ethanporcaro/eric-fulltext-meta huggingface dataset:
Construction and Validation of Foreign Language Learners&apos; Dropout Questionnaire
Author: Modarresi, Ghasem
Date: 2018-10-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Questionnaires,Second Language Learning,Dropouts,At Risk Students,English (Second Language),Foreign Countries,Teacher Attitudes,Student Attitudes,Language Teachers,Adult Learning,Barriers

There exists cross-cultural differences in English classes regarding the factors that demotivate students and lead to dropout. The present study, following the guidelines suggested by Rowsell (1992), mainly aimed to design and validate a questionnaire for the reasons for dropout. To do so, the researchers, first, interviewed with 20 translation teachers and experts based on criterion sampling and the results emerged from the interviews were categorized into 16 common themes. Then, the questionnaire items including 28 items were constructed based on the commonalities emerged from the responses, and it was administered to 90 subjects during the two phases of pilot study. The researchers opted for factor analysis to determine the hidden traits of the questionnaire. Initially, PCA extracted 9 factors with eigenvalues greater than 1.0, accounting for 78% of the variance. Out of 28 items, 26 items had loadings of 0.40 or greater on any factor. During the second phase of the pilot study, the questionnaire was administered again to 90 subjects, and this time, PCA extracted 8 factors, accounting for 75% of the variance. Finally, the researchers explored the students' justifications for the major reasons for dropout from English institutes. The study offers practical implications for language teachers and students.
On Translating Artistic Form of Ironical Style in Lu Xun&apos;s Fiction
Author: Yang, Yikuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Fiction,Translation,English,Chinese,Figurative Language,Cultural Differences,Language Usage,Foreign Countries,Parody

In response to an age of turmoil and oppression, Lu Xun's fiction features irony and it is manifested in artistic form which should be retained in English translation to achieve equivalence. Failure to do so would weaken or lose the ironical effect intended by Lu Xun and result in Western readers' inclination to neglect historical and social contexts of his time and to miss the thematic significance of his works. In view of inadequate research in this, the thesis explores the artistic form of ironical style in Lu Xun's fiction, the preservation of form and ironical effect in William A. Lyell's, the YANGs' and Julia Lovell's English translations and their strategies of compensation for inevitable loss due to cultural and linguistic differences between Chinese and English. However, over-compensation is to be avoided, for it would spoil the delicacy of irony, and so is under-compensation which would reduce the artistic value of the form of irony and cut the ironical effect. Sometimes even if compensation is applied, the ironical effect could hardly be kept intact. Behind Lu Xun's ironical style is his concern for the future of China and the Chinese people, his indignation against oppression, his disappointment at some people's numbness and stupidity and his sorrow toward the failure of the Xinhai Revolution. Translators should bear this in mind when rendering his ironical style from Chinese into English, otherwise they will miss the thematic significance of Lu Xun's fiction.
Culture of Traits in Arabic Language Education: Students&apos; Perception of the Communicative Traits Model
Author: Hussien, Abdelaziz M.
Date: 2018-10-00
Type: Journal Articles
Subjects: Semitic Languages,Preservice Teachers,Student Attitudes,Foreign Countries,Teaching Methods,Native Language Instruction,Language Teachers,Guidelines,Models,Communication (Thought Transfer),Evaluation Methods

The purpose of the research reported in this article is to present the notion of Culture of Traits (CoTs) and to develop a 'Communicative Traits Model' (CTM) in teaching, learning, and assessing of Arabic as a first language. The ultimate goal is to create a shared vocabulary, establish a common language and build a consistent understanding of what constitutes good teaching, learning, and assessing of Arabic. Towards this aim, two complementary dimensions were investigated; An analysis of the origins and nature of the notion of CoTs, of how language learning happens and of how to conceptualize and encapsulate this in a model to create such a shared vocabulary in the teaching, learning, and assessing of Arabic. To validate the usefulness of CTM, the Bahraini teacher candidates completed the researcher-developed questionnaire to survey their views about what has been revealed by the analysis regarding CTM. Results indicated a very positive agreement on the importance of CTM as a clear and a practical framework to teach, learn, and assess the Arabic language not only in writing but also in speaking, reading and listening.
Content Analysis of Theses and Articles on Ethical Leadership
Author: Güngör, Semra Kiranli
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Dissertations,Masters Theses,Ethics,Leadership,Content Analysis,Research Methodology,Data Collection,Sampling,Validity,Reliability

