ethanporcaro/eric-fulltext-meta huggingface dataset:
Dominant Language Competences in the Contemporary Teaching of History as a Prerequisite for a Successful Teaching Process
Author: Brkovic, Vjera
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Language Skills,Teacher Characteristics,Licensing Examinations (Professions),Essays,Elementary School Teachers,Secondary School Teachers,Error Patterns

Contemporary theories and approaches to teaching greatly emphasize the importance of students in the teaching and learning process. While it is unquestionable that students should be at the heart of the teaching and learning process, this paper seeks to emphasize the importance of the overall quality of teacher proficiency with an emphasis on language proficiency. In order for communication between students and teachers to flow smoothly, it is extremely important for teachers to be linguistically educated and linguistically competent to handle their work. Teachers in Croatian schools obtain the final certification of their qualifications by passing a professional qualification examination, which, among other things, examines their ability to communicate in a standard language. The aim of this paper is to determine the extent to which teachers have mastered the standard language norm on the basis of a linguistic analysis of the content of the essays written by the candidates in the professional qualification examination. For the purpose of our work, we have chosen history teachers, since in our daily work with history students we have noticed numerous difficulties in their written expression, from spelling through grammar to lexical and stylistic imperfections. Based on the obtained results, we found that history teachers did not sufficiently master the norms of standard language during their studies, and that they made numerous linguistic errors in their essay entries, in all normative levels, which indicates a mandatory need to implement language courses in all history studies.
SEMing EFL Teachers&apos; Management Strategies and Coping Styles in Relation to Learners&apos; Ultimate Achievement
Author: Kalantarypour, Mahsa
Date: 2021-01-00
Type: Journal Articles
Subjects: Coping,Second Language Learning,Second Language Instruction,Classroom Techniques,Structural Equation Models,Academic Achievement,Correlation,English (Second Language),Language Teachers,Attribution Theory,Measures (Individuals),Problem Solving,Teacher Effectiveness,Foreign Countries,Likert Scales

The capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom management (CM). Additionally, the degree of relationship among the three variables (CP and CM and learners' achievement), and the path of relationship is not known yet. The present study was, thus, an attempt to identify the classroom management practices and coping styles (CS) of 152 Iranian EFL instructors and the causal relationship between the two regarding 375 EFL learners' ultimate achievement. To this end, Classroom Management Techniques Scale and Coping Styles Scale (Lewis, 2001) were administered to teacher-participants. Results indicated that teachers reported use of positive strategies of involvement and recognition; and social problem solving and relaxation compared to the rather negative categories of classroom management and coping styles. In addition, the results of structural equation modeling highlighted the positive effect upon the learners' end of year (2016-2017) language achievement of classroom management and coping styles. However, coping styles did not mediate the relationship between teachers' classroom management and the learners' ultimate achievement. Findings are discussed in relation to effective teacher classroom management leading to learners' better academic performance and their prospective consequences for future research.
Students&apos; Perceptions of the Most and the Least Motivating Teaching Strategies in ESP Classes
Author: Mauludin, Lutfi Ashar
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Attitudes,English for Special Purposes,Second Language Learning,Second Language Instruction,Student Motivation,Teaching Methods,State Universities,College Students,Foreign Countries,Learning Strategies

Numerous studies have examined the significance of motivation in learning English as a Foreign Language. However, only a few studies have focused on English for Specific Purposes settings. The current study examined the students' perception of motivating teaching strategies in ESP classrooms. One hundred and sixty-three ESP students from a public university in Indonesia participated in the study. They completed a questionnaire which reflected their perceptions on the most and the least motivational teaching strategies. Statistical Package for the Social Sciences (SPSS) version 21 was used to analyze the data. The results show that ESP students preferred teaching practices that provided them with a comfortable and enjoyable environment as the most motivating ones. On the other hand, they perceived teaching strategies that were related to activities and assignments as the least motivational ones. The results of the study provide guidelines that may help the teachers to employ appropriate strategies that can motivate students in ESP classes.
Teacher Autonomy and Supervisor Authority: Power Dynamics in Language Teacher Supervision in Iran
Author: Agheshteh, Hessam
Date: 2021-01-00
Type: Journal Articles
Subjects: Power Structure,Language Teachers,Factor Analysis,Professional Autonomy,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Constructivism (Learning),Teacher Supervision,Feedback (Response),Supervisor Supervisee Relationship,Teacher Attitudes,Supervisors

