ethanporcaro/eric-fulltext-meta huggingface dataset:
Comprehension of Existential &quot;There&quot;-Constructions by Korean Learners of English
Author: Kim, Min-Kyung
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Phrase Structure,Nouns,Native Speakers,Korean,Advanced Students,Task Analysis,Pictorial Stimuli,Decision Making,Language Proficiency,Language Usage,Comparative Analysis,Teaching Methods,Language Tests,North American English,Language Processing

This study addresses the lack of comprehension data in second language acquisition research by focusing on English existential &quot;there&quot;-constructions (ETCs) with a locative extension (e.g., &quot;there is an X on the Y&quot;). The post-copular noun X used in the present study consisted of two types: actual and nonsense. Participants included 40 native speakers, as well as 40 advanced and 40 intermediate Korean learners of English, who completed an online picture selection task. In one picture, X was placed on the nearby Y; in another picture, X was placed on the far Y. The choice of both pictures was the correct response because ETCs are used to describe the existence of something regardless of its distance. There was a statistically significant relationship between English proficiency and the interpretation of ETCs. However, there was no relationship between the noun type and the interpretation of ETCs. In the Korean English curriculum, the distinction between expletive &quot;there&quot; and locative &quot;there&quot; must be emphasized.
The Effect of an L2 Motivational Program for New Junior College English Major Students: Focusing on How the Learners Changed
Author: Kwon, Eunbi
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Colleges,Learning Motivation,Second Language Learning,Second Language Instruction,Self Concept,English (Second Language),Two Year College Students,Majors (Students),Student Attitudes,Goal Orientation,Program Descriptions,Learning Activities,Foreign Countries

This paper explores the L2 motivation of 11 students about to start studying English as junior college English majors. The participants took part in a ten-day L2 motivational program designed to help them with L2 skills and life on campus. To understand how they participated in the program, data gathered from online learning logs were coded using qualitative thematic analysis. Consequently, the participants shifted to embody 'none to something' qualities in terms of L2 selves and effort during the program. That is, they established self-images to believe in when using and learning English, which eventually developed into effort-driven attitudes and behavior. The students also set goals and plans according to their L2 selves created or revealed during the program. Although the program was comparatively short with a small number of participants entering a junior college, the findings indicate that an L2 motivational program for new adult students could be conducive to promoting and sustaining their effort, L2 selves, and motivation.
Promoting EFL Learners&apos; Proficiency and Motivation via Google Jamboard-Based Autonomous Knowledge Sharing
Author: Kang, Namhee
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Self Concept,Language Fluency,Computer Software,Independent Study,Advanced Students,Learning Motivation,Undergraduate Students,Student Attitudes,Learning Experience,Speech Communication,Distance Education,Language Usage,Online Courses,Learning Management Systems,Journal Writing,Computer Mediated Communication,Language Tests,Learning Processes,Pronunciation,Grammar,Vocabulary Development,Foreign Countries

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate--high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to selfstudy, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation.
The Effect of Online English-Medium Instruction on Performance of English Face Threatening Speech Acts
Author: Paik, Soojeong
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Acts,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,High School Students,Language Tests,Student Placement,Pragmatics,Computer Assisted Instruction,Comparative Analysis,Vignettes,Language Usage,Communicative Competence (Languages),Native Language,Cultural Differences,Online Courses,Teaching Methods,Instructional Effectiveness,Foreign Countries

This paper examined the effects of online English-medium instruction (EMI) on high school students' performing English face threatening speech acts, by assessing indirect expressions and token agreement (agreement plus but). Participants completed an English placement test and English pretest and posttest through a Google survey. English proficiency, required for study participation was measured using the English placement test. An English pretest and posttest measured English pragmatic performance. The students were given approximately four weeks to complete eight online lectures. The experimental group completed eight online lectures which taught five face threatening speech acts, based on formal situations in the United States. The control group completed eight online lectures about worldwide cultures. The experimental group showed a significant improvement in the English posttest compared with the control group, based on improvements observed in the use of indirect expressions and token agreement. A difference between groups using indirect expressions was observed in an unfamiliar person scenario but not in a familiar person scenario.
The Relationship between Science Teacher Candidates&apos; Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science
Author: Çelik, Sibel Açisli
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Teaching (Occupation),Self Efficacy,Science Instruction,Cognitive Style,Age Differences

This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a &quot;sufficient&quot; level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.
Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills
Author: Krasniqi, Drilon
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Evaluation,Self Efficacy,Classroom Techniques,Teacher Effectiveness,Academic Achievement,Skill Development,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Self Concept Measures

