ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceived Academic Motivation and Learner Empowerment Levels of EFL Students in Turkish Context
Author: Daggöl, Gökçe
Date: 2020-12-00
Type: Journal Articles
Subjects: Learning Motivation,Student Empowerment,Student Attitudes,High School Students,Grade 9,Grade 10,English (Second Language),Second Language Learning,Required Courses,Vocational High Schools,Correlation,Foreign Countries,Measures (Individuals)

Language learning has become one of the needs of humans to maintain communication in the globalized world. However, it is not an isolated process and confined to linguistic skills. It gets affected by a lot of affective factors and learners' beliefs. One of these elements is undoubtedly academic motivation, which makes language learning a more complete process, and it brings the sense of empowerment together. Therefore, the present study focuses on the academic motivation and learner empowerment from the students' perspectives and on the probable relationship between them. 150 vocational high school students who took English as a compulsory course constituted the participants of the study. The study used mixed methods research design. The quantitative data were gathered through Academic Motivation Scale and Learner Empowerment Scale. The qualitative data were obtained via open-ended questions. Both quantitative and qualitative data analysis methods were utilized. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS). The qualitative data were subjected to the content analysis. As a result of the study, students appeared to have moderate level of academic motivation. Similarly, perceived learner empowerment was found to be at moderate level. The correlation between academic motivation and learner empowerment was positive. What is more, the findings indicated a statistically significant relationship between academic motivation and learner empowerment. Higher motivation could feed the sense of empowerment in learning English. The study aimed to provide insights and implications for instructors to build a supportive learning environment based on students' perceived academic motivation and learner empowerment levels.
Pursuing STEM Careers: Perspectives of Senior High School Students
Author: Rafanan, Renzo Jay L.
Date: 2020-12-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Career Choice,High School Seniors,Student Motivation,Occupational Aspiration,Social Influences,Science Interests,Alignment (Education),Biology,Public Schools,Foreign Countries

This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary school in Zambales, Philippines on their reasons why they enrolled in STEM and their intent to pursue relevant career. A total of 20 Grade 12 students were purposively selected as participants of the research. The participants were interviewed using a validated structured interview guide. The recorded interviews were individually transcribed to arrive at an extended text. The extended texts were reviewed to generate themes and significant statements. The paper found out that senior high school students are generally interested in the field related to biology. The alignment to the preferred course in college is the primary reason of the participants for enrolling in STEM. Almost all the students wanted to pursue STEM-related careers after their university graduation. Further, personal aspiration is the main reason for the participants to pursue STEM-related professions. The study recommends that senior high schools may design various activities during the career week. These activities may include possible career paths in STEM-related courses, students' career and motivation, and their career aptitude. Teachers may also infuse innovative pedagogies for better STEM instruction. For the students to have more interest in science, it is recommended that STEM teachers undergo retooling or pursue advanced studies. Senior high schools may conduct career guidance seminars for the students to guide them on what strands they should take. The Department of Education (DepEd) may support the implementation of different programs regarding students' career preparation. This program will help the students to be more aware on what career path they wanted to pursue, and to avoid pressures from peers. Schools may advocate a collaborative, authentic and goal-oriented learning environment with respect to the demand of Industrial Revolution 4.0.
Plural and Gender Inflection of English Loanwords in Colloquial Saudi Arabic
Author: Mushait, Saud
Date: 2020-09-00
Type: Journal Articles
Subjects: Linguistic Borrowing,Semitic Languages,Morphology (Languages),Nouns,Language Variation,Linguistic Theory,Morphemes,Syntax,English (Second Language),Dictionaries,Social Media,Television,Programming (Broadcast),Form Classes (Languages),Language Research,Foreign Countries

This study aims at investigating how borrowed nouns from English are inflected for plural and gender in Colloquial Saudi Arabic (CSA). The attempt is also made to account for the possible linguistic factors which may affect this inflection in light of some theories in morphology. The analysis is based on more than 250 loanwords collected from different sources (dictionaries, social, media, and TV series). The results showed that foreign nouns are found to be marked for all types of plural (broken plural (BP), female sound plural (FSP), and masculine sound plural (MSP)). More than 77% of borrowed nouns are inflected for FSP. However, this result disagrees with the plural formation rule operating in native nominal stems, which states that BP is the most common, and SP seldom occurs. Views from morphology theory as proposed by Abd-Rabbo (1990) and McCarthy and Prince (1990a; 1990b) were employed to account for this phenomenon. Another feature which is also peculiar to FSP formation is related to the attachment of &quot;--ha:t&quot; and &quot;--ya:t&quot; to singular borrowed nouns to form FSP instead of &quot;--a:t.&quot; Like plural marking, gender assignment to borrowed nouns is also subject to the CSA rules. All English loan nouns are inflected either for masculine by attaching the [phi] morpheme (the unmarked) or feminine gender by attaching &quot;--ah&quot; (the marked). Out of the three functions of the feminine marker &quot;--ah&quot; introduced by Drozdík (1998), the inflectional function is the only function that is found at work within foreign nouns. The study concludes with recommendations for further research on loanword variation with regard to plural formation and other morpho-syntactic processes across the different dialects of Arabic.
Relationship between Translation Students&apos; Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University
Author: Alqahtani, Faisal M.
Date: 2020-09-00
Type: Journal Articles
Subjects: Correlation,Translation,Grade Point Average,Morphemes,English (Second Language),Second Language Learning,Grammar,Sociocultural Patterns,North American English,Language Usage,Cultural Awareness,Verbs,Multiple Choice Tests,Foreign Countries,Males,Second Language Instruction,Scores,College Students