The power imbalance inherent in supervision can seriously challenge language teachers' autonomy leading to resistance, anxiety, frustration and even anger. This study explored the possible uses or abuses of power when teacher supervisors exercise their authority to fulfill their responsibilities. The study drew on Foucault's (1991) conception of power, and Vygotsky's (1978) social constructivism. Using mixed-methods design, the researchers interviewed both EFL teachers, and supervisors, and examined some post-observation feedback conferences. A questionnaire was also administered to survey teachers' and supervisors' conception of power dynamics in the language teacher supervision profession. Factor analysis of the data resulted in the extraction of two factors including &quot;directiveness&quot; and &quot;uniformity promotion&quot;. Independent samples t-test did not indicate a significant difference between the teachers' and supervisors' perceptions of power. Analysis of the interviews and post-observation feedback conferences confirmed the findings indicating that supervisors mostly used classic prescriptive approaches to supervision in which teachers have little power. Supervisors mostly resorted to their position power and reward power seldom using their expert power which seems to have led to resistance on the part of the teachers. Finally, the paper provides a framework emerging from the qualitative data that presents some strategies to effectively manage the power imbalance in language teacher supervision profession.
The Causes of Burnout among Iranian EFL Academics: A Case Study
Author: Salahshour, Farzad
Date: 2021-01-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Burnout,Language Teachers,Stress Variables,Work Environment,Interpersonal Relationship,Negative Attitudes,Student Motivation,Organizational Culture,Teacher Administrator Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries

Workplace stress among employees has been known to impede work efficacy, a phenomenon usually referred to as burnout. Recently, there has been a growing research on this issue in educational contexts, particularly at pre-tertiary levels, giving rise to a need to do this kind of investigation at higher education level as well. As a response to this need, the present paper is a report of a case study aimed at examining the causes of burnout experienced by two Iranian EFL academics. The results of the thematic analysis of the interviews with the participants indicated five main conceptual categories associated with the subjects' burnout experiences: Institutional demands, interpersonal problems, discordant outlooks, lack of student motivation, and lack of institutional supports. The discussion on each of these categories shed light on how these categories may contribute, in varying degrees of course, to the burnout among academics.
How Peruvian Secondary Students View Scientists and Their Works: Ready, Set, and Draw!
Author: Chionas, Georgios
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Tests,Personality Measures,Projective Measures,Freehand Drawing,Scientists,Student Attitudes,High School Students,Career Choice,Check Lists,Stereotypes,Gender Differences,Cross Cultural Studies

The investigation of students' images of scientists and their work is of interest to researchers due to the widely held belief that the students' perceptions are important preliminary indications for the future academic and professional choices. This study explored the images of 218 Peruvian high school students about scientists and their work (convenience sampling). Specifically, 'Draw-A- Scientist Test' (DAST) was administered, while the analysis framework included an enriched version of 'Draw-A-Scientist Test-Checklist' (DAST-C). Several descriptive and inferential analyses were performed in order to address the research questions. The results showed that Peruvian students hold common images of the scientists. The majority of the students depicted scientists as men, working indoors, wearing lab coats, surrounded by research symbols and involved in chemistry. In addition, the results showed, to a significant degree, that girls more frequently draw symbols of knowledge than boys. On the other hand, boys drew, on average, more stereotypical images than girls regarding the alternative stereotypical image subscale for scientists. No statistically significant gender differences were found in the remaining indicators and scales. Finally, it is noteworthy that Peruvian students' drawings included, on average, less stereotypical indicators than students of similar age from South Korea, Turkey, the United States of America, India, Greece, Bolivia, and Colombia.
Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning
Author: Bahri, Arsad
Date: 2021-01-00
Type: Journal Articles
Subjects: Blended Learning,Learning Strategies,Problem Based Learning,Science Education,Lesson Plans,Student Evaluation,Electronic Learning,Animals,Physiology,College Science,College Students,Foreign Countries,Validity

