ethanporcaro/eric-fulltext-meta huggingface dataset:
The Strategic and Legal Risks of Work-Integrated Learning: An Enterprise Risk Management Perspective
Author: Cameron, Craig
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Work Experience Programs,Legal Problems,Risk Management,Laws,Education Work Relationship,Legal Responsibility

Work-integrated learning (WIL) is a risky business for universities. WIL is a strategic risk worthy of pursuing by universities in the prevailing higher education environment, which is characterized by competition, changes in funding arrangements and stakeholder demand for WIL. Nevertheless the strategic opportunities that WIL presents cannot be achieved without the university taking on unavoidable and distinct legal risks that may have serious financial and reputational consequences for the university. This article examines WIL through a lens of enterprise risk management. The author describes how WIL is a strategic risk for universities, and identifies the possible legal risks of WIL through a review of empirical studies and case law in Australia. It is argued that risk management involves a balance between the university goals of maximizing the strategic value and minimizing the legal risks in relation to WIL.
Investigating Lifelong Learning Dispositions of Faculty Members Who Teach Foreign Languages
Author: Elaldi, Senel
Date: 2017-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Second Language Instruction,Language Teachers,Gender Differences,Tenure,Figurative Language,College Second Language Programs,Mixed Methods Research,Likert Scales,Teacher Attitudes,Beliefs,Foreign Countries

This study aims to determine lifelong learning dispositions of faculty members who teach foreign languages in terms of gender and academic title variables. Although it was intended to reach the whole population which consisted of 62 faculty members who teach in the faculties of English Language and Literature, German Language and Literature, French Language and Literature and the School of Foreign Languages at Cumhuriyet University in the spring semester of the 2014-2015 academic year rather than making a sample selection, 55 faculty members were included in the study. Research data were collected with Lifelong Learning Tendency Scale. Faculty members were also asked to describe their lifelong learning dispositions through a metaphor. Data were analyzed using descriptive statistics, independent sample t test, one way variance analysis (ANOVA) and content analysis, one of qualitative analysis techniques. The results revealed that faculty members who teach foreign languages had high level of lifelong learning dispositions. While no significant differences were observed in terms of gender variable, there were significant differences in terms of academic title in favor of research assistants and assistant professors. On the other hand, lifelong learning was emphasized as being an ongoing process over the individual's lifespan through metaphors created by the faculty members.
Implementation of Flipped Education into Turkish EFL Teaching Context
Author: Boyraz, Serkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Blended Learning,Second Language Learning,English (Second Language),Academic Achievement,Retention (Psychology),Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Focus Groups,Student Attitudes,Statistical Significance,Scores,Conventional Instruction,Tests,Interviews,Statistical Analysis

This study aims to search for the effect of Flipped Classroom/Education (FC) on academic success and retention of knowledge in EFL context and learner opinions about this new teaching approach. Research includes two groups studying at compulsory English preparation class in 2013-2014 academic year. The research employs a quasi-experimental method with a pre-test post-test control group design. The tests that were developed by the researcher were used to collect the quantitative data. Focus group interviews were carried out in order to collect personal opinions of students about FC and descriptive analysis were done on collected data. The test scores of experiment group taught through FC were higher than the control group taught through Traditional Education (TE) method and the difference was statistically significant. The rate of the positive comments on FC was 73.77% while the rate of negative comments was 17.39%.
Gender Related Differences in Using Intensive Adverbs in Turkish
Author: Önem, Engin E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Language Usage,Form Classes (Languages),Turkish,Pictorial Stimuli,Statistical Analysis,Task Analysis,Native Speakers,Sentences,Foreign Countries,Undergraduate Students

This study aims to find out whether there is a gender based difference between male and female native speakers of Turkish in using intensive adverbs in Turkish. To achieve this, 182 voluntary native speakers of Turkish (89 female/93 male) with age ranging from 18 to 22 were asked to complete a photo description task. The task required choosing one of the statements in Turkish to describe twenty photos taken from International Affective Picture System (IAPS-Lang, Bradley &amp; Cuthbert, 2008). Each set of statements were nominal affirmative sentences and they included a description of the photo with a normal adjective and another one re-written to include an intensive adverb to modify the adjective in the previous statement. Results revealed no statistically significant difference between male and female participants in total. Yet, female participants used intensive adverbs more for certain photos. Discussion of the results and suggestions for future research are presented.
Perceptions of the Selection Criteria of Omani English Language Teachers: Implications for Policy Reconsideration
Author: Al-Issa, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Selection Criteria,Language Teachers,English (Second Language),Language Proficiency,Qualitative Research,Measurement Techniques,College Entrance Examinations,Test Reliability,Test Validity,Semi Structured Interviews,High School Graduates,Observation,Content Analysis,Language Tests,Second Language Learning

