ethanporcaro/eric-fulltext-meta huggingface dataset:
L1 Use in L2 Teaching: The Amount, Functions, and Perception towards the Use of L1 in Turkish Primary School Context
Author: Tasçi,Samet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Language of Instruction,Native Language,English (Second Language),Second Language Instruction,Language Teachers,Instructional Program Divisions,Teaching Methods,Teacher Attitudes,Code Switching (Language),Elementary School Teachers

The employment of the mother tongue or first language (L1) in foreign (FL) or second language (L2) teaching is a controversial issue and still continues to take considerable attention from researchers. Hence, the current study attempted to shed light into the use of L1 in Turkish EFL classes. In particular, it focused on the amount and the functions of L1 used by primary school EFL teachers in Turkish context. Moreover, it also aimed to investigate EFL teachers' perceptions towards the use of L1 and compare it with their actual classroom practices. Three EFL teachers participated in the study. The data of the study were collected through observations and semi-structured interviews. The data of the study were analyzed both qualitatively and quantitatively. The findings revealed that the three Turkish EFL teachers used comparable amount of L1 in their classes, ranging from 21% to 30% of all classroom instruction. The current study seemed to indicate that Turkish EFL teachers were inclined to use more L1 in lower grades. The findings also revealed that EFL teachers used Turkish in 9 different functions such as giving instruction, translation of unknown words, classroom management, checking understanding, eliciting, drawing attention, giving feedback, grammar instruction, and translation of sentences, respectively. The results also demonstrated that the perceptions of EFL teachers towards the use of L1 comply with their actual practices with minor differences.
Language Instructors&apos; Perceptions and Applications of Continuous Professional Development in Higher Education Institutions
Author: Ercan, Basak
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professional Continuing Education,College Faculty,Foreign Countries,Program Effectiveness,Workshops,Seminars,Conferences (Gatherings),Responsibility,Goal Orientation,Barriers,Faculty Development,English (Second Language),English Teachers

Professional development can be defined as all the practices and activities for teachers' growth. In the area of English language teaching, teachers need to follow the pedagogical and practical developments in their field, thereby developing themselves professionally. This study aims at figuring out and comparing the perceptions and applications of language instructors in higher education institutions in Latvia and Turkey on continuous professional development. The authors carried out a small scale research in order to answer the question &quot;What are the most effective forms of professional development for English language instructors?&quot; A semi-structured interview was implemented to gather the data. The comparative research was carried out in the frame of COST Action CA15221 -- &quot;Advancing effective institutional models towards cohesive teaching, learning, research and writing development&quot; -- that addresses the field of professional conversations and research. The main finding of the study is that English language instructors thought that the responsibility of continuous professional development primarily belonged to themselves and then their institutions and the other professional institutions. Majority of them claimed that their professional development was triggered by their curiosity and passion. Attending research-oriented events such as seminars, conferences, and workshops was mentioned as very effective for their continuous professional development.
English as a Foreign Language Learner Interactions with Chatbots: Negotiation for Meaning
Author: Yin, Qinghua
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Computer Mediated Communication,Content Analysis,Intelligent Tutoring Systems,Computer Software,Language Proficiency,Teaching Methods,Discourse Analysis,Foreign Countries,Student Attitudes,College Students,Computer Assisted Instruction

Chatbots, whose potential for language learning have caused controversy among Second Language Acquisition (SLA) researchers (Atwell, 1999; Fryer &amp; Carpenter, 2006; Fryer &amp; Nakao, 2009; Parker, 2005, Coniam, 2014; Jia, 2004; Chantarotwong, 2005) are intelligent conversational systems stimulating human interlocutors with voice or text. In this paper, two different types of chatbots (pedagogical chatbot Tutor Mike and conversational chatbot Mitsuku) were selected to investigate their potential for foreign language learning by exploring the frequency and patterns of Negotiation for Meaning (NfM) in CMC interactions. 8 Chinese EFL learners were randomly divided into two groups (lower and higher-level learners), and all learners interacted with both the pedagogical and conversational chatbot in a switching replications research design. Data were analysed through content analysis to identify the number of NfM instances observed, the different stages of NfM, trigger types, modified output and learners' perceptions. The findings of this study indicate that while learners with low language levels would benefit most from interactions with pedagogical agents, high language level learners expressed dissatisfaction with chatbots and a low level of engagement was observed in their interactions with the pedagogical chatbot.
Investigating Employing Information Communication Technology for ESP Learning: A Case of Iranian EFL Students&apos; Attitudes
Author: Keshtiarast, Bahareh
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,English for Special Purposes,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Positive Attitudes,Information Technology,Foreign Countries,Teaching Methods,Educational Benefits,Barriers,Teacher Education,Technology Integration,Undergraduate Students