Technological, Pedagogical, and Content Knowledge (TPACK) is a teaching framework to integrate technology in teaching. Integrating technology into the curriculum becomes an inseparable part of the best teaching practice. This study aims to produce learning tools on blended learning integrated with the PBLRQA strategy in the form of the lesson plan, evaluation sheets, and moodle-based e-learning media that are valid, practical, and effective in Animal Physiology courses. PBLRQA is an innovative learning strategy integrated between Problem-based Learning (PBL) with reading questioning answering (RQA). This study was Research and Development (R &amp; D) using ADDIE development models (analyze, design, development, implementation, and evaluation). The validity of the product was measured using an expert validation sheet, the practicality of the product was measured using a lecturer and student response questionnaire, and the effectiveness of the product was measured using a student learning independence questionnaire. Based on the results of the study it could be concluded that the lesson plan, evaluation sheets, and moodle-based e-learning were valid, practical and effective in increasing the self-regulated learning of students. It proved that the lesson plan, evaluation sheets, and moodle-based e-learning media that integrate PBLRQA strategies are appropriate to use.
Middle School Mathematics Classrooms Practice Based on 5E Instructional Model
Author: Turan, Serife
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Middle School Students,Learner Engagement,Student Participation,Video Technology,Teaching Methods,Barriers,Models,Constructivism (Learning),Inquiry,Program Effectiveness,Discovery Learning,Mathematics Achievement,Student Attitudes,Mathematical Logic,Thinking Skills

The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty's teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.
A Review of Kosovo&apos;s 2015 PISA Results: Analysing the Impact of Teacher Characteristics in Student Achievement
Author: Grajcevci, Albulene
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Teacher Characteristics,Academic Achievement,Teacher Effectiveness,Teacher Supply and Demand,Faculty Development,Inservice Teacher Education,Teaching Styles,Teaching Methods,Secondary School Teachers

In light of existing research evidence student achievement is considered to be determined to a great extent by the characteristics of teachers. With this in mind, teacher characteristics have become an important variable not only in understanding PISA scores but also in drafting new education policies. By analysing PISA results and the data from additional inventories, this paper argues that the data on teacher characteristics is inconclusive and in contrast to what literature suggests; practices and techniques that enhance student achievement in other countries are the ones that result in decreased student performance in Kosovo. Importantly, PISA was the only beginning and its findings demand additional research in order to understand how teachers are practicing, what techniques they are using and what the level of their content knowledge is. Once a better understanding of trends and developments in education institutions is gained, government structures can consider a number of practices that have yielded results for other countries. In conclusion, in light of existing results, drafting new policies without conducting extensive research on teacher characteristics in Kosovo is likely to result in failure.
Assessment of the Model of Formation of Professional Competence in the Learning Process of Medical Physics
Author: Aigul, Mintassova
Date: 2021-01-00
Type: Journal Articles
Subjects: Medicine,Physics,Job Training,Job Skills,Models,Competence,Medical Students,Foreign Countries,Undergraduate Students,Allied Health Occupations Education,Knowledge Level

In modern pedagogical theory and in the practice of training future medical specialists, there is a contradiction between the need to develop a qualitatively new methodological system for teaching medical physics bachelors and insufficient the development of scientific and methodological support for the process of mastering the course of medical physics. The purpose of the study is to develop a model for the formation of professional competence of future medical specialists in the process of teaching medical physics and its testing. To achieve the goal of the study, we applied such methods of theoretical research as analysis and synthesis of scientific and pedagogical, methodical literature, modeling the methodological training system in medical physics, conducting a pedagogical experiment, analysis and processing of the results of the experiment. The article presents a model of the methodological system and the results of checking the effectiveness of the model, the content of the didactic conditions, the corresponding training technology. [Note: The attached content shows an incorrect citation. This article was published in v14 n1 Jan 2021.]
Causative Correlation of Teacher&apos;s Motivation and Discipline in Banyumanik, Semarang City
Author: Afandi, Muhamad
Date: 2021-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Motivation,Foreign Countries,Gender Differences,Correlation,Teaching Experience,Teacher Characteristics,Teacher Behavior

The interaction between elementary school teacher's motivation and discipline in Indonesia has not been mapped well. This study aimed to identify patterns of motivation and discipline relationships using causality structural approaches to obtain more comprehensive understanding. This study was used an observational and quantitative descriptive method. A total of 162 elementary school teachers in Semarang City were involved as respondents, randomly. Teacher motivation and discipline were observed then analyzed using structural equation modelling (SEM) performed by LISREL software packages and SPSS. Teacher assessment results were grouped based on gender and work experience. The discipline was significantly positively correlated with motivation. The pattern of relationships between latent variables (motivation and discipline) showed a significant amount of good lead correlation. The value of R[superscript 2] between them reaches 0.80 indicating that the two variables affect each other higher enough. Furthermore, findings related to teacher motivation and discipline does not have differences between groups and gender, that means motivation and discipline both in gender and all work experiences were as equal as high performance. This research found that motivation is a strong driving factor to make teacher more discipline. The discipline itself pop up by high achievement or appreciation. The discipline also makes teachers get more positive achievement that may motivating them.
Classroom Management Skills among Kindergarten Teachers as Related to Emotional Intelligence and Self-Efficacy
Author: Agbaria, Qutaiba
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Kindergarten,Preschool Teachers,Emotional Intelligence,Self Efficacy,Arabs,Correlation,Teacher Effectiveness

