ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing Grammatical Accuracy of EFL Students in Web-Based Writing
Author: Alghammas, Abdurrazzag
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Accuracy,Web Based Instruction,Teaching Methods,Writing Instruction,Collaborative Writing,Web 2.0 Technologies,Undergraduate Students,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Essays,Error Patterns,Foreign Countries,Majors (Students),Student Attitudes,Educational Technology,Educational Benefits,Constructivism (Learning),Learning Theories,Group Dynamics

In group writing, a group works together to compose a well-written text. Web 2.0 has bolstered web-based group writing among linguistic scholars and language teachers. This research examined the impact of web-based group writing on intermediate-level sophomore students majoring in English in colleges in Saudi Arabia. It considered the students' work process during web-based group writing, unveiling students' opinions and attitudes toward web-based tools. Employing a questionnaire survey after a writing task, data were gathered after respondents experienced the benefits of web-based writing. The theoretical framework for the research was based on Vygotsky's social constructivist theory and Li and colleagues' wiki-based collaborative process writing pedagogy (WCPWP). The results indicated that using web-based tools in the group writing of essays helped learners make fewer grammatical errors and also fostered group interactions. Many learners positively reacted to the web-based group writing. This research provides a better understanding of the modern technology and pedagogy used by educators, thereby contributing to the existing literature. Based on the study results, the research presents recommendations of appropriate web-based applications for second language writing.
Investigating the Source of Reading Anxiety among Undergraduate Saudi Female EFL Students in Translation Departments
Author: Zemni, Bahia
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Anxiety,Student Attitudes,Pronunciation,Vocabulary Development,Foreign Countries,French,English (Second Language),Second Language Learning,Second Language Instruction,Females,Undergraduate Students,Comparative Analysis,Departments,Teaching Methods,Pronunciation Instruction

This study aimed to investigate the sources of reading anxiety among undergraduate female EFL students in KSA. The study compared the sources of reading anxiety between EFL students in the English Department and EFL students who study French as a foreign language. Also, the study compared between the students in terms of year of study (level 1, level 2, level 3, and level 4). The total number of participants were 507 participants, and the data were collected through a survey designed for the study to investigate the personal and text factors of reading anxiety. The analysis of the data through SPSS showed that there are no significant differences in reading anxiety among students according to department of study (English and French), and year of study. Moreover, the findings of the study showed that text sources, such as unknown vocabulary and unfamiliar pronunciation, contributed more to reading anxiety than the personal sources of reading anxiety. The study concluded that teachers need to pay more attention to enriching the students' vocabulary and improving their pronunciation, since this helps to alleviate students' reading anxiety.
Assessing Kahoot&apos;s Impact on EFL Students&apos; Learning Outcomes
Author: Alharthi, Saleh
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Educational Games,Outcomes of Education,Computer Games,Computer Assisted Instruction,Learner Engagement,Language Tests,Learning Motivation,Comparative Analysis,Learning Activities,Majors (Students),Undergraduate Students,Foreign Countries,Pretests Posttests,Interrater Reliability,Instructional Effectiveness,Student Attitudes

Technology use in the classroom to improve student's learning has gained significant attention over the past few years. Technology has metamorphosed from CALL to MALL and the use of gamification. Teachers are more concerned with methodologies that can improve students' motivation and engagement, particularly in EFL classrooms. This mixed method that utilized qualitative and quantitative approaches to assess how Kahoot, a game-based learning tool, can be integrated with learning to improve student's engagement, motivation, and learning outcomes. A total of 36 students took part in the study. The students were grouped into two; the experimental group (20 students) and the control group (16 students). The experimental group took various tests and two main exams, known as Language Acquisition and Learning Exams. The study also explored the participants' perception about Kahoot to determine its effectiveness as a learning tool. Cronbach's alpha, descriptive statistics, and SPPS were used to analyze the data. The findings showed that the Kahoot game not only augments the learning process but also improves students' motivation, engagement, and positively impacts the classroom dynamics.
Approaches in Teaching Writing Skills with Creative Writing: A TESOL Study for Indian Learners
Author: Kumar, Tribhuwan
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Skills,Creative Writing,Teaching Methods,Instructional Effectiveness,Writing Instruction,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Difficulty Level,Student Attitudes,Learning Activities,Writing Processes,Process Approach (Writing)