Although employing technology in language learning has been widely examined, there remains a scarcity of research investigating employing Information and Communication Technology (ICT) for learning English specifically aimed at learning English for Specific Purposes (ESP). This paper examined students' attitudes toward benefits and barriers in employing ICT for learning ESP. The sample of the study consisted of 100 students, in Iran, in Esfahan, who passed their ESP course. An adaptive survey questionnaire, which was consisted of 40 items related to 6 parts, was designed for the purpose of the study. The parts of the questionnaire were involved attitudes of employing ICT for ESP, enriching ESP course, skills in using ICT, obstacles to using ICT in ESP, teacher education, and social and cultural rules. Results of the study indicated that most of the students had positive attitudes toward employing ICT for ESP learning. These findings can be used to employ ICT tools in ESP curriculum and to support Iranian ESP textbooks through utilizing ICT.
Analysis of the Attitudes and the Readiness of Maker Teachers towards E-Learning, with Use of Several Variables
Author: Mavi, Duygu
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Readiness,Foreign Countries,Creativity,Self Efficacy,Teaching Methods

The purpose of this study is to determine maker teachers' attitudes towards e-learning, as well as their levels of readiness to implement it. Their attitudes and level of readiness will be evaluated by the use of several demographic variables. 104 maker teachers of different ages, who had different professional experiences; has participated in the study. &quot;The Personal Information Form&quot; made up of 11 questions; a 5 point likert scale survey made up of 20 questions titled &quot;Scale Survey about General Attitudes Towards E-Learning&quot;; and a 7 point likert scale survey made up of 33 questions, titled &quot;Scale Survey about Level of Readiness for E-Learning&quot;; were used as data gathering instruments. Descriptive (f, %, M) and procedural analyses (t-test, ANOVA) were made, with the help of the SSPS program. The results of these analyses demonstrate that in general, maker teachers have a positive attitude towards e-learning, and that they have a high level of readiness for e-learning.
Junior High School Students&apos; Disruptive Behaviour and Their Expectations on EFL Class
Author: Atmojo, Arief Eko Priyo
Date: 2020-00-00
Type: Journal Articles
Subjects: Junior High School Students,Student Behavior,Behavior Problems,English (Second Language),Second Language Instruction,Behavior Change,Expectation,Coping,Foreign Countries,Student Attitudes,Student Characteristics,Attention,Aggression,Intervention

Students are at the heart of teaching and learning. Students will learn effectively if they are willing to learn. However, students may conduct disruptive behaviour in the classroom. This study addresses these following objectives: (1) to describe the forms of students' disruptive behaviour; (2) to describe the sources of students' disruptive behaviour; and (3) to describe students' expectations to cope with that behaviour in EFL class. This study employed descriptive study design. The sampling was purposive sampling. To collect the data, open-ended and closed-ended questionnaire using 4-Likert scale, focus group structured-interview, and complete participant observation were employed. To validate the data, methodological triangulation was used. The data were analyzed using qualitative data analysis developed by Miles, Huberman, and Saldaña (2014). The results of this study have revealed the forms of students' disruptive behaviour, the sources of students' disruptive behaviour, and students' expectations to cope with that behaviour in EFL class. The results are discussed and further studies are encouraged.
Exploring the Relationship between the Beliefs and Practices of Instructors about Oral Corrective Feedback in EFL Classes: A Case Study from Turkey
Author: Kir, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Teacher Attitudes,Oral Language,Feedback (Response),Beliefs,Error Correction,College Faculty,College Students

