ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Analysis of EFL Learners&apos; Discrimination of Near-Synonyms in a Data-Driven Learning Task
Author: Kim, Miso
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Data Analysis,Computational Linguistics,Teaching Methods,Classification,Indexes,Definitions,Advanced Students,Cooperative Learning,Learning Strategies,Learning Activities,Graduate Students,Undergraduate Students,Korean,Native Language,Student Attitudes,Language Usage,Individual Differences

The purpose of this study was to analyze six English as a Foreign Language (EFL) learners' trajectories of discriminating near-synonyms in a data-driven learning task. Since the learners find it considerably difficult to learn subtle meaning differences of near-synonyms, corpus-based data-driven learning may provide an opportunity for them to tackle their difficulties. The study materials guided the learners to identify the differences between the four pairs of near-synonyms, categorize the concordance lines based on their findings, and generalize the findings. The six participants had notably different trajectories of discriminating near-synonyms. The qualitative analysis of the trajectories showed a tendency that the intermediate learners focused on the meanings and found the correct answer without knowing the core meaning, and the advanced learners moved further to attend to structural differences and sometimes tested their previous knowledge on the concordance data. This study implies the need for careful guidance, collaborative group works, and strategy teaching in data-driven learning tasks.
Determining Specificity of L2 Peer Response in Learning Management System-Based Writing
Author: DeHond, Garrett
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Instruction,Higher Education,Essays,Foreign Countries,Integrated Learning Systems,Peer Evaluation,Undergraduate Students,Revision (Written Composition)

Second language (L2) peer response literature is defined in part by discourse research, yet there is scant research on text-specific comments, or comments that make explicit text references, thus resisting generic qualities. The purpose of this case study was to examine such peer response activities in an English writing course at a South Korean university. The data comprises two essay assignments with peer response conducted between two drafts -- as accomplished during class time on the class learning management system (LMS) -- as well as the subsequent revisions in second drafts. This paper expands on previous coding schemes accounting for area, nature and type commentary to account for a specificity dimension, and also links these categories to revision practices. While students entertained diverse commenting and revising options, popular practices included generic evaluating or revising local or surface-level concerns. This paper offers implications for modelling response activities as well as for how to better define specific and complex idea construction exhibited during response.
One Hand Piano Literature in Turkey
Author: Demirci, Sirin Akbulut
Date: 2020-10-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Teaching Methods,Foreign Countries,Physical Disabilities,Musical Composition,Musicians,Handedness,Music,Curriculum Development,High School Students,Higher Education

The curriculum used in amateur and professional piano education is shaped according to the physical and mental state of the students. Easy access to piano literature that can be used in case of one hand and/or one arm disability is important in terms of contributing to the students and piano instructors. For this reason, it is aimed to determine the works of contemporary Turkish composers in this field. Turkish composers who passed away in 2000 and after and those who live today were investigated; 146 of 198 composers who were identified were contact online, and it was concluded that 69 composers did not compose one hand piano work and 7 composers composed one hand piano work. Scores, program notes, work descriptions and sound recordings related to one hand piano works were obtained from those composers. It was found that 2 of these works were composed for the right hand, 3 for the left hand and 2 for any of them. It is thought that the limited number of contemporary Turkish one hand piano literature will contribute positively to piano literature, music educators, piano students and performer with physical disabilities.
Analysing the Relationship between Metacognitive Learning Strategies and Image Levels of Sports Students at the Universities
Author: Aygün, Murat
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Learning Strategies,Imagination,Physical Education,Athletics,College Students,Student Characteristics,Gender Differences,Foreign Countries

Sports activities contribute both to the physical, mental and psychological development of the individual and to the development of skills. The effectiveness of the desire to learn becomes more apparent with the continuity of development. The objective is to analyse relationship between metacognitive learning strategies and image levels of students. The study group includes 308 students in School of Physical Education and Sports and Faculty of Sport Sciences at Ardahan and Ege Universities. As data collection tool; Personal Information Form, &quot;Metacognitive Learning Strategies Scale&quot; and &quot;Sport Imagery Questionnaire (SIQ)&quot; are used. Unrelated groups t-test and variance analysis are performed to determine whether there is a significant difference between the imagination and metacognitive learning strategies of the students considering demographic variables. The relationship between the imagination and metacognitive learning strategies in the sport is identified by canonical correlation analysis. According to findings, cognitive variable is the highest variable to give value the imagination in sports similar to the first function in the values of canonical function. All variables related to imagination in sports have positive values. These variables share same direction as the organizational and supervisory variables. Regarding second canonical function, organization and control variables have the most effect on the metacognitive learning strategy. The common variance shared by imagery and metacognitive learning strategies is calculated as 28.5%. As a consequence, it is observed that the skills of the individual and being active in the learning process play an effective role in determining the relationship between metacognitive learning strategies and imagery.
Analysis of Psychological Well-Being and Happiness Levels of University Students Who Do Swimming and Fitness
Author: Ilhan, Aydin
Date: 2020-10-00
Type: Journal Articles
Subjects: Well Being,Psychological Patterns,College Students,Aquatic Sports,Athletics,Self Concept,Foreign Countries,Gender Differences,Individual Differences

