ethanporcaro/eric-fulltext-meta huggingface dataset:
A Gyopo English Teacher&apos;s Professional Identity in an EFL Context
Author: Lee, Jung Won
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Ethnic Groups,Foreign Countries,Professional Identity,English (Second Language),Second Language Instruction,College Faculty,Personal Narratives,Teacher Attitudes

There is a growing research interest in language teachers' professional identity. Nevertheless, unlike studies involving the identity of native and non-native Englishspeaking teachers, few studies analyzed Gyopo English teachers' identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.
The Role of Achievement Standards in 2022 National English Curriculum
Author: Lee, Byeong-Cheon
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Standards,Academic Achievement,National Curriculum,Role,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Negative Attitudes,Foreign Countries,Modern Language Curriculum,English (Second Language),Second Language Learning

This study investigates some of the implications for developing Achievement Standards (ASs) in 2022 national English curriculum by analyzing the perception of elementary and middle school teachers on the role of ASs in the 2015 national English curriculum. The major research areas were categorized into clarity, practical usability, and AS level and amount in the national English curriculum. Based on a survey of both descriptive and inferential statistics, the results of the current study demonstrated group differences in specific subtopic questions. Teachers did not have positive perceptions regarding practical application and clarity, while they exhibited positive perceptions regarding the level and the amount of ASs. The survey also suggested alternative ways to improve clarity and practical application of ASs by strengthening the linkage between elements in the curriculum such as assessment methods and instructions and supplementary comments of Ass beyond clear presentation of the ASs.
Effects of E-Books and Printed Books on EFL Learners&apos; Reading Comprehension and Grammatical Knowledge
Author: Park, Jihyeon
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,English (Second Language),Second Language Learning,Reading Comprehension,Grammar,Knowledge Level,Handheld Devices,Elementary School Students,Foreign Countries,Instructional Effectiveness

In today's digital era, tablets are gaining popularity as reading devices. However, few studies have compared reading e-books on tablets with reading printed books and regular classroom instruction for language learning. To evaluate the role of tablets in reading and analyze the possibilities, the current study examined 97 elementary school students learning English as a foreign language in South Korea. These students were taught English once or twice a week for 11 weeks based on extensive reading using tablets (n = 42), printed books (n = 32), or regular textbook-based instruction as control (n = 23). The results indicate that literal level reading comprehension was improved the largest in the tablet group compared with the other groups. By contrast, improvements in inferential reading comprehension and grammatical knowledge were greater in those reading printed books than in the tablet group. The findings suggest that the print medium was superior for deep reading and digital texts were better for quick and shallow learning.
Claims of Entitlements in Elementary EFL Co-Teaching
Author: Lee, Josephine Mijin
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,English (Second Language),Second Language Instruction,Team Teaching,Teacher Attitudes,Grade 2,Foreign Countries,Video Technology,Power Structure,Interprofessional Relationship,Teacher Characteristics,Classroom Techniques

This study examined teachers' claims of entitlement in collaborative teaching sequences where the non-leading teacher enters into the domain of another teacher's ongoing instructional business. The data involves video recordings of second-grade elementary Korean and American teachers co-teaching math and science lessons. The analysis reveals that directives were prevalent in teacher-teacher communication, and unilaterally involved the Korean teacher making corrective remarks of American teacher's instructions or entering to take control of classroom management. The directives were also formulated as declarative interrogatives, proposals, and imperatives, which implied the Korean teacher's high entitlement. Also when the Korean teacher's directive was not met with immediate compliance, it escalated into a more demanding imperative. These findings reveal the differential institutional status and power balance between the two teachers and demonstrate the analytical gains of applying conversation analysis to coteaching interactional data. Potential implications for teacher training are discussed in light of collegiality and complementary collaborative teaching.
&apos;Butter Balla Here!&apos;: The Functions of Humor in Primary English Classrooms in Korea
Author: Kim, Sol
Date: 2021-00-00
Type: Journal Articles
Subjects: Humor,Elementary School Students,English (Second Language),Foreign Countries,Second Language Instruction,Anxiety,Teacher Student Relationship,Peer Relationship,Student Behavior,Psychological Patterns

