evaluation (Individuals),Scores,Student Attitudes

The present study highlights the significance of online self-regulated learning (SRL) in language education by investigating its impact on English as a foreign language (EFL) achievement. It focuses on the self-reported use of online SRL by focusing on six dimensions: goal-setting, structuring the environment, task strategies, time management, helpseeking, and self-evaluation, and potentially their power in predicting L2 achievement. Employing quantitative explanatory design, this study was conducted at an English preparatory class of a state university in Turkey with 91 undergraduate Turkish learners of EFL. Data were collected through a five-point Likert-type Turkish version of the Online &quot;Self-Regulated Learning Scale&quot; (Korkmaz &amp; Kaya, 2012), initially developed by Barnard et al. (2009). As for the dependent variable of achievement, summative scores of two exams measuring both receptive and productive skills were gathered. The results suggest that the participants were medium to high level online self-regulated learners. Among the online self-regulation strategies, they report structuring their studying environment as the most frequent behavior, by seeking help from others and setting goals. The most significant positive correlation was observed between time management and goal-setting strategies, with a large effect size of d= 0.56. Our multiple regression model predicted 14% of the variance in language achievement scores; more specifically, employing help-seeking strategies was the strongest predictor of language achievement scores of Turkish EFL learners. The findings emphasize the importance of online self-regulation research and encourage online self-regulation implementation in the field.
Exploring Classroom Interactional Competence in Synchronous Online Teaching Platforms: Insights from EFL Instructors
Author: Demirkol, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Communication,Interpersonal Competence,Synchronous Communication,Online Courses,English (Second Language),Language Teachers,Videoconferencing,College Faculty,Foreign Countries,Teacher Attitudes,Faculty Development

This study investigates EFL instructors' classroom interactional competence (CIC) when they teach via synchronous video conferencing to see if they perceive any differences in their CIC displays in face-to-face settings versus synchronous online teaching. The participants consisted of 16 EFL instructors from two different state universities in Turkey. The convenience sampling method was employed to reach the participants, all of whom conducted their classes solely on a synchronous online platform throughout the 2020-2021 academic year. The data were collected through the Self Evaluation of Teacher Talk (SETT) chart as well as semi-structured interviews during the 2020-2021 academic year. Findings highlight that the participants expressed feeling more interactionally competent in teaching face-to-face classrooms. The range of the CIC components reported as in need of improvement in synchronous online education was found to be much wider than the ones in face-to-face education. Synchronous online education is an avenue marked by its inherent differences from face-to-face education. It creates a need for EFL instructors to reconsider ways of displaying their CIC satisfactorily in online education, which can be achieved via a comprehensive planning ranging from pre-service teacher education to in-service teacher training. Additionally, this study argues that the concept of CIC needs expansion to include e-platforms-oriented components.
Project-Based Online Collaboration for ELT Pre-Service Teachers after the COVID-19 Pandemic
Author: Cirit-Isikligil, Nazli Ceren
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Group Dynamics,Computer Mediated Communication,Online Courses,Barriers,Student Projects,Preservice Teachers,Language Teachers,Teacher Education Programs,Student Attitudes,Preferences,Task Analysis,Distance Education,Outcomes of Education,Cooperative Learning,Constructivism (Learning),Foreign Countries

This study highlights the implications, potentials, and challenges of an attempt to conduct the final project of a tertiary level course in a fully online learning environment following the outbreak of the COVID-19 pandemic. The aim of the study is to investigate the English language teaching (ELT) pre-service teachers' (PST) (n=46) preferences of web 2.0 tools in an online group project and their perceptions of an online task-based project in order to better understand the affordances of distance learning and evaluate its learning outcomes for the given pedagogical context. An online survey and a reflection report were used to collect the data for this study in which the participants were asked to reflect on their live in-group experiences, the web tools they utilized, perceptions toward conducting a fully online project, and online group dynamics. The findings showed that doing a fully online collaborative project (OCP) had challenges, even though the benefits outweighed them. Besides, it was seen that giving the participants the opportunity to be autonomous throughout the project resulted in their use of various online applications and platforms that suited their needs.
Chatbot-Human Interaction and Its Effects on EFL Students&apos; L2 Speaking Performance and Anxiety
Author: Çakmak, Fidel
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Well Being,Artificial Intelligence,Computer Mediated Communication,Negative Attitudes,Speech Communication,Interaction Process Analysis,State Universities,Anxiety,Student Evaluation,Undergraduate Students,Peer Relationship,Intelligibility,Teaching Methods,Learning Processes,Foreign Countries

