ethanporcaro/eric-fulltext-meta huggingface dataset:
Decrease of the Cognitive Dissonance of the Foreign Students at the Russian University based on the Extracurricular Activities
Author: Nagovitsyn, Roman S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Foreign Students,College Students,Foreign Countries,Extracurricular Activities,Intervention,Program Implementation,Student Adjustment,Preservice Teachers

This article reviews the various features of the cognitive dissonance state of the foreign students arising at the beginning of their studies at the Russian University. The aim of the study is to identify the features and level characteristics of the cognitive dissonance of the foreign students and reduce this state on the basis of the author's individual trajectory for the implementation of the extracurricular activities at the Pedagogical University. Study participants: the second-year international students studying in the bachelor's degree program (n = 149) at the Russian University. The results of the study were processed using (X2) by the Statistical Program SPSS Statistics 20. The experimental intervention included the activation of foreign students in the process of extracurricular activities of the university based on the author's individual trajectory. These students actively participated in social and educational activities that were implemented at the institute. Extracurricular activities at the Pedagogical University were represented by a complex of main areas: the center of student initiatives, the student scientific society, the department of student self-government, the center of leisure and creativity of students, the student sports and fitness club, the department of student teaching teams. Three main indicators of the cognitive dissonance were identified in the study: the level of the socio-psychological maladaptation of the students, neuro-psychiatric instability of the students and the level of their psycho-emotional discomfort. As a result, foreign students who were actively involved in the implementation of extracurricular activities along the author's individual trajectory had a significantly reduced (p &lt; 0.01 and p &lt; 0.05) state of cognitive dissonance for each indicator from a high to a low level.
The Effect of School Transparency on Attitude towards Supervision
Author: Ergün, Hüsnü
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Supervision,Attitude Measures,Teacher Attitudes,Teacher Supervision

The research was planned to measure the impact of transparency of schools on attitude towards supervision. The research was conducted in state schools in Pamukkale and Merkezefendi district in Denizli. In the study, School Transparency Scale and the Attitude Scale towards Supervision in Education were used. &quot;School transparency scale&quot; was developed by Bozbayindir (2016). &quot;Attitude Scale towards Supervision in Education&quot; was developed by Ugurlu and Usta (2016). The questions in the scales were transferred to the forms prepared e-form and the data were collected with the help of these online forms. In this study, the analyses were made with multiple regression analysis. Only the courtesy dimension was predicted by the transparency dimension in practice. Implications for Research and Practice: Information transparency, evaluation transparency and the transparency in practice variables do not predict the willingness and knowledge dimensions significantly. The courtesy dimension is predicted by the transparency in practice. As the implementation transparency increases, it can be said that the inspectors are seen more kindly. School administrators should demonstrate transparency in particular.
The Role of Classroom Management on Confidence in Teachers and Educational Stress
Author: Akman, Yener
Date: 2020-06-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Effectiveness,Student Attitudes,Stress Variables,Secondary School Students,Secondary School Teachers,Foreign Countries,Correlation,Predictor Variables,Academic Achievement,Gender Differences,Teacher Role,Student Behavior,Behavior Modification,Anxiety,Expectation

Discussions on the quality of education have been continuing up to the present day. Especially teachers' educational efficacies, teacher-student relations and educational stress--which is thought to be related to them and which affects learning in negative ways- attract attention. Accordingly, this study aims to analyse the correlations between teachers' classroom management efficacies, students' confidence in teachers and the perception of educational stress. The study group was composed of 608 secondary school students in Altindag district of Ankara province in 2018-2019 academic year. The research data were collected through classroom management scale, confidence in teachers scale and educational stress scale. The study employs relational survey model, and it analyses the data in quantitative techniques. The results obtained indicated that human management behaviours--one of the efficacies of classroom management--predicted confidence in teachers' scale and of educational stress scale significantly. In this context, it may be recommended that pre-service and in-service training be offered to develop human management behaviours emphasising mutual respect, love and tolerance in teacher-student relations.
Second Language Acquisition: A Framework and Historical Background on Its Research
Author: Aljumah, Fahad Hamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Research,English (Second Language),History,Longitudinal Studies,Linguistic Theory,Comparative Analysis,Interlanguage,Linguistics

Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (1) second language acquisition still has several doubts and ambiguities in its many different aspects; and (2) in this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.
The Effect of Japanese Animation Series on Informal Third Language Acquisition among Arabic Native Speakers
Author: Alsubaie, Sara S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Japanese,Multilingualism,Animation,Adolescents,Young Adults,Motivation,Program Effectiveness,Language Proficiency,Second Language Learning,Vocabulary Development,Grammar,Informal Education,Foreign Countries,Web Sites,Handheld Devices,Telecommunications,Computers

