ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing 6th Grade Students&apos; Learning in Social Studies through Technology Based Teaching Approach
Author: Gyeltshen, Lotey
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Studies,Technology Integration,Video Technology,Computer Software,Instructional Effectiveness,Academic Achievement,Positive Attitudes,Middle School Students,Grade 6,Public Schools,Foreign Countries

This quasi experimental study examined the effect of technology based teaching approaches on the 6th grade students' learning in social studies subject. The participants of the study included two classes of 6th grade students: control group (n=25) and experimental group (n=24) in one of the middle schools in Bhutan. The research instruments consisted of experimental group treatment, survey questionnaire and semi-structured interview questions. The result suggested that there is an affirmative effect of technology based teaching approaches on the 6th grade students' social studies learning achievement test. It was found that mean test scores of the experimental group were higher than the control group on pretest and post test analysis. Further, the findings from the study established that students had a positive perception of learning through technology based instructions, as learners enjoyed, and were better able to understand, what has been taught. The findings from the study concluded that teaching through technology based approaches enhanced students' learning in the classroom, so, it is recommended that teachers apply technology based instructions as a tool to maximize student learning. In addition, building of smart classrooms through digitalization could support students with learning difficulties in different subjects.
Teachers&apos; Narratives as a Lens to Reveal Their Professional Identity
Author: Kahveci, Pinar
Date: 2021-12-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),High School Teachers,College Faculty,Self Esteem,Role Perception,Teacher Motivation,Teacher Responsibility,Goal Orientation,Professional Identity,Personal Narratives,Foreign Countries

This study adopts a narrative approach to revealing how English as a foreign language teachers construct their teacher identities. Kelchterman's five dimensions of teacher identity; i.e., self-image, self-esteem, task perception, job motivation and future perspectives, were used as the theoretical lens to explore eight participants' identity construction via the narratives they told in an online written interview form. Participants were eight EFL instructors who worked at higher education institutions around Turkey. Data was collected via an online survey tool and analysed via thematic analysis and open coding. Data revealed that the five dimensions of teacher identity do not develop in isolation from each other but a dynamic interaction among these identity dimensions exists.
Opinions of Pre-Service Teachers on the Use of Educational Digital Games in Science Lessons
Author: Efe, Hacer
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Game Based Learning,Educational Games,Computer Games,Instructional Effectiveness,Positive Attitudes,Public Colleges,Undergraduate Students

In this study, the opinions of pre-service teachers on the use of educational digital games in science lessons were examined. The research model of the study is qualitative model. The criterion sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. The study group consists of 12 undergraduate 4th grade teacher candidates who study at a state university and choose the elective course called &quot;Science Education with Games&quot;. In the study, 12 pre-service teachers developed educational digital games in an elective undergraduate course for one semester and presented the games they developed to other pre-service teachers. All processes were carried out online. The data in the study were obtained in the 2020-2021 academic year. Semi-structured interview was used as data collection tool. For semi-structured interviews, semi-structured interview form was implemented to pre-service teachers before and after the implementation. In data analysis, qualitative data were analyzed using content analysis. The collected data were analyzed and interpreted. As a result of the study, it was seen that the opinions of the pre-service teachers about the use of educational digital games in the science lesson were positive. In addition, pre-service teachers stated that the use of educational digital games provides learning with fun.
Fostering Learner Autonomy through Cooperative and Collaborative Learning
Author: Chowdhury, Takad Ahmed
Date: 2021-12-00
Type: Journal Articles
Subjects: Personal Autonomy,Cooperative Learning,Second Language Instruction,English (Second Language),Peer Relationship,Group Dynamics,Student Centered Learning,Interaction,Educational Research

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other's learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers' abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.
The Effect of Peer Assessment Application on Writing Anxiety and Writing Motivation of 6th Grade Students
Author: Tunagür, Muhammed
Date: 2021-12-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Apprehension,Student Motivation,Secondary School Students,Grade 6,Writing Attitudes,Writing Skills,Instructional Effectiveness,Foreign Countries

