ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions of Iranian Policymakers as Articulated in Iran&apos;s Foreign Language Policy Document: A Systemic Functional Linguistics Approach
Author: Rashidi, Naser
Date: 2019-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Educational Policy,Linguistics,Foreign Countries,Islam,Religious Factors,Ideology,Global Approach,Policy Analysis,Professional Autonomy,Age Differences,Educational History

The present study was an attempt to investigate the perceptions of the Iranian foreign language policy makers as articulated in Iran's foreign language policy document using a systemic functional linguistics approach. To this end, the type of processes and participants who have been used in Iran's foreign language policy document were identified and interpreted in light of the assumptions of systemic functional linguistics and the related literature. The findings point out that the foreign language education policy document is heavily influenced by and draws on well-entrenched ideological, historical, religious, and political discourses. Further interpretations show that the FLEP document is heavily influenced by what is referred to as the Islamic ideology and discourse. In addition, applying a systemic functional linguistics approach to the document also offers a host of other interesting information about the Iranian foreign language teaching policymakers underlying perceptions about foreign language teaching and issues of globalization and imperialism. The concept of agency and how it is deemed by the Iranian foreign language practitioners was another identified topic. An investigation of the National Document of Education that includes the FLEP document as one of its subsections further showed that teachers have been appropriately described as autonomous individuals who possess the required agency to conduct and direct the classroom learning and teaching processes. Investigations also provide information on the perceptions of the Iranian foreign language education policymakers about the age that students must begin the learning of a foreign language at school.
Determining the Effect of Reducing Procrastination Tendency on the Academic Achievement in Physics Course
Author: Erdemir, Naki
Date: 2019-01-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Preservice Teachers,Science Teachers,Student Behavior,Time Factors (Learning),Conventional Instruction,Time Management,Science Achievement,Instructional Effectiveness,Foreign Countries

In this research, the effect of reducing procrastination tendency on the academic achievement of preservice science teachers in the physics course was investigated. In this, a quasi-experimental research design was used, which included the experimental and control groups. Each group consisted of 35 preservice science teachers. Both groups were taught a physics course at the undergraduate level by the same lecturer. While reducing procrastination tendency activities and strategies were applied in the experimental group, the conventional teaching method was applied in the control group. Data were collected by Physics Achievement Tests developed by the researcher for use in previous researches. Data analysis was tested, using IBM SPSS 22.0 statistical package program by taking into account the importance level between pre-test and post-test. After analyzing the data, in light of the findings of the research, the academic achievement of pre-service science teachers in the experimental group was found to be higher than the academic achievement of the candidates in the control group. Thus, it has been determined that special strategies and sanctions related to reducing procrastination tendency in the experimental group have a positive effect on achievement. For this reason, special strategies and positive sanctions can be applied to decrease procrastination tendency to increase the achievement in physics course of pre-service science teachers.
An Evaluation of Technological Pedagogical Content Knowledge (TPACK) of In-Service Teachers: A Study in Turkish Public Schools
Author: Bas, Gokhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Public School Teachers,Teacher Competencies,Elementary School Teachers,Secondary School Teachers,Gender Differences,Teaching Experience,Faculty Development,Seminars,Educational Attainment,Instructional Program Divisions

In the current study, the technological pedagogical content knowledge (TPACK) perceptions of Turkish in-service teachers working in public schools were investigated. The survey method was employed to investigate the in-servive teachers' perceptions of TPACK in terms of some demographic variables. The participants of the study consisted of volunteering in-service teachers (n = 200) from different public elementary and high schools. The results of the study indicated that the in-service teachers' TPACK perceptions were affected by their gender, occupational experience, educational level, teaching level, and taking educational computer and Internet use seminar variables. The results also revealed that the in-service teachers' perceptions of TPACK were at a moderate level. The results suggested that further efforts are required to develop the inservice teachers' TPACK perceptions in order to integrate ICTs into teaching and learning process effectively in the classroom.
Stances in Student-Teachers&apos; Spoken Reflection: An Exploratory Linguistic Study to Enhance a Reflection Inventory
Author: Munalim, Leonardo O.
Date: 2019-01-00
Type: Journal Articles
Subjects: Reflective Teaching,Teaching Methods,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Student Teachers,Student Teacher Attitudes,Learning Processes,Negative Attitudes,Mentors,Teacher Attitudes,Criticism,Foreign Countries,Tagalog,Code Switching (Language),Discourse Analysis

Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey's (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of linguistic stance resources such as boosters, hedges and attitude markers culled from one-hour case of spoken, peer reflection with three English practice teachers. Themes were analysed from these linguistic stance resources. Overall, the student-teachers' reflection is enthused with a seesaw between force and conviction; mitigation, apprehensions, and misgivings of teaching-learning practices. Arguably, this pendulum results in the unstable positive and negative affective attitude about the teaching-learning process. Based on the themes, indicators for reflective practices were added to the reflective inventory designed by Akbari, Behzadpoor, and Dadvand (2010). Limitations, linguistic research trajectories and implications for mentoring are offered accordingly.
Influence of Children Government on Learners Discipline Management in Public Primary Schools in Nyandarua County, Kenya
Author: Ngari, Job Njeru
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Rights,Discipline,Student Participation,Student Government,Elementary Schools,Elementary School Students,Elementary School Teachers,Principals,Attitudes,Student Behavior,Program Effectiveness,Public Schools,Student Role

Discipline management plays a pivotal role in enhancing learners' academic achievement. The Children Government is a key component geared towards enhancing children rights and creating a conducive learning environment. However, the inclusion of children government in discipline management in primary schools has not been appreciated by primary school teachers and administrators. The teachers and school administrators view the learners as too young to engage in discipline management. The purpose of this study was to assess the influence of children government on learners discipline management in public primary schools in Nyandarua County, Kenya. The study adopted the descriptive research design. The study was guided by the Role Theory as advanced by Biddle which argued that human behaviour is guided by expectations held by individuals. The target population was 2517 comprising of 151 deputy head teachers and 1024 teachers, 1338 student government members and four education officials. The study applied Gay principle to arrive at a sample size of 103 teachers, 46 deputy head teachers, 108 student government members and four education officials. Purposive sampling was used to select the education officials. The study employed teachers' questionnaires, deputy head teacher's questionnaire and student government member's interview guide as the primary data collection instruments. An interview guide for education officials was also used. Data analysis involved quantitative and qualitative procedures using Statistical Package for Social Sciences (SPSS, Ver 19) computer programme. Descriptive statistics such as mean and percentages were used to analyse data. The study established that school administrators do not use children government in discipline management of learners. The study concluded that schools lacked capacity to enhance the effectiveness of children government in discipline management in public schools. The study recommends that the school administration should entrust some discipline management to the members of children government in order to improve their relations and enhance effective utilization of the school body. The study provides education stakeholders as well as teachers with strategies for integration of student governance in discipline management in primary schools.
Rhetorical Structure Variations in Abstracts and Introductions of Applied Linguistics Master&apos;s Theses by Iraqi and International Students
Author: Ebadi, Saman
Date: 2019-01-00
Type: Journal Articles
Subjects: Graduate Students,Applied Linguistics,Foreign Students,Foreign Countries,Writing (Composition),Masters Theses,Academic Discourse,Second Language Learning,Rhetoric,Documentation,Second Language Instruction,English (Second Language),English for Academic Purposes,Teaching Methods

Writing a Master of Arts (MA) thesis is a challenging task for postgraduate students. This complexity is of great significance when one is writing in his/her second language. From this perspective, genrecentered approaches help non-natives enhance their understanding of academic and scientific texts. This study is intended to comparatively investigate the rhetorical differences/similarities existing in the abstracts and introduction sections of MA theses produced by Iraqi and international students in the field of Applied Linguistics (AL). To achieve this goal, two groups of MA theses (30 theses each) were randomly selected. Hyland's (2000) proposed model and Chen and Kuo's (2012) framework were utilized in order to categorize the rhetorical structures in abstract and introduction sections, respectively. The findings showed that Iraqi university students included the steps of (a) &quot;Research hypotheses&quot; and (b) &quot;Outlining thesis structures&quot; in their abstracts while these rhetorical features were absent in their international counterparts. Iraqi students also discussed results in the abstracts more frequently than international MA students. Furthermore, although both Iraqi and international MA students utilized the moves with similar frequencies in their introduction chapters, international students utilized various steps for the realization of Move 1 and Move 3. The findings call for a genre-based approach in teaching academic writing to raise the students' awareness of these schematic organizations in MA thesis writing classes in EFL contexts.
On the Relationship between Iranian EFL Teachers&apos; Burnout and Motivation: A Mixed Methods Study
Author: Roohani, Ali
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Teacher Motivation,Teacher Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Correlation,Teacher Characteristics,Teaching Conditions,Conflict,Teacher Responsibility,Student Behavior