In this study, it was aimed to examine the postgraduate theses and articles on ethical leadership in Turkey by gathering them through the document analysis method and by using content analysis. In this direction, all of the postgraduate theses and articles that can be accessed in the electronic environment as a full-text were included in the scope of the study. As a result of the research, it was determined that 96 postgraduate theses and 33 articles were conducted in Turkey from 2006-2018 (April) on ethical leadership, and the majority of the theses are master's theses. It was identified that in the research studies the quantitative method was preferred to a large extent and in the majority of them; the surveys and scales were used as data collection tools. It was determined that sampling method, sampling calculation, validity and reliability analyses were underestimated. The developed scales were used in almost all of the research studies, and similar studies with similar analysis were included in the literature. As a result, the level of contributions made by the studies conducted on ethical leadership to the literature from the scientific perspective is open to discussion.
Exploring the Transfer Relationship of Summarizing Skills in L1 and L2
Author: Kato, Makiko
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Transfer of Training,Writing Skills,Foreign Countries,Language Proficiency,Writing Processes,Japanese,Scores,Linguistic Theory,College Freshmen,Language Usage

The purpose of the present study is to examine whether the summarizing skills in the first language (L1) of learners of English as a Foreign Language (EFL) affect their summary performances in a second language (L2). To examine the transferring of L1 summarizing skills to L2 summary performance it is necessary to figure out which L1 knowledge and skills EFL learners already possess. A total of 47 Japanese university students with low intermediate English proficiency were asked to write a summary in their L2 (i.e., English) and L1 (i.e., Japanese) of a text written in each of the same languages after they received a quick lecture on how to write a summary. The relationship between their L1 and L2 summarizing skills was examined by using the scores from their L1 and L2 summary performances. The results showed that a small variance of L1 summarizing skill affected the overall summary performances in L2, which supports the Cummins's (1976) Linguistics Threshold Hypothesis. This study concludes by offering several suggestions for teachers of summary writing, and implications for future research.
Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality
Author: Ismail, Siti Noor
Date: 2018-10-00
Type: Journal Articles
Subjects: Teacher Collaboration,Educational Quality,Teacher Effectiveness,Foreign Countries,Secondary School Teachers,Secondary Schools,Leadership Training,Teaching Methods

The objective of the present study was to determine whether teacher collaboration is a mediator of the strategic leadership and teaching quality in schools. This study involved 300 teachers in the high prestige secondary schools in Kelantan, Malaysia, whereby a cross-sectional survey approach using a standard questionnaire was used. The strategic leadership instrument used has been adapted from Hairuddin Ali (2012), while the collaborative instrument has been adapted from Barkema and Moran (2013). In addition, to measure the teaching quality among teachers, the researcher adapted the questionnaire that has been developed by Shahril Marzuki (2005). The findings from multiple regression analysis show that teacher collaboration is a mediator of strategic leadership and teaching quality (B=0.14, p&lt;0.05). It was recommended among others that the school leaders should continue to strengthen collaborative practices among teachers as an effort to improve teaching quality in their respective schools which in turn will help to improve school excellence, especially across the current era of globalization.
Is Education a Basic Right for All? A Glimpse into the Successes and Challenges in Enrolling This Marginalized Population
Author: Reza, Fawzia
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Education,Access to Education,Elementary School Teachers,Teacher Attitudes,Administrator Attitudes,Barriers,Gender Bias,Equal Education,Enrollment,Social Attitudes,Cultural Influences,Transportation,Marriage,Poverty,Foreign Countries

Primary education is one of the basic human rights and is considered essential for the economic growth and development of a country. However, in certain countries including Pakistan, this basic right is not appropriately recognized or encouraged. In Pakistan's patricidal society, educating girls, who are marginalized and not provided the same opportunities for education as boys, is especially challenging. A qualitative study was conducted on elementary school teachers and administrators in Pakistan to understand systemic barriers against Pakistani girls in achieving education, and how certain schools have succeeded in increasing enrollment despite these challenges. Results demonstrate that specific barriers to enrolling girls in Pakistani schools include the mindset of the population, societal and familial taboos, lack of reliable, safe and affordable transportation to school, societal and cultural beliefs regarding gender segregation, early marriages, and poverty. Participants whose schools have increased female enrollment and retention rates provided recommendations for better serving this marginalized population.
Teaching and Learning Supervision, Teachers&apos; Attitude towards Classroom Supervision and Students&apos; Participation
Author: Daud, Yaakob
Date: 2018-10-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Supervision,Teacher Competencies,Correlation,Self Esteem,Foreign Countries,Student Participation,Teaching Skills,Classroom Techniques