This research, aims to investigate whether peer assessment application has an effect on writing anxiety and writing motivation of 6th grade students. It is one of the quantitative research designs. The study group of the research consists of 6th grade students attending a secondary school in Turkey. There are 35 students in the study, 17 are in the experimental group and 18 are in the control group. The data of the study were collected with &quot;Writing Anxiety Scale&quot; and the &quot;Writing Motivation Scale&quot;. For six weeks, a peer assessment application was carried out and the texts written by the students were evaluated by their peers with a peer assessment form. In the analysis of the data, firstly t-test was performed for unrelated groups, and two-way ANOVA was used for complex measures. According to the findings obtained in the research, it was concluded that writing anxiety of the experimental group students, who have lessons with peer assessment method, decreased significantly compared to the control group students who have lessons with the current program. When the students' writing motivations were examined, it was found that writing motivation scores of the experimental group students were higher than the control group students. In line with these findings, it can be stated that peer assessment application reduces students' writing anxiety and increases their writing motivation. Based on the results obtained, some recommendations were made.
Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors&apos; Voices
Author: Demirm, Bora
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,COVID-19,Pandemics,Online Courses,School Closing,College Faculty,Teacher Attitudes,Distance Education,Self Efficacy,Psychological Patterns,Barriers,Training,Technological Literacy,Program Effectiveness,Interaction

The aim of this study was to investigate English as a Foreign Language (EFL) instructors' apperceptions about practical, technical, and affective aspects of online teaching as a result of the COVID-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.
&quot;Ztudents&quot; on X and Y Lenses in Turkey: Views of X and Y Generation Teachers about Certain Class Properties of Gen Z High-School Students
Author: Sözer, Yusuf
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Generational Differences,High School Students,Student Motivation,Study Habits,Student Behavior,Behavior Problems,Teacher Attitudes,High School Teachers,Student Characteristics

The purpose of this study is to determine Z generation high-school students' properties carried into class, and to reveal periodic factors and indicators for class motivations, study habits and class disrupting behaviours, according to X and Y generation teachers' opinions. The study was in a qualitative phenomenological design. The study group was formed with multistage sampling, including criterion and disproportional quota sampling. Accordingly, 96 high-school teachers participated in the study group. The data was collected with a survey of open-ended questions and a semi-structured focus group interview. Content and descriptive analyses were used for data analysis. As a result, positive perspectives towards Z students' properties, class motivations, studying habits, and class-disrupting behaviours were limited, whereas negative views were in the majority. Evident negative periodic factors were technology misuse, curriculum discordance, moral degeneration, and the negative indicators were weak time management, unplanned studying, improper studying, attitudinal and behavioural disorder. Z students' properties are adversely reflected on in-class processes through mutually aggravating relations of periodic factors and behavioural indicators. X teachers had more adverse views pointing to Z students' mostly inner properties for the negative studentship whereas, Y teachers drew attention to the disharmony between the Z cohort and educational environment.
The Effects of Input Enhancement Techniques on ESP Learners&apos; Microgenetic Development of Conjunction Production
Author: Salehi, Hadi
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Form Classes (Languages),Linguistic Input,Pretests Posttests,Writing (Composition),Foreign Countries,Males,Electronics,Military Training,Language Tests,Writing Instruction,Comparative Analysis,Undergraduate Students,Majors (Students)