The current study is motivated by the dearth of studies regarding English translation students' grammatical and sociocultural competencies and their relationship with their Grade Point Averages (GPAs). To fill this gap, this study sought to find if there is a statistically significant relationship between the respondents' GPAs and their levels of grammatical and cultural knowledge. To do this, a multiple-choice test with four sections was developed and validated by experts in the field to examine the respondents' levels of grammatical and sociocultural knowledge. The first two sections examined respondents' knowledge levels of the functions of the key elements of English language tense and aspect (FELTA) and Acceptable Forms of English Language Tense and Aspect (AFELTA). The other two sections examined their knowledge levels of aspects of the culture of American English native speakers (AspCNS) and culturally appropriate American English language use (AppLU). The sample for this study were selected randomly from the department of English Language and Translation at King Saud University. Seventy-five male English translation students from different college levels responded to the questionnaire test. Using descriptive statistics, the responses were coded and analyzed, and thereafter, the respondents' scores on each single section of the test were compared with their GPA scores to determine the statistical significance of differences and correlation. It was found that there was a statistically significant relationship between the GPA scores, the respondents' knowledge of AFELTA, and the knowledge of AppLU. However, no significant relationships were found between the GPA scores and the respondents' knowledge of FELTA or knowledge of AspCNS.
Students&apos; Thinking Processes Connecting Quantities in Solving Covariation Mathematical Problems in High School Students of Indonesia
Author: Syarifuddin, Syarifuddin
Date: 2020-12-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Skills,Problem Solving,Geometric Concepts,Concept Formation,Visualization,Graphs,Protocol Analysis,High School Students,Foreign Countries

The purpose of this study was to describe students' thinking processes in relating quantities to the problem of covariation in the process of solving mathematical problems. This study used a descriptive exploratory approach within the scope of qualitative research involving 87 students as prospective subjects from three different high schools. The schools were chosen from three different areas; where two schools were on Sumbawa island namely in Bima district and Bima town. The subject described was chosen by giving assignments related to the covariation problem. Data obtained from the answer sheets from the subjects while doing think aloud, the results of task-based interviews, and field notes. Supporting equipment for video and audio recording was used to take data of think aloud and interview. Data analysis was conducted retrospectively by combining answer sheets, think aloud, interview results and field notes with reference to APOS theory. The results obtained from students' thinking processes in connecting the quantities of covariation were two, namely Connecting Quantity by direct analytic and equation analytic. In general, it was found that students connected quantities in covariation problem solving by linking changing-quantity along with the changes in other quantities internally or externally through mathematical analysis to form new quantities based on quantitative operations.
The Effect of Activities Developed with Web 2.0 Tools Based on the 5E Learning Cycle Model on the Multiplication Achievement of 4th Graders
Author: Özenc, Mehmet
Date: 2020-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Technology Integration,Web 2.0 Technologies,Mathematics Achievement,Grade 4,Elementary School Students,Elementary School Mathematics,Student Attitudes,Children,Teaching Methods,Foreign Countries,Learning Processes

This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.
A Study on the Identification of Latent Classes Using Mixture Item Response Theory Models: TIMSS 2015 Case
Author: Saatçioglu, Fatima Münevver
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Item Response Theory,Achievement Tests,International Assessment,Science Tests,Science Achievement,Multiple Choice Tests,Secondary School Students,Grade 8,Test Items,Difficulty Level,Test Validity

