ethanporcaro/eric-fulltext-meta huggingface dataset:
Sentiment and Sentence Similarity as Predictors of Integrated and Independent L2 Writing Performance
Author: Uzun, Kutay
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Second Language Learning,Second Language Instruction,Writing (Composition),Prediction,Essays,Programming Languages,Computational Linguistics,Persuasive Discourse,Sentences,Multivariate Analysis,English (Second Language),Writing Evaluation

This study aimed to utilize sentiment and sentence similarity analyses, two Natural Language Processing techniques, to see if and how well they could predict L2 Writing Performance in integrated and independent task conditions. The data sources were an integrated L2 writing corpus of 185 literary analysis essays and an independent L2 writing corpus of 500 argumentative essays, both of which were compiled in higher education contexts. Both essay groups were scored between 0 and 100. Two Python libraries, TextBlob and SpaCy, were used to generate sentiment and sentence similarity data. Using sentiment (polarity and subjectivity) and sentence similarity variables, regression models were built and 95% prediction intervals were compared for integrated and independent corpora. The results showed that integrated L2 writing performance could be predicted by subjectivity and sentence similarity. However, only subjectivity predicted independent L2 writing performance. The prediction interval of subjectivity for independent writing model was found to be narrower than the same interval for integrated writing. The results show that the sentiment and sentence similarity analysis algorithms can be used to generate complementary data to improve more complex multivariate L2 writing performance prediction models.
Examining English as a Foreign Language Students&apos; Boredom in Terms of Different Variables
Author: Coskun, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Attention Control,Predictor Variables,Foreign Countries,High School Students,Gender Differences,Age Differences

The aim of this study is to adapt the Boredom in Practical English Language Classes-Revised (BPELC-R) scale developed by Pawlak, Kruk, Zawodniak and Pasikowski (2020) into the high school English as a Foreign Language (EFL) context of Turkey and to reveal high school EFL students' level of boredom. Also, the study investigates whether their level of boredom differs depending on the variables of gender, grade level and selected academic track. The two-factor scale including 23 Likert-scale items were completed by 680 high school EFL students at different grade levels in eight public high schools in a city in Turkey. The data analyzed by means of the SPSS uncovered medium level of boredom. It was also found that the most common causes of boredom are the monotonous nature of the English lessons and the dissatisfaction of the participants with these lessons. While no significant difference was observed in the level of boredom depending on the gender variable, students' grade level and the chosen academic track led to significant differences. The highest level of boredom was revealed for final year students and for those who chose the science track. Some implications on how to reduce EFL classroom boredom are provided.
Teacher-Made YouTube Videos in Online EFL Classes: Non-English Department Students&apos; Perceptions and Practices
Author: Atmojo, Arief Eko Priyo
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Developed Materials,Video Technology,Social Media,English (Second Language),Second Language Learning,Nonmajors,Student Attitudes,Electronic Learning

This research aims to seek answers on the students' perceptions towards teacher-made YouTube videos for learning English online and how do they take advantage of the videos. Eight non-English department students were invited to become participants and they voluntarily accepted the invitation. Data were garnered through written reflections. It was then continued by three rounds of semi-structured focus group discussion. Coding was performed to analyse the data and done thrice in different times to ensure the credibility of the results. The results indicate the students' general and detailed perceptions on the use of teacher-made YouTube videos which are very fruitful. The findings also show how the students use and take advantage of the videos and some difficulties they encounter. It implies that the students' perceptions and how they use and take advantage of the videos should be considered by EFL video creators in the future, including EFL teachers. Future researches may apply different methods, contexts, and participants.
The Academic Writing Needs of Students: A Case Study on Stakeholder Perspectives
Author: Saglamel, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Needs,Academic Language,Writing (Composition),Writing Skills,Language of Instruction,English (Second Language),Writing Instruction,Educational Policy,Student Motivation,Writing Improvement

The international appeal of English has resulted in an expansion of courses adopting English-medium instruction, and many institutions require students to pursue their studies in programs with English medium. However, to what extent these programs meet the expectations is yet to be understood. Numerous studies have documented the effectiveness of EMI particularly in English as a foreign language contexts. However, perspectives of different stakeholders were not adequately captured. The present study attempts to fill this void by exploring students' needs of academic writing from the perspectives of different stakeholders. A total of 9 participants, namely, 5 students, a language instructor, and 3 teachers of content professors were selected using the snowball sampling method. All the participants were selected from a department offering English-medium instruction at a state university in Turkey. Data were collected through semi-structured interviews. The results show that students require more investment in academic writing courses to get familiar with the disciplinary register and fulfil the requirements of future English courses. The stakeholders' perspectives are compared to have a better understanding of students' needs, lacks and wants. The study suggests some implications to approach language education policies more critically.
The Important Role of Self-Regulation in Worldwide EFL Learning Contexts
Author: Wijaya, Kristian
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Outcomes of Education,Teaching Methods,Lifelong Learning,Research Reports,Language Teachers,Psychological Patterns