This quantitative study aims to identify the supervisory performance in the elements of teaching and learning supervision in secondary schools in the Kubang Pasu district, Kedah. Theory of classroom teaching and learning supervision by Glickman (2004) is the basis of the study. Research instruments are adapted and modified from teaching and learning supervision by Ebmeir (2003), while teacher's attitude towards supervision was taken from the questionnaire by Ramin (2014) and teacher's teaching competency instruments were taken from the questionnaire by Sayer (1992). The research instrument involved a set of questionnaire consisting of 23 items. The respondents of the study involved 120 teachers in secondary schools in Kedah. The data were analyzed using descriptive statistics and inferential statistics. The results of the analysis showed that there was no significant relationship between the elements of confidence in the classroom teaching and learning supervisor, supervisor support towards teaching with student participation. However there is a significant positive relationship between confidence in the supervisor, supervisor support towards teaching with teacher attitude towards supervision. The findings of this study can be used as a guide for educators to improve classroom teaching and learning supervisory performance in order to improve the teaching profession in the school.
A New Look at the Representations for Mathematical Concepts: Expanding on Lesh&apos;s Model of Representations of Mathematical Concepts
Author: Johnson, Elizabeth Lee
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Educational Technology,Technology Uses in Education,Teaching Methods,Manipulative Materials

This article investigates the potential of utilizing technology to apply Lesh's representations for teaching mathematical concepts. Lesh's model includes written symbols, verbal symbols, real life situations, pictorial representations, and concrete representations. The author suggests that, with the wealth of technological applications, teachers have an opportunity to expand that model to include &quot;moving pictures&quot; using technology, thus linking concrete representations to their still-picture counterparts.
Construct Ambiguity and Test Difficulty Generate Negative Washback: The Case of Admission Test of English Literature to Graduate Programs
Author: Razavipour, Kioumars
Date: 2018-10-00
Type: Journal Articles
Subjects: English Literature,Graduate Students,Test Preparation,Testing Problems,Student Attitudes,High Stakes Tests,Language Proficiency,English (Second Language),Second Language Learning,Foreign Countries,College Entrance Examinations,Language Tests

High stake tests are known to drive curricula and affect teachers and learners in numerous ways; what has come to be known as test washback. Thus far, almost all washback studies have focused on national or international language proficiency tests. There are little, if any, researches addressing the washback of high stake tests of English literature. The current study examined the washback effect of the English Literature Module of the Admission Test of English Literature (ATEL) on test takers' learning and attitudes as well as on their test preparation materials. For this purpose, 100 graduate students of English literature from Iranian state universities completed a questionnaire designed to measure the washback of ATEL. The collected data were analysed using descriptive statistics as well as t-test. The results revealed that the test significantly influenced test takers' learning of English literature as well as their attitudes towards it. More specifically, it was found that the test, being beyond the zone of proximal challenge, causes most test takers to forsake the entire English literature module in favour of the general proficiency module and to hold negative attitudes towards the test.
An Exploration of Factors Contributing to Students&apos; Unwillingness to Communicate in a Foreign Language across Indonesian Secondary Schools
Author: Ningsih, Sri Kusuma
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,English (Second Language),Second Language Learning,Language Usage,Interpersonal Communication,Risk,Psychological Patterns,Social Influences

This quantitative survey attempts to explore factors that contribute to English as a foreign language (EFL) students' unwillingness to communicate across Indonesian secondary schools. To this end, an online questionnaire was distributed to the students via school Facebook pages and Twitter. A total of 158 students volunteered to participate, of which 122 were female, and 36 were male. The qualitative data were analyzed statistically using factor analysis, ANOVA, correlation, and regression. The study findings showed that there was significant correlation between the unwillingness to communicate scale (UCS) and its two factors, i.e. UCS1 and UCS2 were significant (r-UCS1 = 0.867, p &lt; 0.01, r-UCS2 = 0.772, p &lt; 0.01). These results indicate that students' unwillingness to communicate was highly influenced by whether or not students decided to stay away from the conversation or on the extent to which students valued the communication itself and vice versa. In addition, the regression analysis of the two variables, students' risk-taking to communicate and engagement in communication, revealed that none of the variables were perceived as predictors of the students' unwillingness to communicate [language class risk (LCR), ß = -0.198, t = -2.64, p = 0.009; and language class sociability (LCS), ß = -0.352, t = -4.69, p = 0.000].
Classroom Management Style: Greek Teachers&apos; Perceptions
Author: Koutrouba, Konstantina
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Classroom Techniques,Teaching Styles,Student Behavior,Behavior Modification,Intervention,Interaction