There are a number of difficulties that an individual face during all stages of his life. In order to adapt to these difficulties and maintain a healthy self-perception, he needs some defense mechanisms. Research on psychological theory and existence focuses on negative factors. In the last 20 years, studies to further develop the positive characteristics of the individual in the field of psychology have come to the fore. The aim of this study is to examine the psychological well-being and happiness level of university students who do swimming and fitness. In this study, 113 university students were swimming in the Indoor Swimming Pool of Pamukkale University Sports Center in Denizli and exercising in the fitness center. Slimming will be made according to the gender and marital status of the individuals. To determine the psychological well-being and happiness levels of the participants (Keldali 2015), the &quot;Warwick-Edinburgh Mental Well-being Scale&quot;, whose validity and reliability study was conducted, and the &quot;Oxford Happiness Scale&quot;, the validity and reliability study of which was conducted by Dogan and Sapmaz (2012) used. Inventories were applied one-to-one to the participants and an inventory was made by explaining the questions. A significant difference was found between the psychological well-being levels of swimming and fitness men (p &lt; 0.05). No significant difference was found between the happiness and well-being scores of the individuals who do swimming and fitness according to their marital status (p &gt; 0.05). There was no significant difference between the happiness and well-being levels of individuals who do swimming and fitness (p &lt; 0.05). Conclusions and recommendations, when we look at the literature on this subject, we see that different results emerge. Studies with more subjects are needed.
Analyzing of the Opinion of Teachers Conducting Mind Game Courses for the Applicability of Mind Games
Author: Ergün, Erman
Date: 2020-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Game Based Learning,Games,Skill Development,Courses,Preferences,Foreign Countries,Usability

The primary purpose of this research is to ascertain the opinions of the teachers who attended the in-service training of mind games arranged by the Ministry of National Education and conducted the mind games course. To achieve this goal, the answer to the question, &quot;What are the reasons why teachers do or do not prefer mind games?&quot; was sought. The research was designed with a survey model, which is one of the descriptive research designs. The data of the research was obtained with the help of the survey form titled &quot;Teacher Opinion Survey for Mind Games Course&quot; practiced to the teachers conducting the mind games course in Kayseri in the 2016-2017 academic year. Some of the results gained from the research show that the most popular reason for teachers to prefer mind games is to develop students' abilities. Also, one of the results of the research obtained from the research is the scarcity of mind games materials used in schools. In this sense, certain studies can be conducted to reduce the scarcity of this material in schools.
Designing an Interest-Based Integrated Curriculum around Esports
Author: Lee, Je Seok
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Literacy Education,Integrated Curriculum,Language Arts,Reading Skills,Student Interests,Learner Engagement,Video Games,Athletics,Academic Standards,STEM Education,Vocational Education,Social Development,Emotional Development,Curriculum Design,Curriculum Implementation,Workshops,Alignment (Education),Credentials

A crisis of literacy has emerged among high school students in the United States. In order to encourage students' engagement with literacy education, there is a need for an integrated curriculum of English Language Arts (ELA). An integrated language arts curriculum would allow students to learn literacy and reading skills while engaging with a motivating context. Meanwhile, esports has grown as a worldwide culture, expanding to more than just players and spectators to include a whole ecosystem of stakeholders. As esports grow in popularity and acceptance, educators have looked to connect the skills developed in esports with academic and career opportunities. We found esports to be a viable content area for the integrated curriculum because esports is favored among many students and involves reading activity as an essential part of participation. In this paper, we present the development of the first high school integrated curriculum that uses esports as its main content. Over two years, we developed the first high school curriculum that integrated esports as its main content. Spanning four years, the curriculum melds ELA standards, Science, Technology, Engineering and Mathematics (STEM) practices, career-technical education (CTE), and social-emotional learning (SEL) under the umbrella of esports. For each step, we present the rationale in the design process, and challenges have arisen during the curriculum design process. We detail how the curriculum ties each set of standards together and report on first implementation efforts. Additionally, we present how teacher feedback and student workshops led to the design of club toolkits, supplemental material for teachers and school clubs.
Engaging Students in Curriculum Development through Design Thinking: A Course Design Case
Author: Rutherford, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Participation,Curriculum Development,Curriculum Design,College Students,Assignments,Student Educational Objectives,Grading,Scoring Rubrics,Feedback (Response)