The use of humor has been a controversial research topic in language classrooms. Humor is pervasive; however, the functions of humor in primary English-as-a-foreign-language (EFL) classrooms is under-investigated. To analyze the distinct features of humor, this study explores the specific functions of humor in primary English teaching classrooms in South Korea. The data set included thirty 40-minute English lessons videotaped in 2019 and semi-structured interviews with three teachers. Data were analyzed by identifying humor sequences, transcribing these classroom sessions and interviews, coding recurrent themes, and sorting representative excerpts. As a result, psychological, social, and behavioral functions of humor were conceptualized. The findings showed that humor (i) mitigated learners' anxiety and aroused interest in language learning, (ii) reinforced constructive teacher-learner relationships and enabled camaraderie between learners, and (iii) regulated student behavior or rationalized learners' listening incomprehension. Pedagogical implications are also discussed regarding ways to use and respond to humor in language classrooms.
Developing L2 Identity through the &quot;Perezhivanie&quot; of Learning: A Case Study of Two Students in Jeju Island
Author: Huh, Myung-Hye
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,High School Students,Identification (Psychology),Emotional Response,Foreign Countries,Social Environment,Social Bias,Two Year College Students,Females,Vocational Schools,Social Status,Self Concept,Barriers

In this study, using the concept of &quot;perezhivanie&quot; as an analytical tool, we were trying out new ways to investigate L2 identity taking the peripheral educational context into account. We examined how two graduates from non-academic high schools perceived their peripheral school situation through their &quot;perezhivanie,&quot; and described how this situation affected the individual trajectories of L2 identity development as well. When two students immersed themselves in marginalized classroom contexts, they have experienced academic stigma in the context of classroom community. Moreover, they all experienced emotional conflicts related to English learning. Besides, they struggled over deficit remedial L2 identity, entailing identity tensions. As they attempted to reconcile the contradictions between themselves and their circumstances, their &quot;perezhivanie&quot; made their social situation of development differently. Depending on how the contradiction was being emotionally experienced through the prism of each student's &quot;perezhivanie,&quot; the same contradiction had different meanings, led to different reactions, and had differing impacts on their L2 identity.
A Comparative Analysis of Reading Self-Efficacy of Turkology Students
Author: Çangal, Önder
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Second Language Instruction,History Instruction,Literature,Self Efficacy,Gender Differences,Academic Achievement,Reading Comprehension,Foreign Countries,Language Proficiency,Measures (Individuals),Scores,Student Attitudes,Undergraduate Students,Comparative Analysis,Language Tests

The Turkology Departments in countries other than Turkey fulfill two functions. First, they aim to equip their students with sufficient Turkish language proficiency. Second, they offer students a university degree from the Language, History and Literature program. Therefore, regarding the students who are studying in these departments, their competence in Turkish language skills on an academic level is significant. Thus, the aim of this study is to determine the reading skills self-efficacy of Turkology students studying in Bosnia and Herzegovina and Algeria. The study explored if the students' reading self-efficacy changed in line with any of the variables of country origin, gender, and student achievement level. The research data were collected by adopting the &quot;Reading self-efficacy scale of those who learn Turkish as a foreign language&quot; prepared by Güngör and Kan (2020), and the data obtained was analyzed using IBM SPSS Statistics 25.0 package program. According to the results of the study, it was seen that the reading self-efficacy of Bosnia and Herzegovinian students was higher than the Algerians. Additionally, it was found out that as the achievement scores and language proficiency levels of the students increased their reading self-efficacy scores also increased. Next, the self-efficacy scores of the graduate students were found to be higher than those of the undergraduate students. In addition, there was no significant difference between the self-efficacy level of the students participating in the study according to their gender. Finally, based on the findings, suggestions were given to increase the reading self-efficacy of the students at the end of the study. [Citation for this article is incorrect on the PDF. This article was published in v4 n3 2021.]
Examining Experiences of Parents about Distance Education during the Epidemic Process
Author: Demir, Fehmi
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Participation,Parent Student Relationship,Elementary School Students,Children,Distance Education,Electronic Learning,Internet,Barriers,Educational Environment,Family Environment,Instructional Effectiveness,COVID-19,Pandemics,Foreign Countries

