ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Research on Perceived EAP Competencies of Turkish Academics
Author: Agçam, Reyhan
Date: 2019-12-00
Type: Journal Articles
Subjects: Comparative Analysis,College Faculty,English for Academic Purposes,Teaching Experience,Verbal Ability,Gender Differences,Teacher Attitudes,Study Abroad,Faculty Publishing,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Skills,Teacher Competencies,Correlation,Native Language

English is presumed as the globally dominant language in the scientific world, and academics are expected to attain written and verbal competencies in academic English to a visible, accessible academic portfolio that represents them as individuals as well as their institutions. The present study was meant to investigate perceived English for Academic Purposes (EAP) competencies of Turkish academics. It exclusively aimed to reveal whether they significantly differ in their perceived EAP competencies regarding such variables as gender, length of academic experience, length of teaching experience and training received abroad. Data were collected via a five-point Likert-type scale developed by the researchers, and quantitatively analysed to explore similarities and differences across different groups of academics in relation to such variables as gender, length of experience in academia, academic titles, training experience received abroad, experience in teaching abroad, number of scientific publications and paper presentations in English (last five years). The findings revealed significant differences in academics' perceived competencies in EAP related to training experience received abroad and experience in teaching abroad regardless of its length and number of paper publications/presentations in English over the last five years. Based on the findings, a positive correlation was established between the participants' EAP competency in speaking and other skills. The study is meant to contribute to the existing literature on EAP via and offer practical implications for EAP practitioners and non-native academics.
Authorship Attribution Revisited: The Problem of Flash Fiction
Author: Omar, Abdulfattah
Date: 2019-09-00
Type: Journal Articles
Subjects: Authors,Fiction,Morphology (Languages),Semitic Languages,Language Styles,Computational Linguistics,Identification,Language Usage,Language Patterns,Literary Genres

This study is concerned with addressing the limitations with the authorship attribution of flash or micro-fiction. The shortness of linguistic data in texts of the kind makes it challenging for conventional stylometric authorship methods to assign disputed texts to their real authors. As thus, this study proposes a new stylometric authorship system based on morphological patterns and letter mapping properties. The assumption is that these carry unique and distinctive stylistic features that can be usefully used to recognize possible authors of disputed texts. The study is based on a corpus of 259 flash fiction stories written in Arabic. Cluster analysis was for grouping documents that have shared linguistic features together. Results indicate that all texts were successfully matched with their real authors. It can be concluded that morphological information can be usefully used for improving the performance of authorship attribution and detection in Arabic texts due to the unique stylistic features of the affixation processes in Arabic. Controversial texts in Arabic can thus be assigned to their authors based on detecting stable morphological patterns with reliable authorship performance.
Foreign Language Anxiety: A Systematic Review
Author: Oteir, Ibrahim Naser
Date: 2019-09-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Second Language Instruction,Applied Linguistics,Research Reports,English (Second Language),Linguistic Theory,Communication (Thought Transfer),Measures (Individuals),Likert Scales,Affective Behavior

Research in foreign language learning has notably revealed that foreign language anxiety has been a crucial area in applied linguistics. Therefore, this study tends to give a comprehensive review of literature on foreign language anxiety. This review also tries to add an additional explanation to the earlier studies of this issue. It clarifies the concept of foreign language anxiety and how it is different from other related types of anxiety. Finally, it shows the main causes and effects of foreign language anxiety that influence language learners.
Introducing the Target Language Culture to EFL Learners to Enhance Sociocultural Competence
Author: Khouni, Ouarda
Date: 2019-09-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Comparative Analysis,Interpersonal Competence,Secondary School Students,Authentic Learning,Achievement Gains