Proficiency in the English language has been described as central for determining Non-Native English Speaking Teachers (N-NESTs) selection for joining the profession. The Ministry of Education in the Sultanate of Oman decided to set the score of Band 6 on the International English Language Testing System (IELTS) for accepting the English Language Teaching (ELT) graduates of Sultan Qaboos University (SQU) as full-time teachers. This qualitative content analysis study hence triangulates data from interviews and the relevant literature about the different language proficiency measurement devices to determine the selection of SQU graduates to join the ELT force. The findings show that the Ministry of Education needs to rethink the decision of opting for the IELTS as a valid and reliable selection criterion. The results have important implications for setting selection criteria of becoming an English language teacher in the Sultanate of Oman and beyond.
Foreign Language Anxiety: A Study at Ufuk University Preparatory School
Author: Karabiyik, Ceyhun
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Anxiety,Undergraduate Students,Age Differences,Gender Differences,Student Experience,Foreign Countries,Communication (Thought Transfer),Measures (Individuals),Likert Scales,Online Surveys,Statistical Analysis,College Preparation

The number of studies carried out regards the effects of certain demographic variables on Foreign Language Anxiety (FLA) is rather limited in the English as a foreign language (EFL) context. Besides, the findings of these studies yielded differential results. This study researched the levels of FLA exhibited by Turkish undergraduates and effects of gender, age, and previous preparatory class experience on FLA at Ufuk University Preparatory School, Ankara. 124 preparatory school students have participated in the study. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS), which was developed by Horwitz, Horwitz and Cope (1986) and adapted to Turkish by Aydin (2001). Scale administration was done via the Ufuk University online questionnaire system. Analysis of the quantitative data unveiled that Ufuk University Preparatory School students had moderate levels of FLA. Besides, age was found to be casting a significant effect on FLA. On the other hand, previous preparatory class experience, and gender were found to have no significant effect on the FLA levels of Ufuk University Preparatory School students.
Teaching ELF as a Motivation Source for Learners: An Action Research Study
Author: Muyan, Emrah
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Attitude Change,Interviews,Learning Motivation,Language Variation,Teaching Methods,Metalinguistics,Language Attitudes,Action Research,Standards,Foreign Countries,College Students,Observation

The purpose of this study was to explore if teaching ELF would help students change their beliefs about language and language learning. Firstly, students were interviewed in person, and they were found to have a lack of motivation and negative attitudes towards learning English with standard norms. It was also noticed that the students are not familiar with varieties of English spoken worldwide. Then, according to students' responses, a two-week ELF-based teaching was planned and applied based on Jenkins' and Seidlhoffer's suggestions on ELF core and teaching. The lessons were based on intelligibility of natural spontaneous communication, and students were guaranteed not to be judged by their mistakes. Hence, friendly classroom atmosphere was sustained utmost for two weeks. At the end of two-week period, the students were interviewed once more to get insight into their beliefs about language learning. The results revealed that students' perception changed to some extent, and they were observed to develop more affirmative attitudes towards English language learning. It was found that ELF teaching can be used as a starting point to engage students to learn a language by abandoning Standard English norms imposed by course books and teachers.
Students&apos; Perceptions of &quot;Good English&quot; and the Underlying Ideologies behind Their Perceptions
Author: Karakas, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Ideology,Student Attitudes,Phenomenology,Questionnaires,English (Second Language),Qualitative Research,Statistical Analysis,Language Proficiency,Language Fluency,College Second Language Programs,Standard Spoken Usage,Language Attitudes,Foreign Countries,College Students

