ethanporcaro/eric-fulltext-meta huggingface dataset:
The Interface between Iranian EFL Instructors' Personality and Their Self-Efficacy
Author: Rahimi, Ali
Date: 2014-06-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,English (Second Language),Second Language Learning,Language Teachers,Second Language Instruction,Self Efficacy,Foreign Countries,Personality Measures,Predictor Variables,Neurosis,Extraversion Introversion,Statistical Analysis,Likert Scales,Questionnaires,Multiple Regression Analysis

In recent years, teachers' self-efficacy has demonstrated a profound influence on the daily lives of teachers and their students. However, little is known about the relationship between teachers' personality traits and their self-efficacy. To gain more insight into this area, this study sought to explore the interface between 100 male and female EFL instructors' personality and their self-efficacy at 11 English language institutes in Bandar Abbas, Iran. In order to glean data, two instruments were applied: the NEO Five Factor Inventory (NEO-FFIR), and Second Language Teaching Efficacy Scale (SLTES). Moreover, to see whether there was a significant relationship between the variables under study, Spearman Rank Order Correlation was applied to analyze the data. At the end, the results revealed a significant relationship between EFL instructors' personality and their self-efficacy. In addition, it is concluded that there is a meaningful and positive relationship between Extroversion, Openness, Agreeableness, Conscientiousness, and the traits of self-efficacy; nevertheless, the relationship between Neuroticism and each trait of self-efficacy turns out to be negative. Moreover, the results revealed that Agreeableness is the best predictor for student engagement, extraversion is the most important predictor for instructional strategies and classroom management, and the best predictors of self-efficacy are classroom management for extraversion and student engagement for agreeableness.
Newly Qualified Teachers' Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
Author: Harju, Vilhelmiina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Comparative Analysis,Comparative Education,Beginning Teachers,Questionnaires,Online Surveys,Faculty Development,Educational Needs,Teacher Attitudes

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers' situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students' holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers' learning needs that should be taken into account when planning and organising support for them.
Pre-Service Home Economics Teachers' Attitudes on Selected Aspects of Practical Teaching
Author: Kozina, Francka Lovšin
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Attitudes,Home Economics,Teaching Methods,Educational Practices,Teaching Experience,Lesson Plans,Professional Development,Classroom Techniques,Self Efficacy,Student Teacher Attitudes,Educational Needs,Peer Influence,Practicums,Occupational Aspiration,Vocational Interests,Foreign Countries,Questionnaires

This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher's development of competency. The results suggest problems related to the application of theoretical knowledge on the children's development in practice and problems related to classroom management in specific situations.
The Relationship between History and Ethics in Ian McEwan's &quot;Black Dogs&quot;
Author: Sedaghat, Maryam
Date: 2014-06-00
Type: Journal Articles
Subjects: Twentieth Century Literature,Novels,English Literature,History,Ethics,Violence,Responsibility

The relationship between history and ethics may seem irrelevant at first; however, these two have been related during the long history of war, violence and mass killing. The need of history to ethics is for saving itself from all the violence and terror. Emmanuel Levinas as a philosopher has tried to define ethics in a way that suits the terrible historical condition of humanity in the twentieth century. In his view, ethics is the infinite responsibility towards other human beings. He defines &quot;being&quot; in relation to the &quot;other&quot; who may be a complete stranger. In this definition a person bears complete responsibility toward the other and should answer the other's call for help. In Ian McEwan's novel &quot;Black Dogs&quot; the protagonist is exposed to historical legacies of violence, and develops an ethical consciousness until the end of the novel. Responsibility seems to be a good answer to historical mass killing and violence that is dominant in the world.
Recognition in Programmes for Children with Special Needs
Author: Šmid, Marjeta
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Needs Students,Children,Inclusion,Social Values,Cultural Influences,Recognition (Achievement),Social Justice,Change Strategies,Accessibility (for Disabled),Equal Education,Educational Practices,Economic Factors,Political Influences,Foreign Countries

The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent &quot;parity of participation&quot; in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education of children with special needs are influenced primarily by the patterns of cultural values of capability and inferiority, as well as stereotypical images of children with special needs. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion. Any participation of pupils in activities, the voices of the children, visibility of the children due to achievements and the problems of arbitrariness in determining boundaries between programmes are some such elements. Moreover, aided by theories, the actions that could contribute to better inclusion are reviewed. An effective approach to changes would be the creation of transformative conditions for the recognition and balancing of redistribution, recognition, and representation.
Linguistic Focus of Language Related Episodes in Intermediate and Advanced EFL Learners' Group-Based Interactions: A Case Study
Author: Mohammadnia, Zhila
Date: 2014-04-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Student Placement,Language Tests,Grammar,Second Language Instruction,Foreign Countries,Vocabulary Development,Males,Teaching Methods,Language Proficiency,Statistical Analysis,Task Analysis