Recent studies on language acquisition and motivation have targeted Japanese language learners in a formal educational context, with less attention paid to learners who study Japanese informally. The current study aims to investigate the impact of Japanese animations in the context of informal third language acquisition. It targets the native speakers of Arabic who are interested in learning Japanese as a third language (L3), and investigates the motivations of Arab teenagers and young adults to learn Japanese. Further, the paper also focuses on examining aspects of Japanese language proficiency among teenagers and young adults, including vocabulary enhancement and grammar competence. The methodology used in the current study is twofold: an online survey questionnaire adopted from Armour and Iida (2016), followed by an engaging experiment in which participants were divided into two groups (reality anime group vs. action anime group) in order to examine the effectiveness of anime selection in boosting proficiency level. The findings of the online survey indicate that Arabic native speakers are highly motivated to learn Japanese, while the experiment results confirm that the type of anime and consistency of exposure do support the acquisition process. Further, the study concluded that consumption of anime series contributes to the learning process and facilitates learners' proficiency in general and vocabulary learning in particular. However, it remains unknown whether or not Arabic native speakers' motivations lead to their enrollment into formal Japanese foreign language education. Avenues for future research and implications are also presented toward the end of the paper.
The Impact of Using Cambly on EFL University Students&apos; Speaking Proficiency
Author: Alshammary, Maram S.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Speech Skills,Computer Mediated Communication,Student Attitudes,College Students,Verbal Communication,Native Speakers,Gender Differences,Foreign Countries

This study sought to investigate the impact of using Cambly, a computer-mediated communication tool, on the speaking proficiency of English as a foreign language (EFL) learners. Further, it aimed to explore the participants' perceptions of using Cambly. The study employed an experimental design featuring a mixed-methods approach to data collection that involved pre- and post-testing of the participants' speaking proficiency as well as semi-structured face-to-face interviews. The study sample consisted of 28 EFL university students who were divided into the control and experimental groups. The participants in the experimental group used Cambly to conduct audio calls with native speakers of English over a period of 4 weeks. The quantitative analysis of the participants' speaking proficiency tests revealed no significant differences between the experimental and control groups' post-test scores. Moreover, no significant differences were found between the experimental group's pre- and post-test scores. The qualitative analysis of the participants' interviews revealed that the use of Cambly had a positive influence on their speaking proficiency, motivation, anxiety level, speaking opportunities, autonomy, social relationships, and cultural awareness.
&quot;Tuhaos&quot; with &quot;Hongbaos&quot; Are Going to the English World: Study on the Features of Chinese English Neologisms Based on Web
Author: Song, Zongwei
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Chinese,Dictionaries,Web Sites,Grammar,Morphology (Languages),Language Variation,Semantics,Linguistic Borrowing,Internet,Intercultural Communication,Social Influences,Computational Linguistics,Language Usage,Vocabulary,Written Language

This article discusses the features, reasons, and values of the mushrooming Chinese English neologisms (CENs). Generally speaking, CENs are a variety of English words, namely Chinese English words, some of which have entered Oxford English Dictionary (OED). Based on data from Web Corp Live, the author finds that: (1) CENs take on the grammatical and morphological characteristics of English words, such as inflection and derivation, which are not found in the previous related studies; and (2) CENs belong specific semantic domains, which are closely related to China's latest social, economic, cultural development in the network era. CENs are the production of language contact between Chinese and English in the time of Internet. CENs possess important values to observe or understand Chinese new social phenomena and to promote the communications between the Chinese and the English world.
Determination of Teacher Candidates&apos; Awareness of Environmental Ethics
Author: Güriçin, Ceylan
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Consciousness Raising,Ethics,Conservation (Environment),Knowledge Level,Public Colleges,Foreign Countries,Student Characteristics,Gender Differences,Parent Background,Educational Background,Departments,Moral Values

The aim of this study is to determine the awareness levels of teacher candidates about environmental ethics. A survey model from quantitative research methods was used to determine the environmental ethics awareness levels of teacher candidates. An environmental ethics awareness scale was used as the data collection tool, and the working group of the study consisted of all teacher candidates studying in the Faculty of Education of a state university in the Western Black Sea region of Turkey. The data collected were analyzed in terms of statistical methods, including arithmetic means, standard deviations, the Kruskal Wallis H test, and the Mann Whitney U test. According to the findings of the study, environmental ethics awareness levels of teacher candidates were higher than average. Furthermore, there were no differences for gender, maternal education, paternal education, high school graduated from, department of study, monthly income of the family, class level, or residence of the student prior to university.
Early Undergraduate Emirati Female Students&apos; Beliefs about Learning Mathematics Using Technology
Author: Belbase, Shashidhar
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Beliefs,Technology Integration,Mathematics Instruction,College Freshmen,Public Colleges,Foreign Countries,Instructional Effectiveness,Mathematical Concepts,Problem Solving,Preferences,Accuracy,Efficiency

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students' motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students' beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis--technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.
Development Process of &quot;Scale for the Attitudes towards Risky Play at Early Childhood (SATRPEC) -- Parent Form&quot;
Author: Karaca, Nezahat Hamiden
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Construction,Risk,Play,Parent Attitudes,Preschool Children,Foreign Countries,Construct Validity,Factor Analysis,Safety

