ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation and Aptitude: A Partial Validation of ECT-L2A
Author: Kim, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Prediction,Correlation,Grammar,Learning Motivation,Language Aptitude,Linguistic Theory,Interdisciplinary Approach,Learning Processes,Language Tests,Language Proficiency,Decision Making,Timed Tests,Linguistic Input,Aptitude Tests,Mathematical Models,Self Concept,College Students

Energy Conservation Theory of Second Language Acquisition (ECT-L2A) (Han, Bao, &amp; Wiita, 2017b), an interdisciplinary theory juxtaposing a physics perspective and an applied linguistics perspective, conceptualizes individuals' ultimate attainment as a function of dynamic transformation of endogenous and exogenous energies throughout the learning process. ECTL2A predicts, &quot;inter alia,&quot; (1) that beginning L2 learners should show stronger motivation than end-state learners, (2) that developing learners should show higher motivation than that of beginners, and (3) that beginning, developing, and end-state learners should exhibit similar profiles in aptitude. These predictions were tested with 56 ESL learners. Correlation analyses were conducted on learners' aptitude, motivation, years of study, and performance on a timed grammaticality judgment test. The results showed that: (1) with increase in proficiency and years of study, there was a decrease in motivation; (2) the effect of aptitude diminished as learners made progress towards the target language; (3) combined effect of aptitude and motivation correlated positively with the their L2 attainment, but its effects diminished as the proficiency level of the groups became more advanced.
Patterns of Uptake and Repair Following Recasts and Prompts in an EFL Context: Does Feedback Explicitness Play a Role?
Author: Shirani, Reza
Date: 2019-00-00
Type: Journal Articles
Subjects: Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Correlation,Audio Equipment,Metalinguistics,Language Teachers,Cues,Teaching Methods,Discourse Analysis,Language Proficiency,Foreign Countries,Teacher Student Relationship,Classroom Communication

This study sought to examine the effectiveness of two categories of feedback, namely recasts and prompts. Also, the study focused on the relationship between subsets of each feedback type and the extent to which they led to learner uptake and repair in an EFL context. Data were collected through non-participant observations of three intact upper-intermediate EFL classes where 36 hours of interactions among 59 students and three teachers were audiotaped, transcribed, and analyzed in terms of pre-specified coding systems that addressed four different subtypes of prompts -- clarification requests, repetitions, elicitations, and metalinguistic clues -- and two recast subtypes -- explicit and implicit recasts. Data analysis showed that among prompts, clarification requests led to the highest percentage of uptake whereas elicitations were associated with the highest repair percentage. As for recasts, more explicit ones led to higher percentages of uptake and repair. The results of the study may contribute to a more in-depth understanding of the patterns of uptake and repair in an EFL context. The study confirms the role of feedback explicitness in such a context.
The Impact of Studying Abroad on Students&apos; Intercultural Competence: An Interview Study
Author: Sobkowiak, Pawel
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Intercultural Communication,Student Development,Foreign Students,Transformative Learning,Attitude Change,Cultural Differences,Coping,College Students,Interpersonal Competence,Student Attitudes,English (Second Language),Public Colleges,Foreign Countries,Stereotypes,Culture Conflict,Self Concept

This paper presents qualitative research examining to what extent sojourns abroad engage their participants in intercultural interactions and whether or not such experience translates into students' intercultural growth. The results of the study demonstrated that studying abroad did not provide students with ample opportunities to immerse into the local community and fully discover a new cultural environment. However, students surrounded by local and their fellow international students met foreign cultures, which motivated them to explore and interpret the encountered diversity, and thus equipped them with knowledge about foreign cultures, sensitizing them to cultural diversity. Sometimes such contacts challenged students' preconceived judgments and stereotypes of specific cultural groups, their ways of thinking, valuing and acting, and resulted, to a lesser or greater extent, in rethinking these, leading to changing attitudes and values. International experiences also stimulated students to self-analyze their own cultural identity, and thereby contributed to their growth in self-awareness in this respect. By offering opportunities for experiencing cultural differences and prompting students to develop coping strategies and to make references to the home culture, the sojourn is thus of significant importance for tertiary students, allowing for fostering their intercultural development to a certain degree.
Factors Influencing Language Teacher Cognition: An Ecological Systems Study
Author: Mohammadabadi, Alireza Mohammadzadeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Educational Resources,Educational Facilities,Teacher Attitudes,Emotional Response,Job Satisfaction,Language Proficiency,Prior Learning,Teacher Collaboration,Collegiality,Self Efficacy,Teaching Experience,Evaluation Criteria,Curriculum,Government Role,Religion,Teacher Student Relationship,Educational Technology,Foreign Countries,English (Second Language),Second Language Instruction

Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers' LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers' mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers' prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers' self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government's attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
Language Learning in Repeated Storytellings: An Analysis of One Learner&apos;s Repair Practices
Author: Frantz, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Story Telling,Repetition,Discourse Analysis,Learning Processes,Class Activities,Language Research,Language Acquisition,Pronunciation

This paper uses conversation analysis (CA) to trace changes in one learner's repair practices during a repetitive storytelling activity in an intermediate-level ESL classroom. An analysis of the learner's phonological and grammatical repairs is guided by two questions: How are the repair sequences organized, and what changes occur in the sequences over time? By considering the impact of task repetition on a student's linguistic performance, this study highlights CA's analytical potential for examining learning processes during classroom activities on a highly detailed level. The findings contribute to the larger sociocultural reconceptualization of second language acquisition by demonstrating how learning occurs and is made visible during a student's interaction with her teacher and peers.
In-Class Expectations versus Realities: Chinese International ELLs&apos; Experiences in a Public University ESL Classroom
Author: Milojicic, Višnja
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Foreign Students,Expectation,Student Experience,Public Colleges,Foreign Countries,Asians,Instructional Effectiveness,Scaffolding (Teaching Technique),Learner Engagement,Undergraduate Students,Editing,Remedial Instruction,Males,Collaborative Writing,Peer Relationship,Feedback (Response),Small Group Instruction,Cognitive Style

The following is a qualitative study on Chinese international English language learners' (ELLs') experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic field methods to gauge information about an ESL teacher's and Chinese international ELLs' views about effective teaching in the public university ESL classroom. The author draws upon previous studies (McCargar, 1993; Peacock, 2001; Reid, 1987; Sawyer, 1995; Schulz, 1996) to explore whether there may be a mismatch between Chinese international ELLs' and the ESL teachers' expectations about effective teaching, and she further explores whether the existence of such a mismatch might be correlated with Chinese international ELLs' disengagement in this setting. The author discovers the presence of mismatch in 3 areas: (a) structure, (b) scaffolding, and (c) group work, all 3 of which have implications for Chinese international ELLs' (dis)engagement in the public university ESL context.
An Examination of Preservice Teachers&apos; 21st Century Learner and Teacher Skills Based on Different Variables
Author: Bakir, Siddik
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,21st Century Skills,Teacher Competencies,Public Colleges,Gender Differences,Departments,College Seniors,Predictor Variables

This study examined the levels of preservice teachers' 21st century learner and teacher skills and the relationship between these two types of skills in terms of different variables. This study was a correlational survey. The data were collected using three instruments: the &quot;21st Century Learner Skills Use Scale&quot; and the &quot;21st Century Teacher Skills Use Scale&quot; developed by Orhan (2016) and a &quot;Personal Information Form&quot; prepared by the researcher. The population of the study consisted of preservice teachers studying at a state university located in the Eastern Anatolia Region of Turkey in the spring semester of the academic year of 2018-2019. The sample consisted of 445 preservice teachers determined by using the simple random sampling method from among the departments determined based on the cluster sampling method. Based on the results of the study, the use of the learner and teacher skills of the preservice teachers differed significantly depending on different variables such as gender, grade level and department, and there was a positive significant correlation between their uses of learner and teacher skills. It is hoped that the study will contribute to preservice teachers and the literature in terms of teacher competencies and education.
Comparative Study on Attitudes of Students Studying in Different Types of High Schools towards Physical Education and Sports Lesson
Author: Dagdemir, Ridvan
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Physical Education,Athletics,Gender Differences,Age Differences,Institutional Characteristics,Mothers,Parent Background,Educational Attainment,Foreign Countries,Instructional Program Divisions,Fathers