The present study investigated linguistic focus of language related episodes (LREs),in Iranian EFL classrooms. Eighteen male participants in the advanced and intermediate levels from Urmia branch of Academic Centre of Education, Culture and Research (ACECR) participated in the study. They were assigned to intermediate and advanced levels with one class at each level, based on their results on a placement test. Then, the data were collected over five weeks, two one-hour sessions per week for each class during which the participants carried out some communicative tasks. Next, these interactions were analyzed to account for the types and contents of their LREs. The results revealed that L2 learners in both advanced and intermediate levels were primarily concerned with lexical LREs. Furthermore, based on the results it was found that incidental focus on form lended itself more easily to vocabulary teaching compared to other language components while grammar needs more explicit techniques of focus on form instruction.
Teacher and Teaching Effects on Students&apos; Attitudes and Behaviors
Author: Blazar, David
Date: 2017-03-00
Type: Journal Articles
Subjects: Teacher Influence,Mathematics Achievement,Student Attitudes,Student Behavior,Teaching Methods,Teacher Student Relationship,Classroom Techniques,Teacher Effectiveness,Grade 4,Grade 5,Elementary Schools,Mathematics Instruction,Teacher Characteristics,Student Characteristics,National Competency Tests,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Tests,Science Achievement,Science Tests

Research has focused predominantly on how teachers affect students' achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.
Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates
Author: Safian, Nur Hanisah
Date: 2014-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning Strategies,Vocabulary Development,Second Language Learning,English (Second Language),College Second Language Programs,Statistical Analysis,Questionnaires,Student Surveys,Foreign Countries

Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are five different categories of vocabulary leaning strategies determination, social, memory, cognitive and metacognitive strategies. Quantitative research design has been used in this study by providing a set of questionnaire of 58 items that was given out to 50 participants at the Faculty of Educational Studies in UPM. The findings of this research hope to help all educators to acknowledge the type of vocabulary strategies used by students in acquiring second language (L2).
The Value over Human Rights [A Short Communication]
Author: Brown, Angela K.
Date: 2014-04-00
Type: Journal Articles
Subjects: Civil Rights,Cultural Influences,Self Concept,Social Status,Civil Rights Legislation,Racial Identification,African Americans,African American History,Racial Discrimination

How we identify with our identity is perceived through a cultural perspective. We evaluate ourselves, in how we attribute to how we conduct our lives. Culture is the affluence of how we are perceived. We can achieve our status by learning standards which will cultivate our lives through tradition.
Evaluation of Malaysian Primary English Language Textbooks
Author: Sungif, Nur Atiqah binti Md
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,English (Second Language),Textbook Evaluation,Textbook Content,Textbook Standards,Language Proficiency,Relevance (Education),Check Lists,Likert Scales

The purpose of this study is to evaluate the contents of in-use Year 5 and Year 6 textbooks in Malaysian primary schools in exploring the strengths and weaknesses of the textbooks. Does it really apply all the methods and suitability for the pupils? It is also aim to study whether the textbooks fit to all level of pupils' proficiency in English language and whether it giving attention on the pupils' proficiency level in language learning. Sample of the study consists of 32 English teachers chosen randomly from primary schools in Selangor. In this study, the textbook is evaluated in terms of general attributes and learning content categories and evaluation checklists proposed by previous researchers are distributed as instrument used. The findings revealed that the textbook for each year is very highly useful. It is also found that the textbooks are suitable for either for low proficiency or vice versa.
On the Effects of Social Class on Language Use: A Fresh Look at Bernstein's Theory
Author: Aliakbari, Mohammad
Date: 2014-06-00
Type: Journal Articles
Subjects: Social Class,Language Usage,Pragmatics,Middle Class,Working Class,Linguistic Theory,Elementary School Students,Form Classes (Languages),Statistical Analysis,Grammar,Teacher Student Relationship,Foreign Countries,Females,Questionnaires,Pictorial Stimuli,Writing (Composition),Language Variation,Indo European Languages

Basil Bernstein (1971) introduced the notion of the Restricted and the Elaborated code, claiming that working-class speakers have access only to the former but middle-class members to both. In an attempt to test this theory in the Iranian context and to investigate the effect of social class on the quality of students language use, we examined the use of six grammatical categories including noun, pronoun, adjective, adverb, preposition and conjunction by 20 working class and 20 middle-class elementary students. The results of Chi-square operations at p&lt;0.05 corroborated Bernstein's theory and showed that working- class students were different from middle-class ones in their language use. Being consistent with Bernstein's theory, the results obtained for the use of personal pronouns indicated that middle-class students were more person-oriented and working-class ones more position-oriented. Findings, thus, call for teachers' deliberate attention to learners' sociocultural variation to enhance mutual understanding and pragmatic success.
Study of &quot;Stephen Dedalus,&quot; the Main Protagonist of &quot;A Portrait of the Artist as a Young Man&quot;
Author: Azizmohammadi, Fatemeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Novels,Twentieth Century Literature,Literary Devices,Realism,Authors,Autobiographies