Although many studies were conducted on stated beliefs and observed practices of oral corrective feedback (OCF) in language classes, relatively little is known about the actual relationship between them. Therefore, this study focused on the relationship between the teachers' stated beliefs and observed practices of oral corrective feedback (OCF) to explore how beliefs and practices interact. The participants of the study were four Turkish EFL instructors coming from English Language Teaching (ELT) and Translation and Interpreting Studies. The data were collected through a questionnaire, classroom observations, and interviews. The results showed that the participants' stated beliefs and observed practices held some inconsistencies. These inconsistencies were explained by different factors stated by the participants during the stimulated recall sessions. The content knowledge of OCF and the proceduralization of this knowledge have been found to be the indicators of this inconsistency. In addition to highlighting these different factors on the study of OCF, this study presents the insights for the integration of OCF in EFL classes.
Analysis of Pre-Service Teachers&apos; Learning Styles According to Vermunt Learning Style Model
Author: Zeybek, Gülçin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Style,Gender Differences,Age Differences,Foreign Countries,Cognitive Processes,Learning Processes,Self Control,Student Motivation

This study aims to identify the learning styles of pre-service teachers who had pedagogical formation education according to Vermunt Learning Style Model and to examine the learning styles of pre-service teachers considering their demograpichs such as gender and age. The study was carried out with 442 pre-service teachers who attended the certificate program of pedagogical formation education delivered at Karamanoglu Mehmetbey University Education Faculty in 2017-2018 academic year. &quot;Vermunt Learning Styles Inventory&quot; was used to identify the learning styles of pre-service teachers participated in the study. The findings reveal that pre-service teachers predominantly had &quot;deep processing&quot; and &quot;intake of knowledge&quot; learning styles, and the differences in learning styles according to gender and age variables were significant. While there are a great number of studies on learning styles, limited studies on Vermunt Learning Style appear in the literature. It is considered that arranging educational environments and learning experiences according to the learning styles of individuals would increase the success and efficiency in education. It is anticipated that this study is essential in this regard and contributes to the literature and raises awareness among educators and students. [This study was presented at the International Congresses on Education ERPA (June 2018) Symposium in Istanbul, Turkey.]
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools
Author: Allensworth, Elaine M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Grade Point Average,College Entrance Examinations,Predictor Variables,Academic Persistence,High Schools,College Readiness,Graduation Rate,College Bound Students,College Students,Hierarchical Linear Modeling,Poverty,Ethnic Groups

High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.
Stolen Knowledge: Student Knowing in Workplace Practice
Author: Burford, Sally
Date: 2020-00-00
Type: Journal Articles
Subjects: Incidental Learning,Student Experience,Workplace Learning,Internship Programs,Experiential Learning,Situated Learning,Foreign Countries,Reflection,College Students,Organizational Culture,Metacognition,Interpersonal Communication,Interdisciplinary Approach

The research reported in this article attends to the learning and knowing that students experience in workplace practice. The research enquiry is propelled by the theories of workplace learning and the recent 'practice turn' in the literatures of organisational studies that accommodate student learning that is impromptu and emergent in the workplace. This research makes a contribution by momentarily decoupling student learning in the workplace from purposeful educational perspectives, to better understand the unscripted knowledge that students acquire in practice. With stronger awareness of this alternate pedagogy, student experiences of work can be enfolded by greater understanding and authenticity in the academy. Using a grounded theory approach, students returning from internships were asked to discuss their learning experiences, what and how they learned. The data were analyzed for emerging categories and a conceptual framework titled &quot;Student Knowing in Workplace Practice&quot; is reported in this article. [This research was presented at the 2019 WACE conference in Cincinnati, USA.]
Sensation Seekers Who Learn Abroad: Exploring the Role of Risk Perception in Co-Op Students&apos; International Plans
Author: Behrisch, Tanya
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Risk,Student Attitudes,Learner Engagement,Cooperative Education,Student Exchange Programs,Inhibition,Student Behavior,Foreign Countries,Undergraduate Students,Statistical Analysis

Universities around the world seek to increase their students' learning abroad in forms like international co-op and exchange. The authors build on findings in a 2016 publication by Behrisch in this journal to focus on the correlation of perceived risk with students' completion of a learning abroad experience. Using binary logistic regression analysis, findings suggest that students' perceived risk is negatively correlated with their likelihood of completing a learning abroad experience. Drawing on approach/inhibition theory and sensation seeking literature, the authors form a picture of how risk perception interacts with other factors to influence students' completion of learning abroad. Risk is typically regarded at the institutional and student levels as something negative to avoid. Reframing risk within the university as a conversation about learning, opportunity, and cognitive processing is recommended, since learning and teaching are essential elements of universities. The goal is to increase student engagement in learning abroad.
Work-Integrated Learning in Context: A South Korean Perspective
Author: Rose, Philip
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Job Skills,Internship Programs,Foreign Countries,College Students,Program Effectiveness,Context Effect,Cultural Influences,Mentors,Higher Education,Employment Qualifications,Student Attitudes,Student Motivation

