ethanporcaro/eric-fulltext-meta huggingface dataset:
What Type of Oral Corrective Feedback Do Chilean EFL Young Learners Prefer?
Author: Aedo, Pablo
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Preferences,Student Attitudes,Rating Scales,Student Motivation,Teaching Methods,Metalinguistics,Learning Processes,Metacognition,Video Technology,Elementary School Students,Educational Policy,Student Evaluation

This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher's correction and feedback when done carefully and clearly and considering students' affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.
Flipped Learning and Affect in Mathematics: Results of an Initial Narrative Analysis
Author: Lazzari, Elena
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Affective Behavior,Mathematics Instruction,Secondary School Students,Emotional Response,Student Attitudes,Self Efficacy,Grade 11,Grade 12,Value Judgment

Flipped learning is a constructivist methodology that uses various active learning strategies, drawing on the potential of digital technologies whenever possible. Several research studies have shown the many benefits that flipped learning can bring to students' learning process and their affective sphere, but studies in the specific area of mathematics are still limited. The present article aims to examine the possible impact of this methodology on affective factors in mathematics. To achieve this goal, it was designed a 20-hour experiment involving about 300 secondary school students, during which conic sections were studied using a flipped approach. At the end of the experiment, textual material was collected on which a narrative analysis was conducted. The analysis took a content-categorical approach, and the reference theory for interpreting the data was the three-dimensional model for attitude toward mathematics by Di Martino and Zan (2010, 2011). The results show that a positive, rather than a negative, emotional disposition prevails, as does a view of mathematics as useful, rather than useless. Students' perceptions of their own competence are equally distributed between low and high. Initial findings suggest that flipped learning is a methodology that can create a learning environment that has a positive influence on affective factors.
High School Transcript Placement in Developmental Mathematics Courses: A Case Study at One College
Author: Counterman, Celisa
Date: 2023-00-00
Type: Journal Articles
Subjects: High Schools,Academic Records,Mathematics Education,Grades (Scholastic),Student Placement,Remedial Instruction,Mathematics Achievement,Time to Degree,High Stakes Tests,Mathematics Tests,Community Colleges,Suburban Schools,Longitudinal Studies,Algebra,Equal Education,Educational Policy,Case Studies,Academic Persistence,Course Descriptions

Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students' time to degree completion. Placement policies have tended to focus on a high-stakes placement test, but more holistic approaches have been recommended. This study investigated success outcomes for students placed with a holistic approach of evaluating high school transcripts. Students who were placed into one of three developmental mathematics by their high school transcript at a suburban community college in North-eastern United States were selected for this study. A nonexperimental, retrospective research study was conducted. Archival data of students who took a developmental mathematics course from fall 2015 through spring 2019 and had a high school transcript on file were chosen for this study. Findings from chi-square analyses indicated that high school transcripts that consider mathematics course grades are a viable placement option for developmental math courses, particularly the two lower-levels. However, lower than desired success rates suggest that placement is only the first step to increasing student achievement. A lack of high school transcripts suggests some students would prefer to take a placement test, particularly for students in the upper-level course on a college algebra path. A challenge for community college advisors will be creating an equitable placement policy for students who do not have a recent high school transcript.
Miswriting in the Teaching of Turkish as a Foreign Language: The Tunisian Case
Author: Kaya, Musa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,College Students,Error Patterns,Writing Assignments,Spelling,Morphophonemics,Phonetics,Syntax,Semantics,Language Skills,Barriers

This research was undertaken with the aim of evaluating, classifying, and detecting mistakes made by Tunisian students learning Turkish as a foreign language at the A1 level. The study is descriptive and was performed using document and content analysis methods. Forty Tunisian university students participating in the study were asked to write about their emotions, ideas, and plans after being given a topic in the classroom at a specific time. Afterwards, their incidences of miswriting were determined while analyzing the texts. Their mistakes were classified under the headings of spelling mistakes, morphemic mistakes, phonetic mistakes, syntactic mistakes, and semantic mistakes. The writing errors grouped within these categories were subsequently re-evaluated according to their specific features and presented again under more narrow subheadings. It was determined that the students made 206 spelling mistakes, equaling 39.84% of the total, followed by 119 morphemic mistakes equaling 23.01%, 95 phonetic mistakes equaling 18.37%, 52 syntactic mistakes equaling 10.05%, and 45 semantic mistakes equaling 8.70%, for a total of 517 writing errors. The majority of these incidences of miswriting happened due to factors such as negative transfer, the distinctive structure of the Turkish language, and the students' lack of knowledge and experience. It is emphasized that writing-oriented error analysis studies in the teaching of Turkish as a foreign language should be increased and continued at all levels.
Turkish and Italian University Students&apos; Views on Visual Literacy
Author: Çelik, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Visual Literacy,Visual Aids,Comparative Analysis