This research is based on the difficulties and effectiveness of creative writing in language learning. Creative writing is the art of sorts, the art of making things up. It is writing done in a way that is not academic or technical but still attracts an audience. Nowadays, there is too much attention of teachers is on making students be a creative writer. This study explores the difficulties of creative writing which the (10+2) students consistently face while writing and the effectiveness of creative writing for students. To collect the data the researcher consulted (10+2) students at a CBSE affiliated school in New Delhi. The researcher provided questionnaires having twenty questions to 40 students of that institute in order to collect information and data from them. The researcher also interviewed 4 students from that institute to collect more data and information which are missing or inadequate in the questionnaire. The collected data explore that creative writing classes are important and influential for learners and they want these kinds of activities to improve their learning skills. The students face many hindrances and problems while writing. So, we must say that creativity is an important and valuable technique for learning a new language. This research is the primary research and the data of this research has not been collected and used for other purposes. The method of the research is both qualitative and quantitative. The research is mainly divided into five chapters. The first part consists of introduction, statement of the problem, objective of the study, research question and delimitation, whether the second part is a brief discussion of correlated literature. The third part discusses the research methodology/theoretical framework, research design, research methods, and data generation tool. The fourth part discusses the findings of the research and analyzing those findings. The final part of this research discusses the conclusion.
Teacher Attitudes towards the English Language Curriculum Change: The Case of Vietnam
Author: Vu, Thao
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Curriculum Implementation,Teaching Methods,Educational Change,Secondary School Students,Foreign Countries,Secondary School Teachers,Positive Attitudes,Curriculum Evaluation,National Curriculum

With the spread of English as a global lingua franca, many governments have developed and implemented new curricula and pedagogies, aiming to enhance English competence for personal and national participation in a globalised world. In Vietnam, the Government established Project 2020 (since relabelled Project 2025), a reform of the national English language curriculum in the schooling system to renovate the English education at the school level. However, little is known about how Vietnamese teachers actually regard the change and the practical challenges to the curriculum implementation at the local level. This paper explores the attitude of Vietnamese teachers towards the new curriculum for secondary classrooms. Drawn from an online survey and interviews with teachers, the research findings indicate positive attitudes among the teachers concerning the necessity of the curriculum reform, while showing their doubts and more negative evaluations of the overall feasibility of the new curriculum, both its goals and its pedagogic approach. A number of constraints hindering the success of the change are discussed and recommendations are made including the need to establish appropriate in-service teacher professional development as an essential aspect of the reform.
Language Attitudes of Betawi Teenagers toward Their Mother Tongue: A Sociolinguistic Perspective
Author: Nur, Tadjuddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Attitudes,Native Language,Adolescent Attitudes,Indonesian,Language Maintenance,Second Language Learning,Dialects,Negative Attitudes,Language Usage,Language Variation,Foreign Countries,Indonesian Languages,Sociolinguistics,Code Switching (Language)

The present research sought to investigate the language attitudes of Betawi Teenagers towards their mother tongue. Language attitudes cover opinions, ideas, and prejudices that speakers have with respect to a language. Research of language attitudes is getting much attention for years in some fields. Due to the importance of the language attitudes, this research intends to describe the language attitudes of Betawi Teenagers towards their native language. The Betawi language is one of the dialects in Jakarta, Indonesia. This study employed descriptive qualitative research. The data used are the data obtained through questioners, observations, and in-depth interviews to know the attitude of the Betawi community language. The objectives of this study is to map out the language attitudes of Betawi teenagers towards their mother tongue or Betawi Language. The results showed that (1) The language attitude of the Betawi teenagers towards the Betawi language is negative, (2) The Indonesian language is strongly dominant in their daily life, and (3) The foreign languages do not affect in the maintain of their mother tongue. Apart from that, other languages such as &quot;slang&quot; also color their language choice. This linguistic fact is going continuosly from time to time and influencing their language attitude. In fact, even though they understand the Betawi language, it is not of the primary use.
Investigation of the Relationship between Creativity of Preschool Children and Reflective Thinking Tendencies of Teachers
Author: Cicekler, Canan Yildiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Reflection,Reflective Teaching,Creativity,Preschool Children,Elementary Secondary Education,Inquiry,Teacher Effectiveness,Teacher Responsibility,Teacher Characteristics,Foreign Countries,World Views

The aim of the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.
The Development of Interactive E-Book of Local History for Senior High School in Improving Local Wisdom and Digital Literacy
Author: Saripudin, Didin
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,Local History,High School Students,Teaching Methods,Technological Literacy,Foreign Countries,Instructional Effectiveness,Interaction,History Instruction

