ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Writing on Google Docs: Effects on EFL Learners&apos; Descriptive Paragraphs
Author: Valizadeh, Mohammadreza
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Collaborative Writing,Technology Uses in Education,Second Language Learning,English (Second Language),Writing Evaluation,Feedback (Response),Writing Skills,Writing Improvement

Google Docs has recently been suggested as an efficient collaborative tool for group writing. This experimental quantitative study, including pretest-treatment-posttest design, aimed at comparing the effects of collaborative writing on Google Docs and individual writing practice on EFL learners' descriptive paragraphs. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency, based on their performance on Oxford Placement Test. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers' comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher's direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group. In conclusion, collaborative writing Google Docs environment can enhance the writing skill of the EFL learners. Therefore, the study highly recommends utilizing collaborative writing on Google Docs to practice English language writing skill.
Development of a Scale: Self-Efficiency of English Language Teachers for the Education of Gifted Students
Author: Girgin, Irem
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Reliability,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Gifted,Self Efficacy,Teacher Attitudes,Elementary Secondary Education,Validity,Foreign Countries,Teacher Effectiveness,Teacher Characteristics,Factor Analysis

The aim of this study is to develop a scale to measure Self-Efficiency levels of the English Teachers for the Education of gifted students. This research in survey method was carried out with 352 volunteer English Language Teachers (291 women, 61 men) who worked in the 2020-2021 academic year in the Educational Institutions related to the Ministry of National Education in Turkey. To find out validity and reliability of the scale the data set was randomly divided into two. As the result of EFA analysis on the first data set a two-dimensional scale was obtained. The structure obtained was confirmed in the second data set. As a result of discriminant validity test and convergent validity test on both data sets, the scale was found acceptable. After the validity processes, reliability processes were also applied for both separate data sets. For the whole scale, the Cronbach's alpha data coefficient was found as 0.88 in the first data set and it was found 0.87 in the second data set. Results of the analysis revealed that, the Self-Efficiency of the English Teachers for the Education of Gifted Students Scale provides valid and reliable results.
Students&apos; Perceptions towards Technology-Supported Collaborative Peer Feedback
Author: Saglamel, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Computer Mediated Communication,Cooperative Learning,Feedback (Response),Writing Skills,English (Second Language),Second Language Learning,Foreign Countries,College Students

The enhancement of English writing skills is essential for academic success, and as one form of alternative assessment, peer feedback implementations are utilized to enrich writing instruction process. The advent of Web 2.0 tools has helped writing practitioners utilize various Cloud-based technologies including Google Docs to encourage learners collaborate and exchange comments on their written products. Responding to the frequent calls to conduct further investigations utilizing diverse e-platforms to find out the most effective ones, thereby helping informed practitioner decisions, the current study examined the opinions of preparatory students enrolled in an English Language and Literature Department towards peer collaboration through Google Docs. Overall, computer-supported collaborative writing process created a sense of community and was found welcoming both for feedback provider and receivers who had diverse gains. Yet, the implementation is not without its limitations with personal and technical dimensions. The findings suggest that for a rewarding online peer editing experience, practitioners need to justify their attempts to extend writing instruction and assessment outside school borders, negotiate the e-platform with learners, and train them about how to comment on written products objectively.
What&apos;s COVID-19 Got to Do with My Communicative Competence? Self-Reflections of Pre-Service English Language Teachers in Turkey
Author: Geçkin, Vasfiye
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Communicative Competence (Languages),Preservice Teachers,Language Teachers,Second Language Instruction,English (Second Language),Student Attitudes,Foreign Countries,Self Evaluation (Individuals),Public Speaking,Sociolinguistics,Semiotics,Rating Scales