Globally internships are increasingly applied as means of providing Work-Integrated Learning (WIL) and as a channel for graduates into employment. Whilst these trends have crossed national borders, the transferability of such WIL practices, across national contexts has been largely assumed rather than empirically substantiated, thereby, necessitating work which situates WIL practices within specific national contexts. This exploratory study provides the contextual backdrop of internships in South Korea and seeks to unearth any contextual variables of potential relevance to the practice of internships and by extension WIL in South Korea. The study's findings indicate that both conceptually and in application WIL in South Korea is shaped by underlying contextual influences. This highlights avenues for further empirical investigation, including internships as qualification rather than as a learning experience, culturally specific forms of mentoring within internships and the role of internships in the Korean graduate employment market.
Integrated Work Study Program: Students&apos; Growth Mindset and Perception of Change in Work-Related Skills
Author: Lim, Sok Mui
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Job Skills,Work Study Programs,Program Effectiveness,Professional Identity,Communication Skills,Problem Solving,Decision Making,Teamwork,Adjustment (to Environment),College Students,Supervisors,Attitudes

The purpose of this study is to evaluate students' perception of growth in the area of work-related skills through their participation in an integrated work study program (IWSP). In Singapore Institute of Technology (SIT), 368 students across a range of six programs took part in an IWSP lasting six to twelve months. Students reported self-perceived improvements after IWSP in their work-related skills, encompassed by six domains -- learning &amp; work integration; professionalism; communication; problem solving and decision-making; teamwork; and adaptability. Their mindset was additionally analyzed against ratings by their work supervisors to determine if having a fixed or growth mindset would have any implications on how their work-related skills were perceived. This paper thus investigates the impact of the IWSP on students' self-perceived growth in comparison to their work supervisors' perception of them, and whether mindset contributes to this.
Employers&apos; Perception Regarding Employability Skills of Management Students Undergoing Internship
Author: Bist, Siddarth Singh
Date: 2020-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Employment Potential,Job Skills,Internship Programs,Business Administration Education,Summer Programs,Foreign Countries,Skill Development,College Students,Communication Skills,Problem Solving,Critical Thinking,Self Management,Technological Literacy,Interpersonal Competence,Teamwork,Assertiveness

This paper investigates the perception of corporate managers regarding employability skills of management students undertaking summer internship with them. The study is divided into two parts wherein the first part consists of literature review and in-depth interviews of senior managers, and it is devoted to identifying critical parameters that affect employability of management students. The second part of research consists of a survey of 195 company supervisors who rated 405 intern students on the 22 items identified in the first part. The results indicate that intern students lacked in communication skills, problem solving ability, analytical skills and business understanding but fared well in the other parameters like self-management, using ICT efficiently, people relations and team spirit, innovative approach and critical thinking, self-confidence and assertiveness and drive to learn.
Bridging In-Class and Out-of-Class Learning through Podcast-Intertwined Collaborative Tasks to Reduce EFL Speaking Anxiety among Higher Proficiency Learners
Author: Korucu-Kis, Saadet
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Anxiety,Oral Language,Student Teachers,Self Esteem,Language Proficiency,Speech Communication,Student Teacher Attitudes,Diaries,Sense of Community,Intervention,Cooperative Learning,Audio Equipment,Computer Mediated Communication

Although speaking anxiety among foreign language learners at lower levels of proficiency has been extensively studied, far too little attention has been paid to learners at more advanced levels like student teachers enrolled in English Language Teaching (ELT) programs. However, speaking in the target language is a complicated mental process influenced by several other factors than proficiency. The present study has aptly been undertaken due to considerable reticence on the part of student teachers in communicative activities. An action plan was initiated to identify the sources of student teachers' avoidance behaviors in oral production and address the concerns generated by these factors. An open-ended survey, journals, overall reflection papers and field notes were employed to gain insights as to the research process. Analysis of qualitative data revealed that student teachers were susceptible to experiencing anxiety in oral production due to personal and interpersonal issues, and they were positive in their perceptions of the planned intervention since it helped them build a sense of community in their classroom and enhance their self-esteem. These findings suggest several courses of action for language practitioners and teacher training institutions.