To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners' self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies.
Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties
Author: Köksoy, Aylin Mentis
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Self Efficacy,Social Change,Student Attitudes,Nursing Education,Teacher Education Programs,Measures (Individuals),Gender Differences,Media Literacy,Information Literacy,Comparative Analysis,Literature,Foreign Countries

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. &quot;21st Century Skills Self-efficacy Perception&quot; scale, which has 3 subdimensions such as &quot;Learning and Renewal (LR) Skills,&quot; &quot;Life and Career (LC) Skills,&quot; and &quot;Information, Media and Technology (IMT) Skills,&quot; is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.
Context Analysis of Non-Intellective Correlates Affecting Future Educators&apos; Sociolinguistic Competence
Author: Tejada, Kristoffer Conrad M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Correlation,Sociolinguistics,Oral Language,Language Attitudes,Written Language,Social Environment,Context Effect,Vocabulary Skills,Positive Attitudes,Language Variation,Foreign Countries

The study investigated the non-intellective correlates affecting the sociolinguistic competence of teacher education students, with a focus on the analysis of their contexts relative to social experiences, language attitude, and use of linguistic forms in different situations. It also determined the common difficulties they experience in the use of English in both oral and written forms. Descriptive mixed methods were utilized, with a validated questionnaire serving as primary instrument to gather relevant data from 331 teacher education students from different fields of specialization. Focus group discussions were conducted to activate the students' awareness of non-intellective correlates and extract emerging issues in language use. The analysis of the quantitative data together with the coded and categorized transcriptions revealed that while the students generally have a positive attitude towards the use of the English language, they rarely use varied linguistic forms adaptive to different social contexts, implying the need to work on their adaptive capacities in using English for various purposes. Most of the issues they encounter are psychological and socio-physical in nature, while limited vocabulary, over-consciousness in grammar use, and lack of confidence affect their skills most. It was recommended that contextualized activities be developed for integration in the communication courses to highlight the authentic use of language in different social contexts.
Psychological-Based Physical Exercise Education Model for Improving Elderly Physical Fitness
Author: Rismayanthi, Cerika
Date: 2022-00-00
Type: Journal Articles
Subjects: Older Adults,Physical Fitness,Health Promotion,Delphi Technique,Physical Health,Mental Health,Psychological Patterns,Aging (Individuals),Exercise Physiology,Exercise

Increasing age that helps everyone will lead to the elderly group being vulnerable to various activities because of the decline in physiological functions. On the other hand, the elderly have to be able to survive. In addition to the psychological aspects, aspects of muscle, cardiovascular, balance, and mobility are essential factors to support the body's work. Measurements in this study using Delphi Technique towards a psychological-based physical exercise education model to improve physical fitness. The majority of validity tests are more significant than critical 0.30, so the Delphi technique is valid. In the reliability test, the calculated values of Cronbach's Alpha were 0.889 and 0.741, indicating that various questions about the use of the Delphi technique were reliable or consistent. It can be concluded that applied Delphi Technique as a psychological-based physical exercise education model to improve physical fitness for the elderly stated valid and reliable.
Investigation of the Relationship between the Two-Dimensional Self-Esteem Perceptions and Leadership Orientations of the Faculty of Sports Sciences Students
Author: Karatas, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Leadership Styles,College Students,Foreign Countries,Physical Education,Athletics,Predictor Variables