Burnout is a persistent, negative, work-related state which involves mental, emotional, or physical exhaustion. Teacher burnout has been a major concern in mainstream education in recent years. However, it has been less examined among EFL teachers. Therefore, this study adopted a mixed methods sequential design to fill the gap by (a) identifying some Iranian EFL teachers' burnout and motivation profiles, (b) examining the (possible) relationship between their burnout and motivation to teach, and (c) investigating motivational factors which would predict teacher burnout. To these ends, 115 EFL teachers from language schools in southwest Iran took part in this study. To collect the data, Maslach Burnout Inventory-Educators Survey, developed by Maslach and Jackson (1986), Motivation to Teach Questionnaire, developed by Soenens, Sierens, Vansteenkiste, Dochy, and Goossens (2012), and a follow-up semi-structured interview with 15 participants were employed. Descriptive statistics showed that the EFL teachers had low levels of burnout and were autonomously motivated in their teaching. Correlation analysis also revealed negative relationship between autonomous forms of motivation (i.e., intrinsic and identified) and burnout. Moreover, multiple regression analysis demonstrated that the autonomous forms of motivation and external regulation could be better predictors of EFL teachers' burnout. The qualitative data from the interviews provided further insight into the quantitative results and explained some person- and work-related factors in relation to teacher burnout. Some implications are finally provided for decision-makers in the area of EFL pedagogy to improve EFL teachers' autonomous motivation to reduce their burnout experience.
Learner Identity and Learners&apos; Investment in EFL Learning: A Multiple Case Study
Author: Teng, Mark Feng
Date: 2019-01-00
Type: Journal Articles
Subjects: Teaching Methods,Self Concept,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),College Students,Metacognition,Case Studies,Communities of Practice,Foreign Countries,Student Attitudes,Elementary Secondary Education,Learning Experience,Language Attitudes

Existing research on learner identity stresses a need to explore how the way one perceives oneself as an EFL learner has impacts on his or her investment in the endeavor to learn English. Likewise, examining the factors that influence identity and investment in EFL learning is also essential. In the present study, data were triangulated to explore the way three Chinese college English major students negotiated and navigated identity in the process of English learning. The findings indicated that the learners displayed identity flux within and across various communities. Learner identity shaped their investment in English learning, and vice versa. Learner identity, which can be negotiated and constructed over time, is complex and dynamic, involving at least four factors, which include learners' cognitive awareness/ideology; perceptions of affordances in English learning community; learners' sense of agency; and mismatches between the practiced community and the imagined community. Pedagogical implications and areas for ongoing research are discussed.
Interest-Based Language Teaching: Enhancing Students&apos; Interest and Achievement in L2 Reading
Author: Asgari, Majid
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Student Interests,Second Language Learning,Reading Comprehension,College Students,Nursing Students,Reading Skills,Reading Achievement

This study reports the findings of the research conducted on the effects of Interest-Based Language Teaching (IBLT) on Persian students' interest in L2 learning, and their achievement in reading comprehension. With the aim of improving L2 learning in the university level, the study investigated whether selecting instructional materials based on learners' interest areas could impact their interest in language learning. Furthermore, it examined whether selecting instructional materials based on interest would have any influence on learners' performance in L2 reading. It also examined any significant differences between the learners with high and low L2 reading levels in terms of interest. The participants were sixty first-year nursing students in a nursing college. Both questionnaires and tests were employed to collect the data. The collected data were closely examined and analyzed using independent-samples t-test. The results revealed that (1) personalizing the materials could make a significant contribution to the development and enhancement of students' interest level in L2 learning; (2) selecting the instructional materials based on learners' interest areas could improve their performance in L2 reading comprehension; and (3) in using IBLT, there was no significant difference between learners with different levels of reading proficiency in learning the course materials.
The Qualities Criteria of Constructive Play and the Teacher&apos;s Role
Author: Park, Juhee
Date: 2019-01-00
Type: Journal Articles
Subjects: Play,Teacher Role,Kindergarten,Preschool Teachers,Time Factors (Learning),Creativity,Classroom Environment,Young Children,Child Development,Foreign Countries,Toys,Manipulative Materials