The main purpose of this study was to examine attitudes of students studying in different types of high schools towards physical education and sports lesson in terms of various variables. In this research, comparative survey model has been adopted. Population of the research consisted of students studying in different types of high schools and different grades in Erzurum province in 2016-2017 and its sample group consisted of total 1560 high school students selected by using stratified random sampling. Personal information form and physical education lesson attitude scale developed by Demirhan and Altay were used in order to measure students' attitudes towards physical education and sports lesson. According to the findings, there are significant difference between participant students' gender, grade, school type, mother educational level variables and levels of their attitudes towards physical education lesson according to p&lt;0,05 significance level, but there is no significant difference according to father educational level and residence place variables. As a result, all students studying in different types of high schools in Erzurum have positive attitudes towards physical education and sports lesson. According to high school type, attitudes of Anatolian Imam Hatip High School students towards physical education and sports lesson are at the most positive attitude level when compared to other high school types.
Moving beyond Fidelity: Assessing Implementation of a Comprehensive Treatment Program for Adolescents with Autism Spectrum Disorder
Author: Steinbrenner, Jessica R.
Date: 2020-01-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,High School Students,Intervention,Program Implementation,Program Effectiveness,Training,Coaching (Performance),Professional Development,Planning,Student Centered Learning

Assessing implementation of comprehensive treatment programs is a multifaceted process that should extend beyond measuring solely treatment fidelity. The purpose of this article is to describe and demonstrate a thorough process for assessing implementation and receipt of a comprehensive treatment program for students with autism spectrum disorders in high schools. The Center on Secondary Education for Students With Autism Spectrum Disorders (CSESA) developed a profile and index approach to assess implementation of seven features related to the CSESA intervention process and content. In a cluster-randomized trial, the CSESA implementation profile captured information about diverse features of implementation, and this index successfully differentiated between intervention and control schools. A multifeatured implementation profile and index is an important step forward for examining and implementing comprehensive treatment programs in educational settings.
Factors Affecting Students&apos; Academic Performance in Financial Reporting Course Using Framework-Based Teaching Approach
Author: Azis, Norilmiah
Date: 2019-12-00
Type: Journal Articles
Subjects: Academic Achievement,College Students,Teacher Student Relationship,College Faculty,Interaction,Teacher Characteristics,Knowledge Base for Teaching,Performance,Accounting,Reports,Foreign Countries,Correlation

Students' performance (academic achievement) is fundamental in producing quality graduates. Many empirical studies are conducted to investigate factors affecting university students' performance. The focus of this study is to measure the relationship between students and lecturers' interaction, lecturers' characteristics and lecturers' knowledge and performance in financial reporting course using Framework-based Teaching Approach. The present study prefers a survey method. Questionnaires were used as instrument in this study and were distributed to students taking Advanced Financial Accounting and Reporting 1 (FAR610) during semester March-July 2017 at the Faculty of Accountancy, Universiti Teknologi MARA, Puncak Alam, Malaysia. Data were randomly selected and analyzed using Statistical Package for Social Science (SPSS). Based on response from 91 students, the results show that only lecturers' knowledge was positive and significantly related to financial reporting performance. The interaction of students and lecturers, and lecturers' characteristics do not relate to the students' performance in financial reporting course. The result will facilitate lecturers to understand and find new ways to be applied at the beginning of the course to improve students' performance.
Extent and Consequences of Faculty Members&apos; Workload Creep in Three Canadian Faculties of Education
Author: Kouritzin, Sandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Workload,Teacher Educators,Research Universities,Teacher Attitudes,Teacher Welfare,Physical Health,Mental Health,Productivity,Professional Identity,Anxiety,Stress Variables,Working Hours,Administrative Organization,Accountability,Neoliberalism,Professional Autonomy,Teaching Conditions