This research attempted to investigate the effect that teaching English language culture has on Algerian EFL (English as a Foreign Language) learners' sociocultural competence. It also aimed at showing that having no exposure to English language culture alongside learning the English language itself will affect learners' understanding and production of the language. In this light, the study attempts to answer the following questions: to what extent is the culture of the English language present in the lessons of English language that are introduced to secondary school students? What cultural background do secondary school students have about the English language? And if they do have any cultural background, what is the source of that background and whether culture teaching enhances EFL learners' socio-cultural competence? We hypothesised that teaching culture to Algerian EFL learners will increase their sociocultural competence and improve their understanding of the language. This hypothesis was tested through conducting a quasi-experimental study with a group of eighteen students from Habba Abd El-Madjid Secondary School in El-Meghaier, El-Oued (Algeria) The final results revealed a remarkable improvement among the majority of students concerning their sociocultural competence and their perception and understanding of authentic English language. Therefore, it is recommended that the element of culture should be integrated into English language curricula of Algerian schools and that, if done, it will take students' level one step further towards a better acquisition of English language.
Cognitive Frames in Media Discourse: &apos;The Guardian&apos; Coverage of the Syrian Refugee Crisis in Europe (2015-2019)
Author: Zheni, Thouraya
Date: 2019-09-00
Type: Journal Articles
Subjects: Discourse Analysis,News Reporting,Refugees,Semantics,Networks,Nouns,Form Classes (Languages),Foreign Countries,Undocumented Immigrants,Computational Linguistics,Classification,Newspapers,Language Usage,Stereotypes,Disadvantaged,Power Structure,Cognitive Processes

The aim of the present paper is examining the mental representations activated by semantic networks in media discourse. It studies the cognitive frames that are mentally constructed and activated about illegal immigrants, in general, and Syrian refugees in particular. Any word class can evoke frames, but to limit the scope of analysis, Fairclough's socio-cultural approach is implemented to work out the experiential, relational and expressive values of only nouns and adjectives in media discourse. The corpus consists of articles released by &quot;The Guardian&quot; newspaper during and after the Syrian refugee crisis between 2015 and 2019. The results of the research show that cognitive frames are used to enhance the stereotypical categorizations of refugees as dislocated, uprooted and oppressed communities. This paper focuses on the mental mapping of such disadvantaged people and how they are categorized and presented in media discourse. It also analyses nouns and adjectives as generators or builders of cognitive frames in the human mind via discourse. This study is original because it relates semantic networks, mental lexicon and cognitive frames to analyze media discourse.
Effect of Focused and Unfocused Feedback on Learners&apos; Writing Accuracy within Different Gender and Cultural Background Groups
Author: Elhawwa, Tazkiyatunnafs
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Cultural Differences,Second Language Learning,Teaching Methods,Feedback (Response),Program Effectiveness,Writing Instruction,Writing Skills,Accuracy,Ethnicity,English (Second Language)

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners' writing accuracy with involving gender and learners' cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners' writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners' writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners' writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners' writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners' writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.
The Interplay between Social Contexts of Power and Aggravation Strategies: Identity-specific Perspectives in Fictional Discourse
Author: Kumar, V. Vinod
Date: 2019-09-00
Type: Journal Articles
Subjects: Pragmatics,Power Structure,Correlation,Social Environment,Sociolinguistics,Novels,Discourse Analysis,Self Concept,Literary Devices,Indians

This paper attempts a pragmatic analysis of the interplay between social contexts of power and sociolinguistic device of aggravation strategies concerning dialogic discourses in Vikram Seth's novel &quot;A Suitable Boy (ASB) (1993).&quot; The paper attempts to validate that aggravation strategies have been an integral part of human discourse. It demonstrates how people use aggravation strategies to exercise power over others in different communicative contexts. It also exemplifies how power is vested in specific identities, and their role relationships in different power structures existing in the society based on their caste, age, sex, social standing, political or official identity, and how the power is exerted in the context of their social identities. The paper defines various aspects of aggravation, explains the dominant participatory identities, namely master identities, situated identities, and discourse identities and analyses how these social identities exercise power through aggravation strategies in the dialogic discourses in &quot;ASB.&quot;
Examining Graduate Students&apos; Opinions Regarding Marriage and Premarital Education Programs
Author: Soylu, Yagmur
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Marriage,Marriage Counseling,Definitions,Interpersonal Competence,Personality Traits,Marital Satisfaction,Sex Role