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.
How School Climate Affects Teachers&apos; Individual Innovativeness: The Mediating Role of Teacher Autonomy
Author: Ozdemir, Tuncay Yavuz
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Instructional Innovation,Teacher Behavior,Educational Environment,Professional Autonomy,Relationship,Foreign Countries

Background/purpose: The continuity of society is ensured through schools where educational activities are formally conducted. There exists a wide range of tasks that are assigned to educational systems and schools, and three concepts play a critical role for the successful completion of those tasks: school climate, individual innovativeness, and teacher autonomy. The aim of this study was to investigate whether teacher autonomy had a mediating role in the relationship between school climate and teachers' individual innovativeness. Materials/methods: The relational survey model was used in the study, with 617 elementary school teachers selected using simple random sampling. Data were collected using three scales: the School climate scale, the Teacher autonomy scale, and the Individual innovativeness scale. The collected data were analyzed using regression and correlation analyses. In addition, Bootstrap analysis was performed through IBM SPSS v.24.0 (Hayes, 2013) with PROCESS Macro 3 and &quot;Simple Mediation Model 4&quot; used to examine the significance of the mediation effect. Results: The findings revealed that a positive, moderate, and significant relationship exists between school climate, individual innovativeness, and teacher autonomy. Bootstrap analysis showed that teacher autonomy had a significant mediating effect in the relationship between school climate and individual innovativeness. Furthermore, the Sobel test proved the significant mediating effect of teacher autonomy since the Z value was at the desired level. Conclusion: It was found that teacher autonomy had a mediating role in the relationship between school climate and teacher innovativeness. Since this is the first study to examine the mediation effect of teacher autonomy on the relationship between teacher innovativeness and school climate, further research is needed with different samples to verify the findings.
The Contribution of Teaching Practice to Preservice Teachers&apos; Training -- Empirical Research of the Department of Primary Education of Western Macedonia University Students&apos; Evaluation
Author: Stavridis, Pavlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Student Attitudes,Program Evaluation,Likert Scales,Educational Theories,Program Improvement,Pedagogical Content Knowledge,Science Instruction,Elementary School Teachers,Case Studies,Program Effectiveness,Difficulty Level

Background/purpose: Teaching practice is an essential and integral part of preservice teacher training. In this study, we investigated its role in guiding and supporting student work, and whether or not it contributed to their successful completion of a teacher education program. Materials/methods: Evaluation was conducted by preservice teachers, who constituted a stable sample throughout the research (approx. 130 students per stage), as they were directly involved and deemed the most competent to evaluate the program. Three different semi-structured questionnaires, with quantitative (closed-ended 5-point, Likert-type scale items) and qualitative variables (open-ended questions) included. Results: The research data showed that a connection between pedagogical theory and practical application in the classroom was achieved to a satisfactory degree. The preservice teachers recognized the importance of reflecting on the educational process during the final stage of their teaching practice, when they are required to teach on a daily basis. A number of issues were also identified; most importantly, mastering the subject matter of science courses and overcoming the difficulties faced in teaching those subjects. Conclusion: Based on the study's results and in comparison with previous related research, we find that the evolution of the Teacher Training Program has shown improvement and is perceived more positively by preservice teachers. However, there are still several aspects that require further change and improvement in order to provide preservice teachers with the best and most comprehensive training possible.
Psychometric Validation of the Information Area of Digital Competence in High School Students in Perú
Author: Fernández-Bringas, Teresa
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Digital Literacy,High School Students,Content Validity,Construct Validity,Test Reliability,Foreign Countries

Background/purpose: Few psychometric tests have been identified in the literature that analyze digital competencies in school-aged children. The Evaluation Test of Digital Competencies in Compulsory Education Students (ECODIES, Casillas-Martín et al., 2020) is considered one of the most robust for its measurement. The aim of the study was to assess the psychometric validity of the &quot;ECODIES -- Area 1: Information&quot; test with high school students from two Peruvian cities in 2021. Materials/methods: The research was formed as a basic level, non-experimental, and cross-sectional study. Content validity was analyzed through expert judges (n = 8), while construct validity, factorial invariance, and reliability were tested with a sample of high school students from Lima and Cusco (N = 201). Results: The content validity obtained satisfactory results (Aiken's V = 0.952, p &lt; 0.01). Through construct validity, it was corroborated that the instrument measures the information competence (RMSEA = 0.052, CFI = 0.948, TLI = 0.928, PNFI = 0.67) and that this theoretical construct remains invariant between both of the groups studied. The instrument also demonstrates adequate internal consistency ([alpha] = 0.736, [omega] = 0.751, ordinal [alpha] = 0.869). Conclusion: &quot;ECODIES -- Area 1: Information&quot; is a valid and reliable instrument for the assessment of the information digital competence, including cultural differences, in high school students.
The Perceptions of the Children Attending the Preschool Education about Nature and Nature Pollution
Author: Tarman, Ilknur
Date: 2022-09-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Pollution,Freehand Drawing,Natural Resources,Environmental Education,Learning Activities