This research was carried out to investigate of the relationship between the two-dimensional self-esteem perceptions and leadership orientations of the students of the faculty of sports sciences. In this context, the relational survey model, which is consistent with the main purpose of the study, was used in this quantitative study. A total of 323 students, 125 females and 198 males at the Faculty of Sports Sciences of Bartin University constitute the sample of the research. Convenience sampling method, one of the non-probabilistic sampling approaches, was used in the selection of the research group. Questionnaire form was used as data collection tool and this form consisted of three parts. The first part includes the &quot;Personal Information Form,&quot; the second part includes the &quot;Two-Dimensional Self-Esteem: Self-Liking/Self-Competence Scale&quot; and the third part includes the &quot;Multidimensional Leadership Orientations Scale.&quot; The descriptive statistics of the raw data obtained through the questionnaire form were first calculated by considering the data type. Then, the reliability of the scales related to the obtained data were investigated, and the difference and correlation tests were used in the statistical evaluation. In this direction, it has been determined that there are significant correlations within the scope of age and family income level variables. However, there was no significant relationship within the scope of personal income level variable. On the other hand, it was found that there are significant differences in the scope of department and actively doing sports variables. However, it was observed that there were no significant differences in the scope of gender, grade, and place of residence variables. On the other hand, it was determined that there were positive and moderately significant correlations between the participants' scores of self-liking and political leadership, human resources leadership, charismatic leadership and structural leadership. In addition, it was found that there were positive and moderately significant correlations between the self-competence scores of the participants and the scores of political leadership, charismatic leadership and structural leadership. On the other hand, it was understood that there was a statistically significant positive and low-level correlation between the participants' self-competence scores and their human resources leadership scores. As a result, it can be said that as the self-esteem of the participants increases, their leadership orientation also increases. In this context, it can be said that increasing the self-esteem of the participants is an important concept in the context of leadership orientations.
Indonesian Mathematics Teachers&apos; Views on Distance Learning Barriers during the Early COVID-19 Pandemic
Author: Julie, Hongki
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Barriers,Distance Education,COVID-19,Pandemics,Elementary Secondary Education,Teacher Characteristics,Educational Practices,School Closing,Online Courses

The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early COVID-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early COVID-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early COVID-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers' pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.
Pre-Service Teachers&apos; Mathematical Concepts in Indigenous Languages: Challenges Encountered in Multilingual Classrooms, Rundu Urban, Namibia
Author: Nahole, Martha
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Preservice Teachers,Student Attitudes,Knowledge Level,Mathematical Concepts,Indigenous Knowledge,African Languages,Language of Instruction,Difficulty Level,Translation

Teaching mathematics in primary schools using indigenous languages as the language of instruction may present a professional challenge for teachers in several ways. Whereas most studies focused on teachers' use of indigenous language in mathematics classrooms, there seems to be little done on the challenges experienced by pre-service teachers while teaching mathematics in indigenous languages. This study, thus, explored the challenges experienced by pre-service teachers teaching mathematics in indigenous languages at the primary school phase in Namibian multilingual classrooms. The study used a total population sampling technique and involved 90 pre-service teachers at the Rundu campus of the University of Namibia who voluntarily completed the questionnaires. The results showed that pre-service teachers faced difficulties with some concepts that were rather literally translated from English to vernacular. Thus, the translation led to ambiguous meanings. Another challenge was that some of the learners had problems in understanding the concepts in the language of instruction as they had a different mother tongue, for example the Chokwe and Nyemba speaking learners in classes where the medium of instruction is Rukwangali.
Social Semiotics Comparison between Old and New Palestinian Mathematics Curriculum for the Ninth Grade
Author: Dawoud, Husam
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,Semiotics,Mathematics Curriculum,Secondary School Mathematics,Grade 9,Grammar,Algebra,Content Analysis,Textbook Content,Comparative Analysis

This research aimed to analyze Algebra unit in both the old and new Palestinian curriculum for the ninth grade by using deductive content analysis based on the social semiotic approach. The results of this study showed that, in both books, the mental, behavioral, and verbal processes were more frequent than the relational, existential, and material processes. Moreover, the most frequent object used in both curriculums were the initial description, the rule, and the official definition. The most frequent representation of the mathematical object in both curriculums, was the algebraic representation, then the verbal, the numerical and the graphic representations. The research findings also indicate that in both books, the use of the pronoun &quot;I&quot; was the most frequent, then the pronoun &quot;we&quot; and then other pronouns. The imperative was frequent in the Algebra unit in the old curriculum, but less frequent in the new curriculum. The research findings, regarding the textual function in both books, indicated that the text orientation 'previous knowledge to new knowledge' was the most frequent in Algebra. This demonstrates that the author in both books cared about applying the new knowledge and assessing it, what means that the text progresses horizontally in both curriculums.
Tracing Proof Schemes: Some Patterns and New Perspectives
Author: Akkurt, Yasemin Yilmaz
Date: 2022-01-00
Type: Journal Articles
Subjects: Validity,Mathematical Logic,Mathematics Instruction,Classification,Geometry,Algebra,Probability,Preservice Teachers,Teaching Methods,Gender Differences,Instructional Program Divisions,Mathematics Achievement,Problem Solving,Elementary Secondary Education

The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies we readdressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.