This study examined the existence of latent classes in TIMSS 2015 data from three countries, Singapure, Turkey and South Africa, were analyzed using Mixture Item Response Theory (MixIRT) models (Rasch, 1PL, 2PL and 3PL) on 18 multiple-choice items in the science subtest. Based on the findings, it was concluded that the data obtained from TIMSS 2015 8th grade science subtest have a heterogeneous structure consisting of two latent classes. When the item difficulty parameters in two classes were examined for Singapore, it was determined that the items were considerably easy for the students in Class 1 and the items were easy for the students in Class 2. When the item difficulty parameters in two classes were examined for Turkey, it was found that the items were easy for the students in Class 1 and the items were difficult for the students in Class 2. When the item difficulty parameters in two classes were examined for South Africa, it was ascertained that the items were a bit easy for the students in Class 1 and the items were considerably difficult for the students in Class 2. The findings were discussed in the context of the assumption of parameter invariance and test validity.
Analysis of the Representations in Turkish Middle School Science Textbooks from 2002 to 2017
Author: Akcay, Hakan
Date: 2020-12-00
Type: Journal Articles
Subjects: Science Education,Textbooks,Textbook Evaluation,Foreign Countries,Visual Aids,Content Analysis,Layout (Publications),Gender Differences,Differences,Grade 6,Grade 7,Grade 8

Textbooks are one of the primary sources for students to obtain knowledge, so they should present accurate knowledge through textual and visual representations. The goal of the current study is to examine the representations in middle school science textbooks based on the diagram coding scheme to find out a general picture of how representations used in the science textbooks over the fifteen years. The sample consists of 6247 representations from twelve middle school science textbooks (four each of sixth, seventh, and eighth grades) from 2002 to 2017. Content analysis was used to analyze the representations in textbooks, which were gathered by document analysis. The representations were evaluated concerning the combination of two main diagram coding schemes. Findings showed that iconic representations are prevalent in middle school science textbooks. There are limited charts, graphs and augmented reality representations in the science textbooks. Furthermore, there are more male representations than female ones, representations are mostly indexed in the main texts, and captions are mainly problematic in middle school science textbooks. The findings based on the two diagrams coding scheme are mainly coherent with each other. Science textbooks should encourage students to interpret and translate between different representations to enable them accurate knowledge.
Effects of Task Repetition on Saudi EFL Learners&apos; Reading Comprehension
Author: Alshenqeeti, Hamza
Date: 2020-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Skills,Task Analysis,Teaching Methods,Speech Communication,Language Processing,Correlation,Reading Comprehension,Foreign Countries,Short Term Memory,Comparative Analysis,College Students

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants' reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners' language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.
A Cognitive-Semantic Analysis of Preposition &quot;on&quot;: An Experimental Study at University of Baghdad
Author: Nasser, Sura Muttlak
Date: 2020-09-00
Type: Journal Articles
Subjects: Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Universities,Language Tests,Language Usage,Grammar,Departments,Single Sex Colleges,Females,Foreign Countries,Undergraduate Students,Error Analysis (Language),Pretests Posttests

This study is descriptive quantitative research by using a test to collect the data needed. Iraqi English as a foreign language (EFL) students face difficulties in differentiating between using prepositions correctly. This study has been performed in the Department of English at College of Education for Women, University of Baghdad, to diagnosis the difficulties of English prepositions that face Iraqi first-year students at the University since multi-uses and meanings of prepositions. For Iraqi EFL students, prepositions regarded as a problematic criterion. This study aims at examining the problems that EFL students commit mistakes in using English prepositions of place &quot;on.&quot; It also highlights the causes of those problems. Correct handling proposition is not because most of them have different functions straightforward, and different prepositions have the same uses. For this reason, the researcher adopted pre and post-tests to evaluate the output of the means of the students' results. The researcher used SPSS to analyze data.
Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective
Author: AlHarbi, Mohammed S.
Date: 2020-09-00
Type: Journal Articles
Subjects: Self Control,Professional Identity,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Emotional Response,Language Teachers,Foreign Countries,Emotional Intelligence,Goal Orientation

Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers' beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: &quot;How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions?&quot; Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers' emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.
How Does Mind Processes Information and Represents Knowledge: An Empirical Study
Author: Jena, Ananta Kumar
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Software,Cognitive Processes,Brain,Brain Hemisphere Functions,Knowledge Representation,Information Processing,Elementary School Students,Foreign Countries,Cognitive Measurement,Scores

The study aimed to know how does mind-map software assess the representation of learners' knowledge and how brain tester software assess the performance of left, right, auditory, and visual lobes of the brain to represent information. It also aimed to study the differential effectiveness of audio, visual, and audio-visual information to represent knowledge. Mind map tool used to know the students' knowledge representation in science, and for that purpose, different audio, visual, and audio-visual tools used to know how learners process cognitive information; those were experienced in the study. There was no hypothesis to draw inferences but three working hypotheses or the research questions framed to find out the result. Every individual has an independent information processor in left, right, auditory, and visual lobe of brain to represent information. It was also resulted that audio-visual information was more effective to process and represent knowledge than audio and visual information.