The perceptions of 20 preschool children about nature and nature pollution were investigated. Data were collected through interviews and by studying the children's drawings. The results show that most children perceived nature together with living things. The children expressed that nature was most polluted with garbage and that all living things would be harmed in case of nature pollution. Children emphasized behaviors toward a sustainable environment to protect and not spoil it. Teachers should provide children with opportunities for environmental education through real-life experiences in nature-friendly settings and include their families in these educational activities.
Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks
Author: Fuentes-Cancel, Dieter-Reynaldo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Digital Literacy,Social Networks,Teacher Competencies,MOOCs,Instructional Effectiveness,College Faculty,Distance Education

Background/purpose: The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes. Materials/methods: A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba's University of Informatics Science, with a sample of 30 teaching professors. Results: The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOC-type online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body. Conclusion: The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram.
Are Academics Satisfied with the Measurement and Evaluation Practices Applied during Emergency Remote Teaching Due to COVID-19?
Author: Odzemir, Hasan Fehmi
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Satisfaction,Measurement Techniques,Evaluation Methods,COVID-19,Pandemics,Distance Education,Emergency Programs,Figurative Language,Foreign Countries,Computer Assisted Testing,Teacher Attitudes,Barriers

Background/purpose: The aim of this research is to examine the meanings through metaphors that academics derive from their experiences regarding the measurement and evaluation practices when emergency remote teaching was conducted due to the COVID-19 pandemic, to identify the problems they experienced with the measurement and evaluation practices, and to present their solution recommendations. Materials/methods: The study was structured as a qualitative research. The problems experienced by academics in measurement and evaluation practices, together with their solution suggestions were examined according to the &quot;basic qualitative research&quot; pattern. On the other hand, the &quot;phenomenological qualitative research&quot; design was used since the meanings attributed to the measurement and evaluation practice experiences were examined through metaphors. The participants of the study were 2,321 academics teaching at state and private universities in Turkey. Results: The findings reveal that most of the problems experienced were related to &quot;cheating, test security, fair exam environment, plagiarism, inability to measure whether learning objectives had been achieved, inappropriate online measurement and evaluation methods, lack of quality in assessment practices, and technical issues regarding learning management systems.&quot; Conclusion: The solutions proposed by the participant academics were the use of alternative assessment methods, conducting face-to-face rather than online exams, asking different questions for each student by mixing up the questions in the exam, and using webcams for online exam invigilation. Metaphors attributed to the measurement and evaluation practices were grouped under three categories; as positive metaphors (e.g., lighthouse, life buoy), negative metaphors (e.g., hallucination, digging a well with a needle), and metaphors implying that such practices played a key role (e.g., water in desert, surgery) in emergency.
Conditions and Constraints of Implementing a Mathematics Lesson Study-Based PD Program for Japanese Pre-Service Teachers
Author: Shinno, Yusuke
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Teacher Improvement,Teacher Collaboration,Faculty Development,Mathematics Instruction,Elementary School Teachers,Communities of Practice,Preservice Teacher Education,Mathematics Education

In this study, we aim to explore the conditions and constraints of implementing a lesson study-based professional development (LSPD) program for Japanese pre-service primary teachers. Based on the anthropological theory of the didactic--a well-established theoretical framework in mathematics education research--it offers three dimensions (institutional, educational, and personal) to frame and analyze the various conditions to implement the LSPD program and the constraints that impede them. We used a case study of an LSPD program for Japanese preservice primary teachers, which offered pre-service teachers an opportunity to engage in mathematics lesson planning and participate in a lesson study conference. The results illustrated the conditions of the institutional context in which the LSPD program appeared, and the constraints in the difficulty of making the lesson study and PD coexist. We also found that the personal constraints on pre-service teachers' lesson preparation work were affected by the conditions and constraints in other dimensions (institutional or educational). Thus, this study contributes to a deeper understanding of the constraints that may shape or hinder teachers' practice and knowledge in the LSPD program at diverse but interrelated levels.