With the emergence of the COVID-19 pandemic, nearly all theoretical and practical classes and methods of assessment had to be delivered on digital platforms. This paper reports the use of task-based assessment of the communicative competence of first-year pre-service English language teachers. The aim was to explore the role of the platform where the tasks were held on the students' self-assessment of their spoken performances. The participants (n=50) evaluated their linguistic, discourse, strategic and sociolinguistics competence on two public speaking tasks. The face-to-face speaking task required elaborating on two famous quotes, whereas the online speaking task had to do with the semiotic analysis of a TV commercial which was decided upon by the teacher candidate. Student evaluations of their communicative competence ranged on a scale from one to five, where one meant very poor and five meant very good. The results indicated that the only component of communicative competence that was viewed to be good was discourse competence in the face-to-face task; however, all the elements of communicative competence were considered to be good except for the sociolinguistic competence in the face-to-screen task. The main findings were (i) that the students had a more positive evaluation of their communicative competence when making online presentations and (ii) that they mostly attributed the differences in their self-evaluations either to the platform or to a combination of the platform and the nature of the task. Yet, face-to-face interaction seems to act as a requirement to improve the sociolinguistic competence of foreign language teacher candidates.
When Images Are Not Enough: Text Adaptation of the US-Based Image Memes into Indonesian Cultural Context
Author: Hariyatmi, Sri
Date: 2022-00-00
Type: Journal Articles
Subjects: Indonesian Languages,Foreign Countries,Visual Aids,Cultural Context,Web Sites,Cultural Traits,Teaching Methods,Cultural Awareness,North Americans,Asian Culture,Translation,Social Media,Humor,English (Second Language)

This present study aims to examine the procedure of adaptation in four selected US-based image memes adapted to the Indonesian context. Four US-based image memes and their Indonesian adaptation were selected as the source of data. They were purposively chosen from some Indonesian memes' websites and the US-based image memes. This study adopts Bastin's theory of adaptation as the theoretical framework to analyze the adaptation procedure used by the Indonesian content creators in adapting the US-based image memes. The analysis of this descriptive qualitative study reveals that from the seven modes of Bastin's adaption, the Indonesian content creators used the sixth procedure, situational or cultural adequacy for the adaptation of the US-based image memes to the Indonesian context. This study concludes that the four selected US-based image memes under the present study have been localized by using Bahasa Indonesia to accommodate the cultural transfer that suits the Indonesian cultural settings. Secondly, Bahasa Indonesia used in the memes assigns a new cultural meaning that is socially understood by Indonesian memetic society. Lastly, this study is hoped to shed a light on the pedagogical field, proposing that cultural awareness is significant in translation to bridge the cultural transfer from the source text to the new target readers.
Developing Reflective Competence in Prospective Mathematics Teachers by Analyzing Textbooks Lessons
Author: Castillo Céspedes, María José
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Teacher Education Programs,Reflection,Textbook Evaluation,Teacher Competencies,Lesson Plans,Foreign Countries,Time Management,Mathematics Teachers,Intervention,Pedagogical Content Knowledge,Teaching Methods

Achieving the competence to reflect on the degree of suitability of textbooks is not easy, so it is necessary to train prospective professionals in the knowledge and use of analytical tools to guide them in critically analyzing these curricular materials. In response to this research problem, this paper describes and analyses the implementation of a training intervention that aims to promote reflective competence in prospective Costa Rican teachers through the analysis of textbook lessons. The content of proportionality is chosen because of its central in the curriculum. The training activity was motivating for the participants and helped them to progress in the competence of lesson analysis. However, it is noted that the design needs to be improved in terms of time dedication, as well as attention to the necessary didactical-mathematical background knowledge on proportionality to achieve better results.
Misconception on Addition and Subtraction of Fractions in Seventh-Grade Middle School Students
Author: Jarrah, Adeeb M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Addition,Subtraction,Fractions,Grade 7,Middle School Students,Foreign Countries,Mathematical Concepts

As national and international assessments continue to show students struggle with rational concepts, which are seen as a major stumbling block for future career in STEM fields, we used the certainty of response index (CRI) as a method of analysis to investigate a group of 40 United Arab Emirates (UAE) seventh grade students' understanding of basic fraction concepts. The types of errors and misconceptions displayed by students show that over 60% of all participants assumed that adding fractions procedurally is the same as adding whole numbers with many not being able to distinguish a numerator from a denominator. The results lead us to believe that the manner in which students were taught did not ensure the necessary transitional shift from learning whole numbers to learning rational numbers. Applying the theories of Dienes (1960) and Bruner (1966), we propose a method of teaching addition and subtraction of fractions that will allow students to build their own understanding of the rules using the graphing calculator as the medium for concept formation.
STEM Learning during the COVID-19 Pandemic in Qatar: Secondary School Students&apos; and Teachers&apos; Perspectives
Author: Kayan Fadlelmula, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,STEM Education,Pandemics,COVID-19,Student Characteristics,Teacher Characteristics