Microgenetic design or microgenetic method is a scientific method in which the same setting is studied repeatedly in order to observe possible changes in details. Reviewing the current literature, one can conclude that microgenetic methods have positive effects of learning in general and language learning in particular. The main objective of the current study was to investigate the possible effects of implementing input enhancement techniques using microgenetic methods, on Iranian ESP learners' conjunction production. To this end, a number of 40 Iranian ESP learners were participated in the study. During the four-week period of the current study, the participants received the instructions and treatment, two sessions a week and each session lasted for an hour. After administering the pre-test before the instruction, using input enhancement techniques, a number of the conjunctions were presented and taught to the learners in the first session. The data were collected after instructional sessions during the first, third, fifth, and seventh weeks through paragraphs focusing on conjunction production written by the participants. The results indicated that, in the course of time, input enhancement techniques using microgenetic methods, significantly affect Iranian ESP learners' conjunction production.
Trajectories of Teacher Traits: Professional, Administrative, and Social Roles
Author: Neupane, Nabaraj
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Characteristics,Teacher Role,Personality Traits,Change Agents,Noninstructional Responsibility,Professionalism,Student Centered Learning

Teaching in higher education has undergone numerous paradigm shifts from teacher-centred authoritative to learner-centred critical and culturally responsive/relevant pedagogies. Further, single method-boundedness has been substituted by the integration of pedagogies via eclecticism in the post-method contexts. Further, virtual learning and paperless classroom, which were not dreamed in the past, has become realistic because of the innovative practices in the domain of information and communication technology in education in general and the pandemic situation created by COVID19 specifically. These shifts have sparked tremendous changes in the teaching field. Based on these presumptions, this article aims to envisage teachers' multifarious roles to play and tasks to perform. To achieve this aim, I have adopted a document analysis method that lies within the typology of the qualitative approach. Moreover, I have found three main categories of teachers' roles including professional, administrative, and social. These roles present a portrait of wholistic teacher traits inside and outside the classroom. The study implies that teachers should be capable of negotiating their roles and tasks based on the contexts they encounter.
Analyzing the Correlation between Ideal L2 Self and Willingness to Communicate in L2 among EFL Learners
Author: Bal, Samet
Date: 2021-12-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),State Universities,College Preparation,Correlation,Measures (Individuals),Communication (Thought Transfer),Language Usage,Student Attitudes,Undergraduate Students,Foreign Countries

This study aimed to investigate the learners' levels of ideal L2 self and Willingness to Communicate (WTC) not only inside but also outside the EFL classrooms and the correlation between these two constructs. Thus, the research was designed as a qualitative study, and the correlational research design was implemented to seek answers to research questions. The participants were 61 EFL learners who studied at the preparatory school of a state university. The data collected by conducting the ideal L2 self scale and WTC survey for inside and outside the classroom were analyzed through descriptive statistics, and Pearson correlation test after the normality of the data was ensured. The findings showed that the vast majority of learners had moderate levels of ideal L2 self and WTC, and a small minority reported low levels of WTC and ideal L2 self. Besides, the findings pointed out that WTC and ideal L2 self are correlated with a statistically significant relationship in a positive manner. The study first discusses the contradictory and concurrent findings with respect to previous studies conducted in different contexts like Japan, China, Indonesia, Malaysia, Thailand, Iran and Turkey, then concludes with recommendations for teachers and further research.
Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers&apos; Perceptions of 21st Century Skills
Author: Varghese, Jijo
Date: 2021-12-00
Type: Journal Articles
Subjects: 21st Century Skills,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Knowledge Economy,Information Technology,Class Activities,Teaching Methods,Age Differences,Teaching Experience,Measures (Individuals),Technological Literacy,Language Teachers,English (Second Language),Indo European Languages,Social Studies,Science Teachers,Mathematics Teachers

The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to perception level. Data has been collected from secondary school teachers (N=350) through survey method. The result of the study showed that there was gap between actual and ideal perceptions of 21st century skills among the secondary school teachers and also positive correlation between age, teaching experience and the actual perception of 21st century skills.
An Investigation of Parents&apos; Use of Digital Media
Author: Yaman, Fatih
Date: 2021-12-00
Type: Journal Articles
Subjects: Parent Role,Internet,Child Safety,Foreign Countries,Safety,Risk Management,Information Technology,Individual Characteristics,Computer Use,Gender Differences,Socioeconomic Status,Educational Attainment,Parent Background,Grammar