The purpose of this study was to explore the Italian and Turkish students' perceptions of their visual literacy ability. The study used the qualitative research methodology and interviews as the data collection tool. Purposeful sampling was used for sample selection. Descriptive analysis was selected as the analysis method since it was determined to be the most appropriate analysis method for the research. A semi-structured data collection tool was used. The study's sample consisted of thirty-two university students studying in Turkey and Italy. Turkish interviewees included sixteen university students who studied at Çanakkale Onsekiz Mart University in Turkey. Italy's sample also consisted of sixteen university students who studied at La Sapienza University in Italy. The study took into consideration equal gender representation. The findings indicate that neither Italian nor Turkish students received a course on visual literacy. According to the results, students utilised maps, graphs, slides, pictures, caricatures, movies, and timelines in their classes.
Classroom Discourse in Single-Sex Physics Classes: A Case Study
Author: Raviv, Ayala
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Single Sex Classes,Teacher Attitudes,Group Discussion,Student Participation,Gender Differences,Student Characteristics,Classroom Environment,Inquiry,Foreign Countries

This case study examined the characteristics of classroom discourse during physics lessons in two single-sex high school classes--a boys' vs. a girls' class. All lessons were taught by the same teacher and covered the same topics. For each class, six lessons were recorded, transcribed, and coded and the characteristics of the discussion were counted, including the number of words spoken by the teacher and students, the number of open-ended and closed-ended questions posed, and the number of open and closed discourse segments and their initiator. A total of 549 closed-ended questions, 1,151 open-ended questions, 139 closed and 168 open discourse segments were analyzed. A semi-structured interview was conducted with the teacher on his views of the discussion characteristic in his lessons and the differences he has observed between boys and girls in terms of these characteristics. The average number of all classroom discourse parameters examined was similar in both classes and no significant differences were observed. In both classes, the students participated very actively in the discourse throughout most of the lesson, both among themselves and with the teacher. From the teacher's perspective, the differences in discussions between the classes, if any, are not related to the student's gender, but rather to the character of the students and the classroom environment. The main conclusion that emerges from this study is that the girls' discourse in a single-sex class does not differ significantly from the boys' discourse, as discussed in the article.
Differences in Students&apos; Mathematics Knowledge in Homogeneous and Heterogeneous Groups
Author: Cernilec, Boris
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Homogeneous Grouping,Heterogeneous Grouping,Grouping (Instructional Purposes),Grade 8,Elementary School Students,Teacher Behavior,Mathematics Achievement

The question of grouping students into homogeneous and heterogeneous groups is not new, but it does not find an unambiguous answer in the literature, especially in mathematics. In this paper, we address the question of whether grouping students into homogeneous and heterogeneous groups in mathematics improves their knowledge. The quasi-experiment involved 126 8-grade (i.e., 13-14 years old) Slovenian primary school students, who were divided into two equal groups: the control group worked in homogeneous groups, and the experimental worked in heterogeneous groups. The results of the post-test show that the students from the experimental group had better results in mathematics, which indicates that heterogeneous groups should be preferred in mathematics. Lesson observations have identified differences in teacher behavior: educators working in homogeneous groups tend to give students with lower competencies tasks from lower taxonomic levels, and teachers favor abler groups. Such differences have not been observed among teachers working in heterogeneous groups. The implications for educators are also discussed.
Developing Awareness and Attitude towards Sustainability through an Activity-Based Intervention
Author: Kaur, Jagpreet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Students,Secondary School Students,Grade 9,Sustainability,Student Attitudes,Knowledge Level,Learning Activities,Intervention,Economic Development,Economic Factors,Social Problems,Lecture Method,Comparative Analysis,Student Development,Career Choice

The present study intended to examine the impact of an activity-based intervention on the attitude and awareness of adolescents towards sustainability and its dimensions using a quasi-experimental research design. A cluster sample of 99 participants, experimental and control groups comprising of 50 and 49 school students, was selected for the present study. The investigators constructed and standardized an activity-based module for conducting the intervention, awareness test and attitude scale for sustainability. The module was used to teach the treatment group regarding concepts related to sustainability. However, the lecture method was used to teach the control group. Both groups were taught for a duration of four weeks. The results of the analysis of covariance revealed a positive and significant impact of the activity-based module for sustainable development on the awareness and attitude of school students towards sustainability and its dimensions. Implications of these results are discussed with regard to curricular and pedagogical concerns at the school level in India.
Effect of 8-Week Circuit Training on the Development of Different Forms of Muscle Strength in Physical Education
Author: Milenkovic, Dejan
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Muscular Strength,Physical Fitness,Training,Physical Education,High School Students

The aim of the research was to determine the effect of an 8-week circuit training program on explosive strength and strength endurance in physical education classes intended for high school students. The research included 60 students of two second-grade high school classes. Both classes attended regular physical education classes, where, within the main part of the class, one class had a special program for developing strength through circuit training (circuit group), while the other one had no modifications to the regular physical education program (control group). The classes were randomly marked as circuit group (n = 28) and control group (n = 32). Five strength tests were used in the study: squat jump, countermovement jump, squats, push-ups, and sit-ups. The results showed that the 8-week strength development program organized as circuit training contributed to a significant improvement in strength. The results of all tests showed a significant effect of training on students' strength. It has been determined that short-term circuit training in physical education classes is an effective way to develop students' physical performance.
Exploring the Key Predictors of Instructional Quality
Author: Rafsanjani, Mohamad Arief
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Educational Quality,Predictor Variables,Structural Equation Models,Teacher Competencies,High School Teachers,Teacher Behavior,Teacher Student Relationship,Interaction