The aim of this study is to examine graduate students' opinions regarding marriage and premarital education programs. The participants of the study are 22 graduate students (12 female and 10 male) attending different programs at a public university in Izmir, Turkey. The data for the study were collected through a standardized interview form prepared by the researcher herself, which consists of open-ended questions. The data obtained in this qualitative study were analysed by using content analysis technique. The findings of the study were classified under five main themes: definition of marriage; perceptions about premarital education programs; knowledge and skills that need to be acquired prior to marriage; skills that men and women should have to maintain a healthy marriage; and positive and negative traits that the participants believe that they already have in order to maintain a marriage. Later, these findings were discussed under the light of studies and their findings available in the related literature.
Geometrical Problem-Solving Performance of Preservice Teachers: Exploring the Effectiveness of Metacognitive Strategies
Author: Yildiz, Sevda Göktepe
Date: 2020-10-00
Type: Journal Articles
Subjects: Geometry,Problem Solving,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Mathematics Tests,Prediction,Scores,Metacognition,Preservice Teacher Education,Comparative Analysis,Teaching Methods,Elementary School Teachers,State Universities,Foreign Countries,Tests,Knowledge Level,Pretests Posttests,Instructional Effectiveness

This study aimed to investigate the effect of instruction based on metacognitive strategies on geometrical problem-solving performance of mathematics preservice teachers. Geometrical problem-solving tests developed by the researchers were applied as pre-test and post-test before and after the experimental instruction. Preservice teachers predicted the number of correct questions they would solve, and the difference between predicted scores and geometrical problem-solving test scores were assessed as their metacognitive skills. Training implementation was carried out in four sessions, and finally, metacognitive knowledge test was applied. Both qualitative and quantitative research methods were used for collecting and analyzing the data. The sample consisted of forty-one senior elementary school mathematics preservice teachers of a public university in Turkey. Results indicated that metacognitive instruction increased the preservice teachers' geometrical problem-solving performance. A moderate-level correlation was detected between preservice teachers' geometrical problem- solving performance and metacognitive skills. Besides, metacognitive strategies instruction improved the awareness level of the preservice teachers about their ways of learning. Implications for method and practice were further described.
Collaborative Learning: A Key to Enhance Students&apos; Social Interaction Skills
Author: Ghavifekr, Simin
Date: 2020-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Interpersonal Competence,Interaction,Communication Skills,Skill Development,Academic Achievement,Lifelong Learning,Student Attitudes,Secondary School Students,Adolescents,Public Schools,Gender Differences,Correlation,Foreign Countries

In 21st century education, students are required to be active learners in the learning process from various aspects. Therefore, besides planning for students' academic achievement, there is a need for development of their desired skills such as communication and interaction with the society. In this regard, collaborative learning plays an important role in developing students' social interaction skills. This research aims to identify students' perception towards implementing collaborative learning in classrooms. Moreover, this research determines students' understanding, knowledge, and attitude towards collaborative learning in order to identify the relationship between collaborative learning and some demographic factors, such as gender and family background. In addition, this study also examines the relationship between collaborative learning and students' interaction skills. The survey questionnaire was randomly distributed to a total of 100 secondary school students in Klang, Malaysia. Results show that students prefer to work in groups rather than individually. Therefore, collaborative learning shows a significant effect on students' social interaction skills. Students believe that collaborative learning encourages everyone to work best with others and enhances socialization among members.
Postgraduate Students&apos; Attitude toward Statistics Pre and Post Scenario-Based Learning Method in a Statistics Course
Author: Syed Zamri, Sharifah Norul Akmar
Date: 2020-10-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Pretests Posttests,Statistics,College Mathematics,Attitude Change,Foreign Countries,Vignettes,Active Learning,Mathematics Instruction

Teaching introductory statistics to postgraduate students from multidisciplinary background and with diverse mathematics ability is a huge challenge that many statistics lecturers do not deny. The large ability range can make it very difficult for lecturers to fine tune the right level for effective course delivery. Even though an introductory statistics course has been seen as a necessary component for many postgraduate programs, research has shown that students have come to perceive statistics negatively. One suggestion for improving students' attitude toward statistics is through the use of innovative instructional approaches. This paper investigates the extent to which scenario-based learning (SBL) method used in a Statistics for Research in Education course were related to improvement in postgraduate students' attitude toward statistics. Nineteen students who enrolled in the course during the first semester of 2019/2020 were taught using the SBL instructional method. Survey of Attitudes Toward Statistics-36 (SATS-36) was used to measure six statistics attitude components at the beginning and at the end of the course. Overall results show that there is a difference between mean score of attitude before and after exposure to scenario-based learning method. Scenario based learning has some positive effect on student attitude toward statistics.
Monitoring the Experiences of OST Volunteers: The Mixed-Method, Open-Ended Volunteer Experiences (MOVE)
Author: Crisman, Taylor L.
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Volunteers,Student Volunteers,Volunteer Training,High School Students,Residential Programs,Summer Programs,Skill Development,Student Improvement,Professional Development,Cross Cultural Training,Empathy