The present research examines Greek elementary school teachers' perceptions about classroom management and, more specifically, whether they develop an interventionist, interactionalist or non-interventionist style as regards behaviour and instructional management. Through an investigation of teachers' perceptions, it also defines firstly the specific features of Greek teachers' adopted style and, secondly, the precise meaning that the concept and connotations of behaviour and instructional management have in the Greek educational system. Four hundred and eighteen (418) teachers working in 17 Greek Elementary Schools filled in questionnaires with 48 close-ended questions and provided relevant information. Data elaboration and statistical analysis were performed using Predictive Analytics Software Statistics 20 while Factor Analysis based on Principal Component Analysis with Varimax rotation extraction method was employed. The results of the research reveal that Greek teachers tend to be interactionalists as regards instructional management but interventionists as regards behaviour management. Nevertheless these findings need to be explained in correlation to current major educational and social changes in Greece that have had an impact on the perceptions of parents, students and teachers with respect to educational values and the teaching profession.
Emotional Intelligence Enhancement Impacts on Developing Speaking Skill among EFL Learners: An Empirical Study
Author: Ebrahimi, Mohammad Reza
Date: 2018-10-00
Type: Journal Articles
Subjects: Emotional Intelligence,Language Proficiency,English (Second Language),Second Language Learning,Language Skills,Foreign Countries,College Freshmen,Speech Communication,Correlation

Affective factors play a role in learning in general and language learning in particular. The current study tried to empirically examine the influence of one of these factors namely 'Emotional Intelligence' to check its influence on Speaking Skill. Participants were Intermediate level students who took the IELTS test (International English Language Testing System), so that the researchers could evaluate their proficiency in speaking skill at the beginning of the project. Next, the Emotional Intelligence of them was calculated and afterwards Emotional Intelligence (EI) was taught. After a one-educational-year course of simultaneously teaching EI and Speaking skill, the same IELTS along with the Emotional Quotient (EQ) questionnaire was administered in experimental and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were calculated. Ultimately, it was found that both EQ and speaking skill of the learners in treatment group were developed in a significant way whereas only speaking skill of control group progressed but it was not significant. The findings of the study can contribute in the promotion of the knowledge on the effect of EI in language learning.
Suppression Effect of Sensation Seeking on the Relationship between General Self-Efficacy and Life Satisfaction among Emerging Adults
Author: Çelik, Eyüp
Date: 2018-10-00
Type: Journal Articles
Subjects: Risk,Life Satisfaction,Self Efficacy,Correlation,Late Adolescents,Young Adults,College Students,Foreign Countries,Behavior

The aim of the present study is to examine suppression effect of sensation seeking in the relationship between general self-efficacy and life satisfaction among emerging adults. The data were gathered using Satisfaction with Life Scale, General Self-efficacy Scale, and Brief Sensation Seeking Scale (BSSS-8). Correlation and regression analysis were performed to determine whether there is a relationship among variables and to test whether sensation seeking has suppression effect in the relationship between general self-efficacy and life satisfaction. The findings of the study demonstrated that general self-efficacy positively related to life satisfaction and sensation seeking, but the life satisfaction did not relate to sensation seeking significantly. Although no significant relationship was found between sensation seeking and life satisfaction after the correlation analysis, after the regression analysis sensation seeking variable was found to both significantly predict life satisfaction and increase general self-efficacy's capability to predict life satisfaction. These results prove that sensation seeking has suppression effect in the relationship between general self-efficacy and life satisfaction.
Secondary School English Language Teachers&apos; Technological Skills in Bangladesh: A Case Study
Author: Rouf, Md. Abdur
Date: 2016-10-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,Foreign Countries,English (Second Language),Second Language Learning,Educational Technology,Technology Integration,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy

The present article reports a qualitative case study that targeted to investigate the secondary schools (SS) English language (EL) teachers' technological skills in Bangladesh. Educational technology has become an indispensable part of teaching-learning. Technologies for Language Learning and Teaching (TLLT) can provide language learners with exposure to authentic and intelligible language usage. EL teachers, consequently, need to have a good command over TLLT and their effective use. Following a multiple case study approach data were collected from ten EL teachers of five SS through classroom observations, face-to-face interviews, and a structured questionnaire. The findings showed that most teachers had basic technology skills but they made ineffective pedagogic use of technology. They need to use technology more often in classroom and develop pedagogical understanding of technology use for teaching English.