Classroom instruction became a popular topic due to its crucial role in teaching and learning activities. The teacher plays an essential role in providing quality classroom instruction. This study tries to explore the key predictors of instructional quality. This study was conducted on 283 teachers taken randomly. We used an online questionnaire to reach the research participants in east java, Indonesia. Structural equation modelling (SEM) was utilized to examine the relationship between the variables. The findings revealed that the teacher competencies, including cognitive and motivational aspects, positively affected instructional quality. This study also revealed that teachers' cognitive aspect is not the only predictor of instructional quality. The motivational aspect also plays a crucial role in predicting instructional quality. This study provides several insights for related stakeholders (such as teachers, policymakers, and universities) in making efforts or policies to improve teacher instructional quality.
Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
Author: Pham Van, Thuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Efficiency,Measurement,Data Analysis,Educational Research,Publications,Foreign Countries,Periodicals,Universities,Authors,Journal Articles,Information Retrieval

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
Digital Literacy Readiness: Voices of Indonesian Primary and Secondary English Teachers
Author: Pratolo, Bambang Widi
Date: 2022-08-00
Type: Journal Articles
Subjects: Digital Literacy,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,Educational Change,Distance Education,Elementary School Teachers,Secondary School Teachers,Online Courses,Barriers,English (Second Language),Second Language Learning,Second Language Instruction,Learning Management Systems,Internet,Access to Education,Language Teachers,Faculty Development

The ways students learn nowadays have changed significantly since the COVID-19 pandemic in 2019. Students today need different ways of teaching as they also have different learning styles. This study is intended to investigate how much the Indonesian primary and secondary English teachers are technologically literate, identify the challenges they face in teaching using technology and describe their hopes and expectation in their professional work as English teachers. Questionnaires in the form of google form were used to collect the data from all the participants, while interview was used to collect the data from the selected participants. The findings showed that most of the participants possessed high level of digital literacy, suggesting that they had the skills needed to help them teach online classes using the available online teaching platforms. They seemed to enjoy teaching online classes as they were capable of exploiting the online resources as the teaching materials, developing the available resources and even creating the digital teaching materials and using it in their online classes. The most serious problem they had was lack of IT knowledge in regard with the new online teaching platforms and internet connection. If they had to use the new online teaching platform, they had to learn it on their own, usually through YouTube and teach how to use it to their students. The classic problem, the internet connection, still occurred among the teachers and it caused problems in delivering the teaching materials and assessing the students' work. This implies that the policy makers need to design professional development program which would help the Indonesia English teachers cope with their technological issues.
Meta-Evaluation of Research in the Usage of Gamification Method in English Language Teaching
Author: Inanç, Hasan Burak
Date: 2022-08-00
Type: Journal Articles
Subjects: Meta Analysis,Game Based Learning,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Research Reports,Trend Analysis,Educational Trends,Kindergarten,Elementary Secondary Education,Higher Education,Masters Theses,Doctoral Dissertations,Research Methodology

This study aimed to evaluate the research in the use of the gamification method in English language teaching. In this study, thirty-eight researches were evaluated. For this purpose, the Council of Higher Education National Thesis Center and Google Academic databases were used to reach research in the use of the gamification method in English language teaching. The sample of this study consisted of twenty-two master's theses, fourteen articles, and two dissertations. The studies were classified and analyzed regarding the type of research, year of publication, method of research, sample, data collection tool and duration of research. Findings show that studies in our country about the subject were primarily at the master's level, and they were carried out using quantitative methods. Findings also show that the number of studies about the subject has been rising only in recent years, and university students were mostly chosen as a sample. Different data collection tools were found to be used in future studies.
On the Interrelationships between Iraqi EFL Learners&apos; Classroom Environment, Foreign Language Classroom Anxiety and Willingness to Communicate: A SEM Approach
Author: Obaid, Alyaa Abdulkareem
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,English (Second Language),Classroom Environment,Anxiety,Attitudes,College Students,Speech Communication,Relationship

Different factors play their roles in communication especially when the concern is a foreign language such as classroom environment, foreign language classroom anxiety and willingness to communicate. The purpose of the present study is to investigate the relationship among EFL Iraqi learner's classroom environment, foreign language classroom anxiety and willingness to communicate. First, from among the available 260 English university students at Babylon university, 204 EFL intermediate language learners who studied English language were selected. The selection was based on their score in Cambridge Quick Placement Test 2004 (QPT). The participants, then filled three questionnaires of anxiety, classroom environment, and willingness to communicate. The three questionnaires were filled out by the participants. To consider the extent of the interrelationships among classroom environment, willingness to communicate and speaking anxiety, a model of associations among them was proposed. To analyze the obtained data, structural equation modelling (SEM) was used and the model was probed using AMOS. Results of SEM indicated a complete fit and significant interrelationship among the variables were found. The findings have several implications for EFL teachers and learners.