This study discusses students' responses and perceptions on the e-book of Local History of West Java (Indonesia) developed by the researchers. It uses a Research and Development approach and experimental method. Data collection techniques used in this study are observation, interviews, and focus group discussions with interactive model data analysis. The research subjects were students and teachers of high schools in West Java. They were taken as the subjects as they can represent the region. The History E-book is, however, published on ebooksejarah.id page while the system was developed by using SDLC (Software Development Life Cycle) Waterfall model. The results of the study indicate that the components of the e-book on the aspects of the materials, presentation, and completeness are overall suitable to be used by students. The materials are considered to be still inapplicable and not contextual. Further, they are still lack of latest issues as well as photos/illustrations. The study of student responses on the e-book reinforces that the zoomers (those belong to Generation Z) prefer to digital learning media because their social life belongs to the online world. Local history e-books should better adapt to the learning style of Generation Z, who prefer visuals and hands-on experiences to reading texts. Thus, e-book development needs to be equipped with various learning media in short audios and video explainers, animations, and infographics.
Multi-Group Analysis of the Effects of Coping with Mathematics on Math Anxiety and Achievement
Author: Çiftçi, Koza
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Coping,Rating Scales,Anxiety,Mathematics Achievement,Foreign Countries,Preservice Teachers,College Students,Gender Differences,Grade Point Average

The aim of this study was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the present study. Data were collected from the participants using Mathematics Anxiety Rating Scale-Short Version (MARS-SV) and Coping with Mathematics Scale-Short Version (CMS-SV). MANOVA results showed differences on the levels of math anxiety depending on the participants' coping strategies. For example; Those using the coping focused on solving the problem strategy were less anxious in mathematics. In addition, women experienced more mathematics test anxiety than men. Finally, a negative significant correlation was found between mathematics course anxiety and calculation anxiety and GPA score.
Validating Professional Learning Communities Practice Model in a Malaysian Context
Author: Ismail, Kamarudin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Analysis,Communities of Practice,Teacher Attitudes,Faculty Development,Teacher Collaboration,Educational Environment,Instructional Leadership,School Effectiveness,High Achievement,Institutional Mission,Best Practices,Stakeholders,Educational Cooperation,Models

Despite the ubiquity of professional learning communities (PLCs) among researchers, studies on PLCs have widely differed in terms of dimensions used to conceptualise them. Thus, the study aimed to validate the conceptual model consisting of PLCs practices. The study employed a quantitative method using a survey. Firstly, a pilot test was conducted in which 103 schoolteachers were involved in completing a questionnaire. The Exploratory Factor Analysis (EFA) had determined six dimensions and 20 elements of PLCs practices. Then, the field study was conducted using the new questionnaire. The survey involved 386 schoolteachers from 25 High Performing Schools (HPS). The result revealed that: I) Based on the Confirmatory Factor Analysis (CFA), multidimensional PLCs practice model is evidence in the Malaysian context. They are operationalised in six dimensions including visions, missions and values, professional leadership, collective and collaborative culture, sharing of best practices, conducive school climate, and strategic alliances among stakeholders and, ii) The level of PLCs implementation in HPS is high for all the dimensions. The practical implications from the study and future research recommendations were also discussed.
Mothers&apos; Views and Home Literacy Practices on Children Literacy Skills Acquisition: A Qualitative Study
Author: Coskun, Lutfiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Mothers,Parent Attitudes,Literacy Education,Skill Development,Family Environment,Teacher Responsibility,Parents as Teachers,Learning Activities,Preschool Children,Foreign Countries,Parent Responsibility,Reading Skills,Writing Skills,Language Skills,Mathematics Skills,Phonological Awareness,Phonics,Instructional Materials

This study aimed to explore mother's views and home literacy practices for their children on literacy skills acquisition. In the study carried out in 2020, twenty-five mothers of children aged 6 years were assessed by means of a semi-structured qualitative interview. Two mother views were identified; (1) family is responsible (FR) and (2) teacher is responsible (TR) on children's literacy skills acquisition. An examination of the literacy practices offered by mothers revealed that there are similarities and differences between the practices. The obtained results indicated that mothers who consider that family is responsible for children's literacy acquisition implemented more versatile and greater number of activities for their children. On the contrary, mothers who consider that teachers are responsible for children's literacy acquisition preferred mostly activities that support writing skills rather than reading skills. Some recommendations were also made in this paper to promote the emergent literacy skills of preschoolers.
Mind Mapping as a New Method That Supports Readiness for Primary School
Author: Polat, Özgül
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Preschool Education,Preschool Children,School Readiness,Early Childhood Education,Foreign Countries

In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.
Teacher Candidates&apos; Teaching-Learning Conceptions and Self-Efficacy in Organizing Out-of-School Trips: The Mediating Role of Lifelong Learning
Author: Bakioglu, Büsra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Efficacy,Field Trips,Lifelong Learning,Self Concept Measures,Foreign Countries,Predictor Variables

This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.