This paper primarily aims to explore how the notion of &quot;Good English&quot; and its sister terms, such as good writing/writers and good speaking/speakers, are perceived by ELT students and secondly attempts to determine the language ideologies that lie behind their perceptions. A phenomenological research approach was adopted making use of open-ended email questionnaires with 42 students studying at a Turkish university to become English language teachers. The data analysed through a mixture of quantitative and qualitative content analysis revealed that most students' perceptions of &quot;Good English&quot; are normative and accord with the traditional view of the notion in which it is equated with &quot;correct English&quot; and &quot;native-like English.&quot; It was also observed that most students' perceptions of &quot;Good English&quot; guided their perceptions of good English speakers and writers and the way they perceive themselves as good or bad speakers and writers. The results indicated that particular ideologies, such as standard English, native-speakerism and authenticity, impact upon many students' normative perceptions of Good English and that such ideologies are passed on to students through various mechanisms. Not submitting themselves to these ideologies, a small group of students offered a different conceptualisation of &quot;Good English&quot; by underlining the importance of adjusting their language use to their interlocutors in different communication situations and prioritizing intelligibility over grammatical accuracy and native-like pronunciation/accent. Drawing on the results, the study makes some suggestions regarding the potential constituents of &quot;Good English&quot; and the key attributes of &quot;Good English&quot; users.
The Impact of Contextual Factors on English Language Teachers&apos; Beliefs
Author: Altinsoy, Ertan
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,Beliefs,English (Second Language),Context Effect,Performance Factors,Educational Practices,Private Schools,Public Schools,Questionnaires,Correlation,Regression (Statistics),Elementary Secondary Education,Foreign Countries,Mixed Methods Research,Semi Structured Interviews

The purpose of this research is threefold. First, the relationship between teachers? beliefs and contextual factors is explored. Second, the factor which is most significant as perceived by the teachers themselves will be presented and finally, the existence of a meaningful difference between public and private school English teachers in terms of perceived impact of contextual factors will be examined. A scale was developed by the researchers having pre-interviews with English teachers and reviewing relevant literature. The scale developed was piloted with 82 public and private school English teachers working in different parts of Turkey and the collected data were subjected to reliability analysis with SPSS. 210 public and private school English teachers participated in the study. For further data, 14 participants were interviewed. The collected data revealed a significant relationship between contextual factors and English language teachers' beliefs and practices. It was also found out that student oriented contextual factors have the greatest impact on English language teachers. Except teacher and management oriented contextual factors, meaningful difference was observed between public school and private school English teachers in terms of policy, classroom, inspection, and student oriented contextual factors.
The Impact of Online Reading Tasks and Reading Strategies on EFL Learners&apos; Reading Test Scores
Author: Altay, Ismail Firat
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Control Groups,Metacognition,Turkish,Scores,Pretests Posttests,Multiple Choice Tests,Technology Integration,Teaching Methods,Correlation,Higher Education,Experimental Groups,Comparative Analysis,Statistical Analysis,Reading Comprehension,Computer Assisted Testing,Reading Tests,Foreign Countries,College Students,Quasiexperimental Design

Integration of technology in foreign language classes has long been a matter of interest for researchers. Yet, studies have often yielded indecisive and conflicting results. Besides, there have been few, if any, studies exploring the relationship between learners' use of metacognitive reading strategies and their performance in reading tests. The aim of this study is thus to investigate not only the impact of online reading tasks on tertiary level EFL students' test scores at a Public University in Turkey but also the role of metacognitive reading strategies they used on their test scores. A total of 51 Turkish-speaking adult learners took part in this study--25 of them were in the experimental group who were assigned online reading tasks during the term, and another 26 students were in the control group who continued reading on paper. A pre-test and a post-test, which were paper-based, were given to the two groups consisting of 20 multiple choice and lasting 30 minutes each. To detect the learners' metacognitive reading strategies, Turkish version of Mokhtari and Reichard's (2002) Metacognitive Awareness of Reading Strategies was conducted. The pre- and post-test scores of experiment and control group and their responses to the survey were statistically analyzed through SPSS version 20.0. The results indicated that there was not a significant difference between test scores of experiment and control group after 6-week treatment. Besides, a one-way ANOVA revealed that none of the strategies was favored by the learners. As such, the results showed that online reading tasks and reading strategies did not show any effect on learners' reading comprehensions. It was implicated in the study that stakeholders should be cautioned about the use of technology in the language classroom and expectances regarding online reading tasks potential to bring about changes in reading scores.
The Role of L+ Turkish and English Learning in Resilience: A Case of Syrian Students at Gaziantep University
Author: Cinkara, Emrah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Second Language Learning,Turkish,English (Second Language),Resilience (Psychology),Mixed Methods Research,Comparative Analysis,Semi Structured Interviews,Measures (Individuals),Questionnaires,Adjustment (to Environment)