In many applied youth development settings, including out-of-school time (OST) programs, volunteers play essential roles (Brennan, 2005). In some, volunteers are integral to service delivery -- for example, serving as mentors. In others, volunteers help link youth-serving organizations or their participants with needed resources, assets, or opportunities (Brennan, 2007). In order to support youth-serving organizations' efforts to engage volunteers sustainably, the authors developed and tested the Mixed-Method, Open-Ended Volunteer Experiences (MOVE) Assessment, a two-phase approach to identifying and monitoring the benefits volunteers associate with their service in OST programs. Building on traditional sequential exploratory mixed-method designs (Creswell et al., 2003), MOVE begins by qualitatively exploring and documenting volunteer experiences. Findings then guide design and implementation of a recurring quantitative assessment that can become the foundation for continuous improvement in volunteer management. This paper introduces MOVE by describing its application in ANYTOWN, an OST program sponsored by Community Tampa Bay that focuses on promoting inclusiveness, community involvement, and social responsibility among high school students.
Teacher, Researcher, Designer: Science Museum Internships Expand What Counts as STEM
Author: Allen, Carrie D.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Museums,After School Programs,Communities of Practice,Identification (Psychology),Internship Programs,Science Interests,Learning Activities,Secondary School Students,College Students,Demonstrations (Educational)

Learning environments that enable young people to participate in and engage with diverse science, technology, engineering, and mathematics (STEM) practices hold promise for reimagining what counts as STEM and, ultimately, for broadening participation (Eisenhart &amp; Allen, 2020). Out-of-school time (OST) STEM learning experiences have great potential for supporting robust notions of STEM practices and providing opportunities for youth to engage in STEM-linked identity work (Adams &amp; Gupta, 2013; Adams et al., 2014; Bell et al., 2009). In science museum programs specifically, young participants may come to see themselves as part of a broader community that works toward common interests and goals related to science and STEM (Adams et al., 2014). Such recognition by their peers can foster a collective identity (Riedinger &amp; Taylor, 2016) that supports them in navigating difficult challenges as they pursue STEM-related college degrees (Adams et al., 2014). OST STEM learning experiences thus have potential to support participants' interest in and pursuit of STEM. This paper draws on participant interview data and science museum artifacts to understand the relationship between the design of science museum internship programs and the STEM identity work of the participants. The analysis focuses on what it means to be recognized as &quot;a STEM person,&quot; participate in STEM-related activities, and pursue STEM interests in science museum internship programs.
Developing Leadership by Participating in Principal Professional Learning Communities (PPLCs) and the Added Value of Transnational Collaboration
Author: Strand, Morten Krogstad
Date: 2020-06-00
Type: Journal Articles
Subjects: Leadership Training,Principals,Communities of Practice,International Cooperation,Leadership Qualities,Leadership Role,Value Added Models,Foreign Countries

This article presents a case study aiming to encourage and support principals from six countries to work in Principal Professional Learning Communities (PPLCs) to enhance their leadership competencies and foster strong leadership for school development and teacher learning. We argue that the need for principals to participate in a PLC is a fundamental but also forgotten perspective in school leadership. Our most important findings indicate that the principals participating in a PPLC gained (1) enhanced leadership skills, (2) awareness of and security in their own leadership roles, (3) new knowledge about organisation and implementation of PLCs and (4) appreciation of the importance of PLCs. An added value was the benefit of meeting peers from different countries, which contributed to their reflections about their own school systems and practices. We argue that facilitation and support is important to establishing effective PPLCs and that external support may be considered to create a structure for and to strengthen the outcomes of PPLCs. We further argue that local authorities should reinstate or restructure these meetings so that principals can focus on teaching and discuss the subject with their peers. Data for the study were collected through pre/post-surveys, in-depth interviews, reflection notes and audio recordings of workshops, world cafe´ meetings, a SWOT analysis, and group discussions.