The literature suggests that the emergence of market metrics in the administration of major research universities has led to an increase in workload, here called workload creep, among faculty members in academia. Addressing the research question &quot;What is the evidence and impact of workload creep on faculty members in faculties of education in Canada?&quot; this article begins to address the lack of empirical evidence addressing the scope and consequences of Canadian faculty members' workload. To date, most research on the workload of Canadian higher education faculty is conceptual in nature, limited methodologically, or conflates data from multiple disciplinary areas. This research is different, focusing on faculties of education in three demographically similar U15 Group of Canadian Research Universities. Through analysis of qualitative in-depth interviews and comparison with research in different contexts, this article reports on the perceived personal and professional consequences of workload creep in terms of faculty members' mental health, physical health, and productivity. Workload creep undermines traditional notions of valued academic identities.
Mapping Sexual Orientation and Gender Identity (SOGI) Inclusion through Curriculum and Practice in a Canadian Teacher Education Program
Author: James, Kedrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Orientation,Sexual Identity,Inclusion,Curriculum,Teaching Methods,Teacher Education Programs,College Faculty,Preservice Teachers,Student Diversity,Teacher Competencies,LGBTQ People,Student Rights,College Environment,Course Content,Undergraduate Study,Student Attitudes,Self Efficacy,Teacher Attitudes

Through a faculty-wide program enhancement campaign implemented in a British Columbia university, we investigated sexual orientation and gender identity (SOGI) awareness and inclusion in a Canadian teacher education program. Comparing data from curriculum mapping of course outlines, close analysis of a departmental cross-section of 49 undergraduate syllabi, exit survey data, and 20 interviews with faculty and staff involved in the program, we observed how sustained conversation at all levels of program delivery is indispensable. Curriculum hours of formal SOGI-specific instruction were limited, yet most teacher candidates self-reported that they felt sufficiently prepared to support non-heteronormative students. Findings indicated that SOGI inclusion relies less on formal curriculum than the responsiveness of educators--under sway of progressive policy changes--to have informal, identity-inclusive conversations and to forge connections to curriculum content.
How Do Elementary Teachers Study and Learn from a Multimedia Model of Reading Development? An Exploratory Eye-Tracking Study
Author: Beach, Pamela
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Multimedia Instruction,Reading Instruction,Attention,Eye Movements,Prior Learning,Preservice Teachers,Experienced Teachers,Teaching Experience,Knowledge Level,Foreign Countries,Visual Stimuli,Visual Perception,Cognitive Processes

This exploratory study used eye-tracking methodology to examine how elementary teachers study a multimedia model of reading development. Seven experienced teachers and 11 pre-service teachers participated. Visual attention, prior knowledge, and post-task scores were analyzed using quantitative and qualitative methods. Significant differences between the two groups were found with respect to fixations, scan paths, and pre- and post-task scores. Where experienced teachers focus their attention and the paths of their visual behaviour can inform the design of material that supports novice teachers' understanding of how children learn to read.
The Attitudes of High School Students Studying in Sports High Schools in Turkey toward Addictive Substances
Author: Kilic, Yakup
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Athletics,Drug Abuse,Substance Abuse,Alcohol Abuse,Addictive Behavior,Age Differences,Gender Differences,Family Income,Parent Background,Educational Attainment,Instructional Program Divisions

The aim of this study is to reveal the attitudes of students, who study in sports high schools in Turkey, toward addictive substances. The study group consisted of 326 randomly selected students from Elazig, Erzincan and Malatya Sports High Schools. In order to obtain the data from the research group, the Attitude toward Addictive Substances Scale, consisting of 45 items, was used. The data obtained from 326 students were analyzed in SPSS 22 Package software. Firstly, normality analysis was performed and it was decided to perform parametric and non-parametric tests according to the results. There was a statistically significant difference in age and class variables of the students. There was no statistically significant difference between the variables of gender, monthly income of the family and educational status of the parents. As a result of the study, it was observed that male and female students' attitudes toward addiction increased as age and class levels progressed. In this context, more attention should be paid to education-oriented studies to prevent addiction. It is suggested that educational activities, such as psychological support and health programs, provided by guidance teachers and psychological counselors should be increased in number.