This study examines how students and teachers perceive science, mathematics, engineering and technology (STEM) learning during the COVID-19 pandemic. Data was collected through student and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants included 1,505 students and 545 teachers in grades 11 and 12. Results showed students' and teachers' demographic factors, including gender, school type, grade level, and majors, emerged as salient predictors of perceptions of the pandemic as disruptive to students' STEM learning. Specifically, both students and teachers perceived keeping up with coursework, being physically isolated from classmates, and keeping a regular schedule at home to be key barriers. Results further revealed that neither students nor teachers viewed communicating with staff and teachers, losing contact with teachers, or accessing and using technology as barriers. Moreover, school type and gender were important predictors of how students and teachers perceived STEM learning during the pandemic.
&quot;Self-Learning French Coursebooks&quot; as Part of French Education in Post Tanzimat Era of the Ottoman Empire
Author: Canakli, Levent Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Instructional Materials,Educational History,Social Change,Political Influences,Western Civilization,Teaching Methods,Textbooks,Turkish,Alphabets,Written Language,Pronunciation Instruction,Dictionaries,Grammar,Language Styles,Economic Factors,Foreign Countries

French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, &quot;self-learning French&quot; books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account.
The Degree of Contribution of Patterns of Mothers&apos; Treatment to the Emotional Balance of Kindergarten Children
Author: Al-Massarweh, Sami Salamah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Mothers,Parenting Styles,Well Being,Emotional Adjustment,Parent Child Relationship,Behavior Patterns,Mental Health,Child Health

This study aimed to identify the degree of contribution of mothers' treatment patterns to the emotional balance of kindergarten children and to achieve the objectives of the study; two scales were built: a questionnaire to measure mothers' treatment patterns and a questionnaire to measure the emotional balance of kindergarten children after ensuring their validity and reliability. The study sample consisted of 195 children aged 5-6 who were selected from the private kindergartens of the Naour Brigade in Amman Governorate in Jordan. After using arithmetic means, standard deviations, Pearson correlation coefficient, and multiple regression analysis, the results of the study reached the following: (1) The most common treatment pattern for mothers was the democratic one; (2) The level of emotional balance among kindergarten children was average; (3) The results showed a positive, statistically significant correlation at the significance level ([alpha] = 0.05) between the total score of the emotional balance scale for kindergarten children and the democratic treatment pattern of mothers; (4) The results revealed a statistically significant negative correlation at the significance level ([alpha] = 0.05) between the total score of the emotional balance scale for kindergarten children and the two types of mothers' authoritarian and abusive treatment; (5) The regression analysis results revealed that the patterns of mothers' treatment contribute to the emotional balance of kindergarten children by 34.2%; and (6) The patterns of mothers' treatment contributed in varying proportions to the emotional balance of kindergarten children, the highest of which was the authoritarian pattern, then the neglectful pattern, and finally the democratic pattern.
Learning Achievement Improvement of 1st Grade Students by Using Problem-Based Learning (PBL) on TPACK MODEL
Author: Chaidam, Orathai
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Improvement,Academic Achievement,Grade 1,Elementary School Science,Problem Based Learning,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries

The objectives of the research were: 1) to develop the lesson plans for &quot;Weight and Measurement&quot; of Mathematics by using Problem-Based Learning on TPACK MODEL based on the efficiency of the process and the overall result (E1/E2) at the established criteria of 75/75; 2) to compare the students' learning achievement in &quot;Weight and Measurement&quot; of the 1st grade students before and after by using Problem-Based Learning on TPACK MODEL; 3) to study the students' satisfaction with Problem-Based Learning on TPACK MODEL. The research samples were thirty-five 1st grade students of class 1 in the 1st semester of the academic year 2020 at Sanambin School in Khon Kaen Province. They were selected by purposive sampling. The instruments used in this study were lesson plans, an achievement test, and a questionnaire on students' satisfaction. The statistics used for analyzing the collected data were mean, standard deviation, percentage, and gain score. The research results showed that 1) the average efficiency of the lesson plans for &quot;Weight and Measurement&quot; by using Problem-Based Learning on TPACK MODEL with exercises was 85.54/78.71, which was higher than the established criteria. 2) The mean score of the 1st grade students for &quot;Weight and Measurement&quot; of Mathematics after using Problem-Based Learning on TPACK MODEL was significantly higher than that of before using the Problem-Based Learning Model. 3) The overall satisfaction of the students with the Problem-Based Learning on TPACK MODEL for &quot;Weight and Measurement was at a high level.
Who Is Who in the Teaching of Sex Education? A Lesson Learned from the &apos;Safuu&apos; Oromo Tradition of East Africa
Author: Tucho, Admasu Etefa
Date: 2022-00-00
Type: Journal Articles
Subjects: Sex Education,Public Schools,Immigrants,Barriers,Cultural Influences,Student Diversity,Educational History,Culturally Relevant Education,Moral Values,Ethics,Child Rearing

The 2020 National Center for Education Statistics (NCES) data show that there are a total of 130,930 k-12 public schools in the United States of America (U.S.A), serving approximately 48.1 million students. The demographic breakdown of the student population includes 22 million (45.7%) Whites; 13. Million (32 %) Hispanic; 17.2 million (14%) African American; 2.6 million (5.4%) Asian, 2.2 million (4.6%) students two or more races; and 0.4 million (0.8%) American Indian/ Alaska Native students. Adding sex education to the public school curriculum was primarily to make elementary and secondary school students aware of sexually transmitted diseases and teenage pregnancy. Although comprehensive sexuality education has been operational in all 50 states for decades, the program's quality and comprehensiveness vary considerably from state to state due to a series of obstacles. The author of this article proposes an alternative or at least supplemental approach to the current comprehensive sex education.
A Study on the Evaluation Index System of Innovation and Entrepreneurship Education for Undergraduate Students Majoring in Interdisciplinary Arts and Sciences
Author: Yao, Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Majors (Students),Interdisciplinary Approach,Art Education,Science Education,Innovation,Entrepreneurship,Program Evaluation,Evaluation Methods,Educational Innovation

Innovation and entrepreneurship education develop rapidly in China, but the teaching varies considerably in quality. Therefore, it is very important to systematically construct an evaluation index system of innovation and entrepreneurship education. The specialty setting of comprehensive universities has the characteristics of interdisciplinary. The research selected the Shenzhen Campus of Jinan University as a case study. Based on literature research, the research constructed an evaluation index system of innovation and entrepreneurship education for undergraduate students majoring in interdisciplinary arts and sciences, which is composed of 4 primary indexes and 19 secondary indexes. In total, 234 respondents were surveyed and Importance-performance Analysis modelling was performed to analyze the innovation and entrepreneurship education situation of the research object. Results show that the most important evaluation index to be improved is the innovative service platform. The findings of this study would be of use to the development of innovation and entrepreneurship education in other similar universities.
Low Completion Rates of Latinx Community College Students
Author: Genthe, Christine Burshnick
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduation Rate,Hispanic American Students,Community Colleges,Two Year College Students,Academic Achievement,Research Reports,Achievement Gap,Educational Finance,Barriers,Dropouts,College Preparation,Psychological Patterns,Cultural Influences,Academic Support Services,Ethnic Groups,Academic Persistence

Completion rates for Latinx students are unacceptably lower than White and Asian students (NCES, 2019). Shapiro et al. (2017) reported that the completion rate for Latinx students attending community colleges was 33%, while the completion rate was 45% for White students and 44% for Asian students. This literature review aimed to discover the root causes of these low completion rates for Latinx students. Having a deep understanding of the factors that contribute to low success rates can enable community college professionals to take action to improve success outcomes and reduce equity gaps. Based on this systematic literature review of 24 peer-reviewed articles and five public scholarship articles, the following root causes emerged: financial barriers, lack of institutional support, educational preparation, psychosocial considerations, and familial and cultural issues. Recommendations for institutional actions are provided.