This design case documents the motivations, decisions, and results of an experimental course that involved students in the curriculum development process through the use of design thinking methodology. Primary points of student input were determining assignment topics, developing learning objectives, and contributing to the design of grading assessment. The case also examines the student experience and provides a detailed evaluation of the process, including an assessment of the benefits of the approach and a dissection of the unforeseen obstacles in the design process. In this investigation into the intention and execution of the course, educators may find the inspiration and framework to adapt this approach for their own courses.
Developing an Assessment Framework of Multidimensional Scientific Competencies
Author: Intasoi, Sasima
Date: 2020-12-00
Type: Journal Articles
Subjects: Science Tests,Grade 7,Foreign Countries,Science Process Skills,Models,Test Reliability,Test Items,Goodness of Fit,Junior High School Students,Test Validity

The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as test-takers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.
Digital-Based Instruction: Chances and Challenges in English Language Teaching Context
Author: Argawati, Ningtyas Orilina
Date: 2020-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Computer Literacy,College Faculty,College Students,Foreign Countries,Educational Technology,Technology Uses in Education

The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students' creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.
Strengthening Programming Skills among Engineering Students through Experiential Learning Based Robotics Project
Author: Ibrahim, Mohd Faisal
Date: 2020-12-00
Type: Journal Articles
Subjects: Programming,Engineering Education,Experiential Learning,Active Learning,Student Projects,Problem Based Learning,Problem Solving,Skill Development,Undergraduate Study,College Freshmen,Instructional Effectiveness,Robotics,Foreign Countries

This study examined the educational effects in strengthening programming skills among university's undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students' difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation of a wheeled mobile robot. They were responsible for managing their group's activities, conducting laboratory tests, producing technical reports and preparing a video presentation. The statistical analysis performed on the students' summative assessments of a programming course revealed a remarkable improvement in their problem-solving skills and ability to provide programming solutions to a real-world problem.
Do a Science Process Skills Affect on Critical Thinking in Science? Differences in Urban and Rural
Author: Darmaji
Date: 2020-12-00
Type: Journal Articles
Subjects: Science Process Skills,Thinking Skills,Critical Thinking,Skill Development,Rural Urban Differences,Rural Schools,Urban Schools,Junior High School Students,Grade 8,Correlation,Science Education

The study used mixed-method design. Sample size of this study was 689 students employed total sampling technique. This study revealed that science process skill of students in learning science whether urban and rural areas are good. The independent sample t-test showed that there was a significance difference in students' science process skill in urban school (M = 3.175, SD = 0.178) and in rural schools (M = 2.482, SD = 0.182); (t (687) = 18.224, p&lt;0.01. The independent sample t-test showed that there was a significance difference in students' critical thinking in urban school (M = 5.058, SD = 0.163) and in rural schools (M = 3.436, SD = 0.152); t (687) = 17.224, p&lt;0.001. Lastly, the regression shows the level of contribution students' science process skill influence as much as 51.5% for critical thinking. This study was found that student science process skill affects critical thinking in learning science. Moreover, students' science process skill and critical thinking in urban better than rural.
Developing Indonesian Language Learning Assessments: Strengthening the Personal Competence and Islamic Psychosocial of Teachers
Author: Sukenti, Desi
Date: 2020-12-00
Type: Journal Articles
Subjects: Indonesian,Islam,Interpersonal Competence,High School Teachers,Language Teachers,Foreign Countries,Assessment Literacy,Test Construction

Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality's competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of &quot;teacher performance assessment&quot; in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.
Do the School Adaptation Levels of Preschoolers Vary According to Their Relationship with Their Teachers?
Author: Erbay, Filiz
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Adjustment,Student School Relationship,Teacher Student Relationship,Preschool Teachers,Preschool Children,Foreign Countries

In this study, the differentiation status of preschool children's adaptation to school according to their relationship with teachers was examined. The study participants consisted of 326 children aged 60-72 months and 21 preschool teachers in different preschool educational institutions affiliated to the Provincial Directorate of National Education in Konya, Turkey. The School Adaptation Teacher Assessment Scale and Teacher-Student Relationship Scale were utilized to collect the research data. In the evaluation of the research data, firstly, teacher-child relationship scores were divided into groups for cluster analysis: conflictual/non-conflictual, dependent/ independent, and close/distant teacher-child relationship. The data gathered were analyzed using the independent-samples t-test. The results of the study revealed that the level of school adaptation of the children who had close, non-conflictual, and independent relationships with their teachers differed significantly from that of children who had distant, conflictual, and dependent relationships with their teachers. Positive teacher-child relationships reflected positively on the level of the child's school adaptation level. Teachers should establish close relationships with children in order to facilitate their adaptation to the school in the preschool period.