This research aims to examine parents' experience in distance education during the epidemic process. The research is designed as a case study from qualitative research patterns. A semi-structured interview technique as a data collection tool has been used for the study. The data obtained have been analyzed by descriptive and content analysis methods. Typical case sampling method has been used in the study. The study group consist of 48 parents of three different primary schools. According to the results of the research, parents carried out educational activities such as preparing, supporting students, monitoring and conducting activities during the epidemic process. Parents have carried out the educational activities in the epidemic process by providing and participating in the environment for students and contributing to them. Parents evaluate educational activities in the epidemic process in three different ways, which are satisfactory, inadequate and limited. Parents have encountered problems with infrastructure, participation, planning and EIN platform in distance education activities during the epidemic process. It is seen that the proposals for distance education activities in the epidemic process are related to the infrastructure of the EIN platform, preparation for the process, planning the process, the implementation of the content and activities used in education.
Experiences of Primary School with Students with Reading and Writing Difficulties
Author: Akyol, Hayati
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Reading Difficulties,Writing Difficulties,Elementary School Teachers,Teacher Attitudes,Educational Diagnosis,Inclusion,Teaching Methods,Teacher Education,Educational Environment,Barriers,Foreign Countries

This study aims to examine in-depth the practices and the problems of primary school teachers in identifying and eliminating reading and writing difficulties. The current study employed phenomenology method, one of the qualitative research designs and the data of the study were collected through observation and interview techniques. Criterion sampling, one of the purposeful sampling methods was utilized in determining study group. Six primary school teachers were selected in accordance with the determined criteria to collect the interview data. To collect observation data, 3 primary schools were selected and a total of 16 hours of observation was made. According to the findings, most of the teachers did not receive education about identifying students with reading and writing difficulties, conducting studies with these students, and preparing materials, activities, and etc. suitable for them. Moreover, primary school teachers expressed that although there were some disadvantages of inclusive education, students with reading and writing difficulties should continue their education in inclusive classes. However, the necessity of providing supplementary support to these students in addition to inclusive education was frequently emphasized. When the practices of primary school teachers with students having reading and writing difficulty were examined, it was observed that they generally used letter/syllable trinkets, gamification, letter cards, individual syllable work, memorization assignments, dictation work, story reading, drama and colored syllables. On the other hand, it was determined that methods, techniques or strategies that stated to be effective in the literature were either used very little or not at all in classrooms.
Assessing Subjective University Success with the Subjective Academic Achievement Scale (SAAS)
Author: Stadler, Matthias
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Test Validity,Test Reliability,Psychometrics,Grade Point Average,Foreign Countries,Cognitive Ability

University achievement is a highly relevant educational outcome with implications for students' academic and professional futures. As the majority of students that drop out of university do so due to subjective reasons in contrast to a lack of capability to handle the workload, a measure of subjective university achievement (complementing grade point average) is helpful to enhance educational research on causes, correlates, and consequences of university success. This study aims to introduce a short scale for assessing subjective academic achievement -- the SAAS -- and provide first results on its psychometric properties. Based on two independent samples of university students, the internal consistency, factorial validity, and construct validity of the SAAS are corroborated, suggesting the measure's administration in educational research on university success and related issues. [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number for this article is 3.]
Teachers&apos; Attitudes to Use of Advanced Technological Tools as Teaching and Learning Aids: From an Inter-Generational Perspective
Author: Davidovitch, Nitza
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Generational Differences,Foreign Countries,Age Differences,Technology Integration

This study examines the perceptions and attitudes of teachers towards tablets as pedagogical aids from an intergenerational perspective. It is based on sociological theories and definitions that emphasize the disparities and the uniqueness of each &quot;generation&quot; as well as customary teaching and learning methods. The study compares teachers from Generation Y and Generation X and it was carried out about one year from the beginning of the COVID-19 pandemic, when all teachers regardless of &quot;generation&quot; were required to teach digitally. We focused on a common digital tool, the tablet, which enables diverse learning methods. A questionnaire was administered to teachers in the Israeli educational system (N = 154). The research findings showed that teachers from Generation Y (aged 26-42) have more positive general attitudes towards the use of tablets as an integral part of the study program and identify more advantages and less disadvantages than their Generation X colleagues (ages 43-65). The current research findings were compatible with research findings regarding the general attitudes of teachers towards innovative technologies and their integration in study programs in educational systems worldwide. The practical meaning of the study is that it is important to continue leading programs for integrating advanced technological appliances, and not only tablets, in the curriculum, as the generation of teachers who will be responsible for educating the younger generations and for leading these programs in particular is from the age group that has the most positive attitudes towards the subject.
Exploring the Relationship between Socioemotional Skills and Decision-Making Styles in Health Students
Author: Silva, Cândida G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Interpersonal Competence,Emotional Intelligence,Decision Making,Health Sciences,Undergraduate Students,Interdisciplinary Approach,Teamwork,Cooperation,Empathy,Altruism,Time Management,Young Adults,Skill Development,Foreign Countries