Recently, chatbot interactions have been used for oral communication practice in the field of foreign language education. Some existing studies have highlighted the use of chatbots in relation to specific L2 skills, yet unfortunately, the user experience component of chatbot interaction has not been empirically researched. This study investigates the effect of chatbot-human interaction with the chatbot Replika on L2 speaking performance and speaking anxiety. The participants in the current study were 90 EFL students from a state university in Turkey. They used the application Replika for twelve weeks practicing targeted subjects outside the class. Each student was assessed with the L2 speaking anxiety scale both before and after the intervention. Also, an open-ended questionnaire was administered to collect their perceptions of using chatbots for L2 speaking practice. The interactions with the chatbot were screen taped for a randomly chosen speaking task: Well-being. The findings reveal that there were negative perceptions and attitudes toward the chatbot interaction. Students reported facing difficulties in being understood precisely, which might have contributed to higher anxiety in L2 speaking. Notably, student performance with Replika was significantly better than their face-to-face peer interactions. Overall, the results show that although chatbot interaction is a novel way to provide speaking practice for students, the actual interaction with a chatbot might not be a reliable way to lessen their anxiety with L2 speaking.
Higher Education EFL Learners&apos; Online Self-Regulated Learning during the COVID-19 Pandemic: Relationships of Some Variables with Self-Regulation
Author: Dogan, Yunus
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Independent Study,COVID-19,Pandemics,Online Courses,Learning Experience,English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Measures (Individuals),Educational Policy,Foreign Countries,Learning Readiness,Educational Change,Distance Education,Academic Achievement,Gender Differences,Student Attitudes,Educational Practices,College Students,Higher Education

The sudden implementation of a fully-online education has caught learners in many countries flat-footed, bringing about more responsibilities for self-regulated learning. However, self-regulation seems to be an outstanding challenge facing learner-readiness, satisfaction and achievement in online education during the pandemic period. Nowadays, higher education students fail at effectively self-regulating their online learning experience. Therefore, it is worth identifying whether the situation in this sense has deteriorated or ameliorated during the pandemic process. Thus, this study aimed to understand to what extent higher education students self-regulated their online learning, and what kind of a relationship their self-regulation had with such variables as academic achievement, gender, preferred online learning environment, and attitudes towards the online course (English in this instance). The study also aimed to conduct the validity and reliability analyses of the Turkish version of the scale Self-Regulated Online Learning Questionnaire (SOL-Q). The findings of the study provide educational policy-makers with critical insights into the current situation of fully online education practices in higher education.
Professional Identity Trajectories of Rural EFL Teachers and Their Developmental Needs
Author: Bekereci-Sahin, Melike
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Rural Schools,Professional Identity,Case Studies,Middle School Teachers,Figurative Language,Task Analysis,Teacher Attitudes,Educational Practices,Foreign Countries,Educational Needs

This paper presents a qualitative multiple case study on the professional identity development of English as a Foreign Language (EFL) teachers working at rural schools. The participants of the study as individual cases were five middle school teachers from four different geographical regions of Turkey. The research foci of the study were: (1) understanding the professional identity development experiences of rural EFL teachers, (2) examining the influence of teaching context on the professional identities of rural EFL teachers, and (3) identifying the needs of rural EFL teachers. The data collection tools were field visits, metaphor elicitation tasks, and semi-structured interviews. The findings of the study revealed the challenges of teaching English in a rural school, the training needs of rural EFL teachers, and the impact of teaching contexts on the practices of rural teachers. The findings of the study can be used to design preparation courses for pre-service EFL teachers and to plan professional development activities for rural EFL teachers.
The Washback Effect of the Undergraduate English Placement Examination on Language Teaching from the Perspectives of the Teachers
Author: Canli, Bekir
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Placement,Language Tests,Testing Problems,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Undergraduate Students,Student Attitudes,Language Teachers,Teaching Methods,Language Proficiency,Educational Improvement,High School Students,Teacher Attitudes