In this study, it was aimed to develop Scale for the Attitudes towards Risky Play at Early Childhood (SATRPEC) for the parents whose children currently attend a preschool institution. The sample was comprised of 742 parents whose children were attending a nursery class or a kindergarten located in Afyonkarahisar -- Turkey and affiliated to Turkish Ministry of National Education during 2018-2019 academic year. In order to develop the scale, initially a comprehensive literature review was performed. As a result of a detailed screening, a pool of 50 five-point Likert type items was created. The initial form was presented to a total number of 13 experts, i.e. five academicians, one measurement and evaluation specialist, five teachers and two parents. CVR and CVI were calculated according to expert opinions and the scale was reduced to 28 items. This form was first piloted and reliability coefficient was calculated. For construct validity, exploratory factor analysis was performed first. The construct validity of the scale was also tested by confirmatory factor analysis. The obtained values showed that the instrument was reliable and had acceptable psychometric properties.
Divergent Thinking and Convergent Thinking: Are They Promoted in Mathematics Textbooks?
Author: Bingölbali, Erhan
Date: 2020-06-00
Type: Journal Articles
Subjects: Creative Thinking,Convergent Thinking,Elementary School Mathematics,Textbooks,Mathematics Activities,Textbook Evaluation,Foreign Countries,Thinking Skills

This study explores whether mathematics tasks in primary school mathematics textbooks provide opportunities for divergent and convergent thinking. Four mathematics textbooks (one from each of first to fourth grades) are examined for this purpose. A task is divided into three segments for the analysis and the segments are named as the beginning, the intermediary, and the end. These segments are analysed in terms of the numbers of entry points, solution methods, and correct outcomes respectively. The modes of the segments enable us to identify six different tasks. Tasks that definitively have an open-ending (multiple correct outcomes) are considered to have divergent thinking features and those which have only one correct outcome are deemed to have convergent thinking characteristics. The study reveals that the textbooks provide opportunities for both divergent and convergent thinking, yet more chances are particularly given for convergent thinking. The findings are discussed in relation to divergent and convergent thinking alongside creativity and some implications are provided for textbooks studies.
Views of Prospective Teachers on Learning Responsibility
Author: Baltaoglu, Meltem Gökdag
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Study Skills,Student Responsibility,Self Management,Independent Study,Learning Strategies,Cognitive Style,Family Role,Teacher Role,Student Motivation,Educational Counseling

This study aims to reveal the views of prospective teachers, who study at the faculty of education, on learning responsibility. This study is performed on the basis of the basic qualitative research method. The study group of the research is composed of a total of 48 prospective teachers whose views are received on a voluntary basis and who are enrolled in the Psychological Counseling and Guidance Department of the faculty. 29 of prospective teachers participating in the research are females and 19 of them are males. In the research, data are collected through an open-ended survey design to identify the views of prospective teachers on learning responsibility. Research data are analyzed through content analysis technique. Views of prospective teachers are grouped under certain categories by two researchers upon reading each answer for open-ended questions. The frequency of views/responses expressed by prospective teachers for each category is specifically demonstrated. At the end of the study, it is concluded that, firstly, definitions of prospective teachers for learning responsibility are on themes of study skills, learner's independence, responsibility-awareness; secondly, their views on how learning responsibility is supposed to be achieved are on themes of the association of the learner with himself/herself, with the family and with the teacher, and lastly, their views on duties of teachers are on themes of sensational skills, method &amp; technique, raising awareness about learning responsibility and academic skills. [This study was presented as an oral presentation at the INTE International Conference on New Horizons In Educations July 13-16, 2016.]
Analysis of Training Offers on Active Methodologies for University Teachers in Spain
Author: Higueras-Rodriguez, Lina
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Foreign Countries,Academic Achievement,Active Learning,Teaching Methods,Reputation,Institutional Characteristics,Universities,Teacher Education Programs,Educational Needs,Instructional Innovation,Profiles,Teacher Characteristics

The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.
Kindergarten Teachers&apos; Views of Assistive Technology Use in the Education of Children with Disabilities in Qatar
Author: Arouri, Yousef M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Assistive Technology,Students with Disabilities,Females,Public Schools,Technology Uses in Education,Teacher Attitudes,Educational Technology,Specialization,Program Effectiveness,Teaching Experience

This study aimed at revealing the opinions of kindergarten teachers in Qatar regarding the use of assistive technology (AT) in educating children with disabilities. In this study, the researchers used the descriptive method (survey) in order to collect, classify, analyze, and interpret the collected data. The sample of the study consisted of (83) female teachers from public kindergartens in Qatar. This sample was selected using the stratified random sampling method during the academic year of 2018/2019. The researchers developed a study instrument (questionnaire) to measure the opinions of kindergarten teachers in Qatar regarding using AT in teaching children with disabilities. The validity and reliability of the research instrument were checked. The study showed that the use of AT by public kindergarten teachers in teaching children with disabilities was high. In addition, the results revealed that there are no statistically significant differences attributed to the variables of experience and specialization. In light of the results of the study, researchers recommend that kindergarten teachers should sustain the use of AT in teaching children with disabilities. Furthermore, choosing a variety of AT tools that suit the varied needs of children with disabilities is recommended.