Higher education in health study programs is particularly focused on the development of technical skills, despite there being a consensus on the importance of training students regarding socioemotional and life skills. The aim of this study was to characterize and explore correlations between socioemotional skills and decision-making styles in undergraduate health students. Undergraduate students (18-25 years old) were recruited at a School of Health Sciences in Portugal. Participants were characterized in terms of sociodemographic data, socioemotional skills (Study on Social and Emotional Skills questionnaire) and decision-making styles (Melbourne Decision Making questionnaire). Descriptive statistics and correlations between questionnaires´ subscales were calculated. Students presented higher scores in tolerance (34.8±3.4), cooperation (34.7±2.4), empathy (31.1±3.2), vigilance (16.0±1.9), and procrastination (9.9±2.1). Assertiveness presented negative correlations with buck-passing (&quot;rho&quot;=-0.43, p&lt;0.01) and procrastination (&quot;rho&quot;=-0.38, p&lt;0.01) and positive correlation with vigilance (&quot;rho&quot;=0.22, p=0.03). Students demonstrated higher values in empathy, cooperation, and tolerance skills, meaning they tend to be kind and care for others' well-being. Vigilance style is related to assertiveness characterizing hard working leaders able to pay attention to others' needs. Training that involves socioemotional skills might be crucial for the style of decision-making in future health professionals.
The Code-Switching Phenomenon during Oral Presentations among the Business Programme Students
Author: Subon, Frankie
Date: 2021-00-00
Type: Journal Articles
Subjects: Code Switching (Language),International Trade,Business Administration Education,Private Colleges,Language of Instruction,English (Second Language),Second Language Learning,Foreign Countries,Classroom Communication,Undergraduate Students,Language Usage,Oral Language,Speech Communication,Student Attitudes,Language Proficiency,Native Language

In Malaysia, English as a second language is used as a medium of instruction in most institutions of higher learning. Although it is compulsory to use English as a medium of instruction for all academic programmes, code-switching is still prevalent in the classroom for instance during an oral presentation. This phenomenon is also common among the students in the bachelor's degree in International Business (BIB) at a private university in Selangor, Malaysia that became the context of this study. Hence, this research aimed to explore the BIB students' perceptions on the utilisation of code-switching during oral presentations, and to identify the frequency of its usage in their speech. The participants of this study were 203 students from the Faculty of Business Management and Professional Studies (FBMP) of a private university in Selangor, Malaysia, who are currently doing their bachelor's degree in International Business. The research instrument employed was a questionnaire that was accessible through a google form link by all the 203 students. Descriptive statistics were run to analyse the data collected. The findings of this study revealed that the students perceived positively the use of code-switching during oral presentations. Majority of them agreed that they code-switched to overcome their lack of proficiency in English such as limited vocabulary, and to ease their oral presentations. Most of the students admitted they frequently code-switched during oral presentations. From these findings, important implications and recommendations for future research were elucidated.
Gender Discrepancies in Online English Learning in Vietnam amidst the COVID-19 Pandemic
Author: Van, Dao Thi Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Online Courses,Gender Differences,College Students,High School Students,Gender Bias,Equal Education,Student Attitudes,Barriers,Economic Factors,Costs,Technological Literacy,Access to Computers,Internet,Interaction,Academic Ability,Student Motivation

This study was conducted to investigate the impact of gender in learning English online in Vietnam under the impact of COVID-19 pandemic. 1118 students from nine universities and twelve high schools in the Mekong Delta joined in the research. The study indicated gender equality in online education by revealing few discrepancies in the two genders' perceptions about barriers to online learning, excepting for problems about technical skills, cost, and access to the Internet. The results of the mixed-method study which focuses more on quantitative approach also revealed the impacts of perceived barriers on their future online learning readiness through Discriminant Analysis and Chi-square Tests, in which gender had no impact on students' online learning decisions. Qualitative analysis also revealed the influences of economic conditions and regions as additional barriers in addition to the six factors being confirmed from Berge's framework (2005) including (1) Administrative issues, (2) Social interaction, (3) Academic skill, (4) Technical skills, (5) Learners' motivation, and (6) Cost and access to the Internet.