The study investigated Syrian students' resilience, the ability to bounce back from some form of disaster, disruption, stress, or change. The situation in Syria caused thousands of deaths and millions of refugees, which is the main source of disaster and Syrian students need to recover from this. According to UNHCR, Turkey welcomed around 2.523.554 refugees, 314.917 of whom are located in Gaziantep, which constitutes about 20 % of total population of the city. In this study, we aimed to investigate the role of L+ (Turkish and/or English) learning in resilience of Syrian students studying at Gaziantep University intensive Turkish and English language programs. Both quantitative and qualitative data was collected through the Connor-Davidson Resilience Scale and interviews. The results suggested that our participants had a medium level of resilience and L+ Turkish and English have different roles in building resilience among Syrian refugee students.
Investigating Problems of English Literature Teaching to EFL High School Students in Turkey with Focus on Language Proficiency
Author: Isikli, Ceren
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Language Proficiency,English Literature,Questionnaires,Teacher Surveys,Language Tests,Instructional Effectiveness,English (Second Language),Second Language Instruction,National Curriculum,Likert Scales,Performance Factors,Barriers,Educational Practices,Foreign Countries,Qualitative Research,Statistical Analysis

Introduction of English literature as a separate school subject into Turkish high school curriculum has revealed a huge number of problems during its practical applications: students' low levels of proficiency in English, teacher incompetence, low motivation, lack of confidence, limited resources, lack of materials etc. Given the great extent and multi-sided dimension of the new experience, with the constant interference of a variety of external factors, the focus of this study was narrowed down to identify mainly the primary source of problems in EFL contextualized English literature teaching. To this purpose, two instruments of data collection were used: a teacher questionnaire and English language proficiency test. Analysis of the questionnaire has revealed that, according to English teachers, student-related problems, and particularly students' low proficiency levels, constitute the most important source of problems. The language proficiency test was applied to see whether this finding confirmed or not the teacher opinion about low proficiency levels of students. The test has revealed students' real levels of proficiency in compliance with the Common European Framework of References for Languages (CEFR). It showed that about half of the students' proficiency levels were significantly lower than expected, in this way partly confirming the teacher opinion on low proficiency levels, as the proof of the general inadequacy of students for studying English literature at levels prescribed by the national curriculum. The study has been led to conclude that there is an urgent need to re-adjust English literature curriculum so as to take into account students' real levels of proficiency, and to review or reconsider it in such ways as to prioritize linguistic competence development over the literary.
The Children&apos;s Foreign Language Anxiety Scale: Reliability and Validity
Author: Aydin, Selami
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Children,English (Second Language),Second Language Instruction,Foreign Countries,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Test Validity,Test Reliability,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Test Construction,Questionnaires,Statistical Analysis

Foreign language anxiety (FLA) has been mainly associated with adult language learners. Although FLA forms a serious problem in the foreign language learning process for all learners, the effects of FLA on children have been mainly overlooked. The underlying reason is that there is a lack of an appropriate measurement tool for FLA among children. In addition, FLA studies have included mostly the adult learners into research. Therefore, the current study intends to present the tests of reliability and validity for the Children's Foreign Language Anxiety Scale (CFLAS) and to report on the reliability, validity and factor structure of the scale. Results show that CFLAS is a reliable and valid tool to measure the levels of FLA among children aged 7-12 who learn English as a foreign language (EFL) in the Turkish EFL context.
Position of the Translator as an Agent in Website Localization: The Case of Turkey
Author: Alkan, Sinem Canim
Date: 2017-00-00
Type: Journal Articles
Subjects: Translation,Second Languages,Interviews,Web Sites,Business,Internet,Industry,Qualitative Research,Computational Linguistics,Foreign Countries

The rapid growth of e-commerce has contributed to the development of website localization activity as a major professional industry. Despite the high volume of website localization practices, there is little research on translators participating in website localization projects. The purpose of this qualitative study was to explore the position of the translator as an agent in website localization processes in Turkey. In this study data were collected through interviews. Nine interviewees were interviewed face-to-face using interview forms in Istanbul between September 2011 and February 2012. In determining the corpus of interviews, maximum variation sampling was used. All of the interviewees took part in website localization processes as agents but in different positions. The conceptual and theoretical framework of the study comprised functional translation theories by Justa Holz-Mänttäri and Hans Vermeer, and Agency Theory. The study showed that translators in production networks experienced the problem of information asymmetry which affected their performance negatively. It is common to associate low levels of quality with the translator's incompetence. This study suggested that when the translation/localization product fails to meet the expectations of the initiator, it is more than reasonable to look at not just the translator but the whole production network to find the source of problem.