As the use of digital tools and the Internet becomes widespread and easier, the age of use is also decreasing. The decrease in the age of use makes opportunities as well as risks an important factor in digital environments. Children who are not aware of the risks in these environments may be exposed to various risks, especially as the age of Internet usage decreases. Parents are primarily responsible for protecting their children from risks in these environments. Parents can protect their children if they use digital media consciously and safely. In this context, the aim of this study is to investigate the parent's conscious and safe use of the Internet across Turkey. In accordance with this purpose, the study was designed as a survey study and the data of the study were collected from 9581 parents from 26 provinces with the Conscious and Safe Use of the Internet questionnaire developed by the researchers in the study. Descriptive statistics (%, f, X[bar], SS), t-test for independent samples, one-way analysis of variance (ANOVA), and correlation were used in the analysis of the data. As a result of the analysis of the data, it was determined that the parents' use of the Internet on weekdays and weekends was similar, but this situation differed in children. It has also been determined that the leading situations that worry parents in digital environments are the harmful and illegal content and excessive time spent in these harmful and illegal environments.
Effect of Teachers&apos; Professionalism on Classroom Engagement at Primary School Level
Author: Tufail, Shahla
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Behavior,Teacher Responsibility,Work Attitudes,Professionalism,Public School Teachers,Elementary School Teachers,Classroom Techniques,Foreign Countries

Education is an essential process for human resource development. In this rapidly changing world things and processes are under swift transformation. Teacher, teaching and the classroom can't remain unaffected from these worldly changes. Teaching is a systematic and well thought purposeful process to make the environment favorable for learning. Quality of learning is always linked with the quality of teaching in general terms. This causal-comparative study was designed to explore the effect of teachers' professionalism on their quality of teaching and engagement in the classrooms. Two self-developed questionnaires were used for data collection from sampled primary school teachers (N=1230). The analysis of data revealed that teachers' professionalism has a positive effect on teachers' classroom engagement as well as quality of teaching. On the basis of results of this study it is proposed that during the process of teachers' recruitment the attitude of teachers towards teaching and level of their professionalism may be taken care of before offering them entry in the school system. The pre- service and in-service training may be based on such activities that can boost the nature and level of professionalism among primary school teachers. [Note: The issue number (229) shown in the header on the PDF is incorrect. The correct issue number is 1.]
Evaluation of Diploma of Associate Engineers (DAE) Program Working under TEVTA
Author: Gull, Mehwish
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Engineering Education,Technical Education,Vocational Education,Curriculum Evaluation,Educational Facilities,Educational Quality,Teaching Methods,Instructional Effectiveness,Evaluation Methods,Curriculum Development,Academic Libraries,Counseling Services,Institutional Evaluation,Job Skills

The present study aimed to evaluate the Diploma of Associate Engineers (DAE) program working under TEVTA by using seven parameters (curriculum, physical facilities, academic facilities, administrative facilities, method of teaching, assessment and evaluation and social factors) in province Punjab. The research design chosen for this study was concurrent mixed-methods because qualitative and quantitative data were collected to provide complete analysis of the research problem. Population of the study comprised all teachers, students and experts working in the respective field. Sample of the study consisted of 360 prospective Associate Engineers along with 120 teachers and seven experts. For quantitative data survey questionnaire was adopted to collect data from teachers and students. Reliability of the questionnaire was 0.91. Qualitative part was explored through in-depth interview. Purposive sampling technique was employed to conduct interviews from seven technical experts from TEVTA. Data were analyzed by using descriptive statistics (percentages, means and SD). Thematic analysis approach was used to analyze interviews. Findings of the study revealed that curriculum, academic facilities, administrative facilities, assessment and monitoring system, were adequate in all College of Technologies (GCTs) of Punjab. However, they required updated methods of teaching and sufficient equipment in labs to cope with the industry in future. It is recommended that effective planning and monitoring system needs to be done to produce skilled manpower for the development of industry in Punjab, Pakistan.