The purposes of this study were to identify the qualities criteria of constructive play and the teacher's role to enhance the qualities of constructive play. The participants for this study were ninety-seven 5-year-old children (53 boys and 44 girls) attending one kindergarten located in S city, K province in South Korea. Ten research assistants were in the course of the master's degree and senior majoring in early childhood education. They were trained to observe and record the qualities criteria of constructive play in block play. Ninety-seven (97) children were divided into 20 groups, each group was consisted of 5 or 6 children. They participated in 10 block play sessions twice a week. The duration of each play session was 40 minutes. During the first 10 of 40 minutes, introduction activities were conducted by research assistants and constructive play session lasted for 30 minutes. Unit Blocks were used in this study. The results were as follows; The qualities criteria of constructive play were time (duration), diversity (number of constructions), organization, elaboration, imagination, concentration, and variety (number of blocks, shapes of blocks). The teacher's roles to improve the qualities of constructive play are teachers should encourage and support children to participate in constructive play, and provide a plenty of time, multiple open-ended materials, diverse stories, fairy tales, many play experiences, and safe environment. Teacher's guidance, preparations, support, and encouragement will promote children's high qualities of constructive play. These high qualities of constructive play maybe contribute to quality learning and development of the young children.
Technology Acceptance in the Use of Social Networks by Teachers and Employees of Education Offices in Ahwaz
Author: Hamdani, Majid
Date: 2019-01-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Educational Attainment,Teachers,Administrators,Employees,School Personnel

Educational systems and stakeholders embark upon changes and adaptation with changes on the basis of social and historical developments. One of the influential factors in current world is emerging technologies like social networks that can affect educational systems and stakeholders. This research deal with studying the acceptance of social networks by those involved in the educational system of Ahwaz. For this purpose, a sample of 523 people was selected by random sampling from among teachers and administrative employees and analyzed by a 53-question questionnaire with Cronbach's alpha coefficient of 0.88 based on the TAM2 model and SEM method. The results showed that teachers did not have high acceptance for using social networks, but administrative employees welcomed this phenomenon.
The Effectiveness of Using Corpus-Based Activities on the Learning of Some Phrasal-Prepositional Verbs
Author: Girgin, Ufuk
Date: 2019-01-00
Type: Journal Articles
Subjects: Phrase Structure,Computational Linguistics,Teaching Methods,Figurative Language,Preservice Teachers,Verbs,Language Tests,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Pretests Posttests

This empirical study investigates the effectiveness of using corpus-based activities on 70 Turkish upper-intermediate level teacher candidates' learning of 40 phrasal-prepositional verbs, verb + particle + preposition combinations. The purpose of the study is to determine whether six-hour instruction via corpus-based activities is effective with (a) helping the students recognize and understand the form of the verbs, (b) helping the students understand the metaphorical meanings of these structures, and (c) helping the students construct the correct forms of the verbs in order to use them while paraphrasing sentences. Three tests were administered to the students, and the results revealed that the students were able to recognize and understand the form of those verbs and construct the correct forms of them in order to use them while paraphrasing sentences after six-hour teaching via corpus-based activities. However, it was found that six-hour instruction via corpus-based activities was not effective with helping the students understand the metaphorical meanings of those structures.
Comparison of Writing Skills of Students of Different Socioeconomic Status
Author: Dölek, Onur
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Writing Skills,Socioeconomic Status,Foreign Countries,Language Skills,Grade 8,Middle School Students

This study compares the writing skills of students with different socioeconomic statuses, using the quantitative research method designs of &quot;survey study&quot; and &quot;causal-comparative study&quot;. The study group included 67 Turkish teachers and a total of 120 eighth-grade students from four different middle schools in the province of Gaziantep, Turkey, and the study was conducted during the 2016-2017 academic year. The socioeconomic status determination survey was applied to the students in order to ascertain their socioeconomic status. The students' written texts and the teachers' responses to the questionnaire were used as the study data. The written expression texts were evaluated by two experts according to the written expression evaluation form. NCSS (Number Cruncher Statistical System) 2007 (Kaysville, Utah, USA) software was used to analyze the data. In the analysis of the data, in addition to descriptive statistical methods (mean, standard deviation, median, frequency, ratio, minimum, and maximum values), Mann-Whitney U test was used for the paired comparison of data which did not display a normal distribution. The results revealed there to be a significant difference between the students with high and low socioeconomic status, in favor of the group with high socioeconomic status in terms of the form, content formation, content organization, word choice, and grammar dimensions of the written expressions. The results failed to show a significant difference between the two groups in terms of the students' skills in &quot;conducting research on the writing subject&quot; and &quot;building a draft of the text to be written&quot; but did show a significant difference in &quot;evaluating their writing&quot;, in favor of the students with high socioeconomic status.