The purpose of the current study was to examine emotional intelligence and self-efficacy as predictors of classroom management skills among Arab kindergarten teachers in Israel. The study was conducted using quantitative methods. The data was collected from 337 kindergarten teachers (of students aged 3-6) who were selected using a convenience sample. Three questionnaires were used with the teachers. The findings indicated positive correlations between emotional intelligence and self-efficacy with classroom management skills (r=0.65, p&lt;0.01) and self-efficacy with classroom management skills (r=0.59, p&lt;0.01) among Arab kindergarten teachers in Israel. The main contribution of the present study is its approach in examining the relationship of emotional intelligence and self-efficacy to the classroom management skills of teachers, specifically within the context of early childhood in Arab society in Israel, besides too the importance of teachers' self-resources in the prediction of classroom management skills.
Components of Chinese Language Teacher&apos;s Functional Competencies: A Confirmatory Factor Analysis
Author: Siewseng, Yaowatida
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Chinese,Language Teachers,Teacher Competencies,Curriculum,Curriculum Development,Classroom Environment,Psychology,Professionalism,Communication Skills,Knowledge Level,Cultural Awareness,Cultural Pluralism,Educational Technology,Technology Uses in Education

This quantitative study was aimed at factor analysis of Chinese language teacher's functional competencies in Thai schools of Basic Education. The samples were collected with stratified random sampling technique, totaling 500 Chinese language teachers in schools of the Basic Education Commission, Ministry of Education in Thailand. The research instrument was the questionnaire with its reliability value of 0.96. The statistical analysis consisted of Confirmatory Factor Analysis (CFA), means (M), and standard deviation (S.D.). The data for analysis were the seven components of Chinese language teacher's functional competencies including: (1) Chinese Curriculum and Curriculum Development; (2) Creation of a Conducive Classroom Environment; (3) Psychology of Learning; (4) Development of Teacher Professionalism; (5) Communication Skills and Knowledge; (6) Understanding of Multiculturalism; and (7) ICT for Instructional Media Production. The findings presented that the components of Chinese language teacher's functional competencies correspond significantly with empirical data by a CFA (X[superscript 2]-test=0.81, X[superscript 2] /df= 0.12, RMR=0.00, GFI=1.00, AGFI=0.99, RMSEA=0.00). [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for v14 n1 is 2021.]
Corpus Pragmatics and Multimodality: Compiling an Ad-Hoc Multimodal Corpus for EFL Pragmatics Teaching
Author: Peñarroja, Manuel Rodríguez
Date: 2021-01-00
Type: Journal Articles
Subjects: Pragmatics,Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Television,Programming (Broadcast),Teaching Methods,Communicative Competence (Languages),Material Development,Speech Acts,Visual Aids,Rating Scales,Guidelines,Language Proficiency,Foreign Countries

The teaching and acquisition of foreign language pragmatics as a part of the communicative competence paradigm has been reported as essential since the deviation from the Chomskian competence-based model to a more performative one in the '80s. Despite this change, only a few course books include or are designed on a teaching pragmatics basis. As an alternative, adapting and supplementing already existing course books with pragmatic content is the current trend. This paper takes a new look at materials design by merging pragmatics, corpus linguistics, and multimodality. The aim of this study is twofold: first, a specialized multimodal ad-hoc corpus was compiled in order to apply corpus pragmatics methodologies and search for multiple speech acts. Second, the development of an instructional model for the teaching of pragmatics in the English as a foreign language classroom is described. Thus, a specialised multimodal corpus from two TV series was compiled and edited using subtitles transcripts and the software Notepad++. Then, a quantitative and qualitative data analysis was performed through the use of AntConc freeware Clusters/n-grams and Concordance Plot tools. Results revealed the presence of multiple speech acts' direct, indirect and conventionalised realizations that allowed for the design of a teaching proposal that tackles both sociopragmatic and pragmalinguistic aspects.