This study aims to present the washback effect of the undergraduate English placement examination in Turkiye on teachers who are considered one of the highest stakeholders of the test. The data were collected through questionnaires from 110 participants and follow-up face-to-face interviews with 24 English language teachers having teaching experiences in language preparation classes at high schools in Turkiye. The results showed that the undergraduate English placement examination creates a significant amount of negative washback on their teaching activities in language preparation classes. The qualitative results also strengthen the quantitative results, indicating that the test produces a harmful influence on teachers' English teaching approaches. The findings suggest that the negative washback effect of the test needs to be decreased; however, its positive washback effect should be increased for better English language education in Turkiye. Conclusively, the study highlights a significant need for a language testing system that will expectedly enhance language testing and improve language proficiency in the Turkish context. In order to succeed in this aim, the examining bodies should take equal responsibility in the development of such kind of a testing system.
&quot;You&apos;ve Gotta Change Your Accent&quot;: An Online Discourse Community&apos;s Language Ideologies on Accentedness in Higher Education
Author: Zorluel Özer, Havva
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Language Attitudes,Social Media,Discourse Analysis,Self Concept,Pronunciation,College Faculty,Diversity (Faculty),Language Variation,Standard Spoken Usage,Higher Education,Social Bias,Computer Mediated Communication,Computational Linguistics,Misconceptions,Word Frequency,English (Second Language),Student Attitudes,College Students,Teacher Student Relationship,Second Language Learning,Teacher Characteristics

As we move forward in the era of globalization where linguistic diversity is greater than ever, the standard language cultures we live in continue to shape our thoughts about language. One common space dominated by the standard language mindset is the higher education where linguistically diverse faculty are stigmatized by their language, identity, and accent. By studying the discourse on Reddit, an online discourse community, this study expands our understanding of the role that social networking sites play in imposing language ideologies on accentedness in higher education. To explore how the online discourse community's language ideologies shaped the ways in which they understood and responded to faculty accents, 334 open-access Reddit posts addressing the &quot;accent problem&quot; in educational contexts were compiled and analyzed through a combination of corpus linguistics and critical discourse analysis techniques. Results established that the online discourse community's discriminatory behavior toward accentedness was grounded in a standard language ideology. Typical manifestations of this ideology included: 1. the subordination of languages and language varieties, 2. the rejection of the responsibility in communicative acts, and 3. the promotion of the non-accent myth. Implications for higher education professionals were discussed in light of the findings.
Model Mental Transition-Attempting: The Case of Beginners Students in Understanding the Concept of Integers
Author: Sukiyanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Concept Formation,Mathematical Concepts,Middle School Students,Schemata (Cognition),Foreign Countries,Long Term Memory,Grade 7,Outcomes of Education

A mental model is a concept that exists in students' minds and is used to describe and explain a phenomenon. This study aims to describe the transition-attempting mental model of students in understanding the concept of integers. This study uses a qualitative approach and the type of research conducted is descriptive. The subjects of this study amounted to 58 students in class VII. Subjects were given a test to determine their understanding of the concept of integers. They were collecting data in this study using test questions and interviews. Data analysis used five steps, namely (1) data transcoding; (2) reviewing data; (3) data reduction; (4) presenting data; (5) analyzing the process of forming mental models; and (6) verifying the findings. This study indicates that students can compare negative integers and positive integers for symbols of different quantities. However, this finding cannot be categorized into the level of the mental model that already exists, so in this study, we solve the mental transition I model into a transition-attempting mental model. Based on the research results found, the mental transition attempting model can be seen from the information held by students and stored in long-term memory before they are faced with certain concepts.
Online Survey: Evaluation of Indonesian Higher Education Curriculum
Author: Supriyoko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,Curriculum Evaluation,Curriculum Implementation,Curriculum Development,Barriers,Educational Policy,Educational Change,Online Surveys,Student Attitudes,Teacher Attitudes

In 2020, universities in Indonesia will use a new curriculum, called the Merdeka Belajar Kampus Merdeka (MBKM). This policy makes all universities in Indonesia need to restructure the curriculum by referring to the MBKM curriculum. After one year, it is necessary to evaluate the implementation of the curriculum with the target of lecturers, students, and staff. This study aims to describe the implementation of the MBKM program at the Sarjanawiyata Tamansiswa University, to reveal the impact of the MBKM program implementation at the Sarjanawiyata Tamansiswa University, to describe the obstacles to implementing the MBKM program at the Sarjanawiyata Tamansiswa University (UST), and to provide recommendations that are expected to be useful for MBKM policies and the transformation of higher education. This survey involved 3174 students, 187 lecturers, and 56 staff at the UST. The survey was conducted online and then FGD was conducted to explore in depth the obstacles, suggestions, and recommendations from students, lecturers, and staff for a better MBKM. Based on the results of the study, it was found that the implementation of MBKM received a good response for students, lecturers, and staff. However, this program still needs some improvements and a thorough evaluation.