&quot;A Portrait of the Artist as a Young Man,&quot; written in 1916, is an autobiography and the first novel of the great Irish writer, James Joyce. It's written in Modernist style. So it can be contain of some category of realism, naturalism, and Marxism which aroused in mid-to late nineteenth century. But it mostly included realistic style because of the beginning date of this literary school. By reading all works of James Joyce is maybe committing ownself to an outstanding trickery world of &quot;chaosmos&quot; (&quot;Finnegans Wake,&quot; p. 118.21), which stands for poetic mystery that few writers have achieved. In this study attempted is made to survey the main Protagonist in &quot;A Portrait of the Artist as a Young Man,&quot; and &quot;Ulysses,&quot; Stephen Dedalus, and its relationship to the author.
Cloud Nine: A Work of Agitprop
Author: Safak, Zafer
Date: 2014-06-00
Type: Journal Articles
Subjects: Drama,English Literature,Twentieth Century Literature,Propaganda,Power Structure,Social Change,Foreign Policy,Gender Discrimination

Epic theater, which is formed by Bertolt Brecht in the early 20th century and peaks in the following decades, challenges the persistent drama convention initiated first by Aristotle. Bertolt Brecht, who is propelled by Marxist convictions and dialectical conception of history while shaping his epic theatre, aims to expose social degradation, economic exploitation and political manipulation by means of epic plays. Brecht, who tries to thwart the illusion of the fourth wall through epic theatre, encourages his audience into critical and interventionist thinking so that he can warn them who have been deceived for ages under the excuse of inevitability of human fate. Acting on Brecht's innovative art and legacy, socialist feminist Caryl Churchill deals with such themes as fixed gender roles, patriarchy and power relations and she employs Brechtian epic devices in her works to deconstruct colonialist discourse and patriarchal authority after having demonstrated their connections with sexist discriminations and oppression. The objective of this study is to introduce the main features of Brechtian epic theatre and demonstrate how Caryl Churchill deploys these epic elements in Cloud Nine to disclose power relations and instigate tolerance and social change.
Developing an Instrument for Iranian EFL Learners' Listening Comprehension Problems and Listening Strategies
Author: Noroozi, Sara Sara
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Test Construction,Listening Comprehension,Listening Skills,Questionnaires,College Students,Test Validity

In the body of literature on listening strategies to EFL learners, what seems to be lacking is that the focus is on teaching listening strategies to learners with little attention to their listening comprehension problems. No local research has been conducted on the nature of the Iranian tertiary level students' EFL listening comprehension problems or strategies. Therefore, no instrument is available to investigate these constructs. This paper reports the findings of a study that made an attempt to develop and test an instrument that will aid researchers identify students' specific listening problems and listening strategy repertoire. The instrument was developed by integrating and validating the available instruments in the related literature. The two developed questionnaires were: the Listening Comprehension Problems Questionnaire (LCPQ) and the Listening Strategy Use Questionnaire (LSUQ). Problems related to designing and testing this instrument is shared and the modifications made to it are presented. The instrument is expected to be useful for researchers interested to study the area of EFL listening in a similar setting.
The Critical Discourse Analysis of the Representation of Women and Men in Bozorg Alavi's Short Stories
Author: Rashidi, Nasser
Date: 2014-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Literary Genres,Males,Females,Literary Devices,Twentieth Century Literature,Language Usage,Social Status,Ideology

This study takes a critical discourse analysis approach to the investigation of the representation of men and women in Bozorg Alavi's short stories. The principal aim of this study is to find how different statuses of men and women are reflected in their languages. To this end, four short stories were selected and their discursive sentences were examined based on Hodge and Kress's syntagmatic models, which comprise actionals vs. relationals features. The results of this study show that men have higher status than women do in these stories.
Features of Household Lexics, Their Characteristics and Structural Analysis in the Modern English Language
Author: Yusifova, Aygun
Date: 2014-04-00
Type: Journal Articles
Subjects: Second Language Learning,Vocabulary Development,Semantics,Teaching Methods,Language Usage,English (Second Language),Contrastive Linguistics,Structural Analysis (Linguistics),Second Language Instruction

The present paper aims to analyze the most inherent features and characteristics of household lexis in English. Special emphasis has been placed on their names of the objects used in everyday life, kitchen utensils, animal and birds. Lexical units concerning ceremonies, habits and traditions are also among the scope of the paper. Moreover, the study deals with the structural features of the units under consideration. It is believed that the thematic-semantic characterization of every-day lexis can have both pedagogical and linguistic implications, especially when dealing with comparative structures.
The Shadow of Freudian Core Issues on &quot;Wuthering Heights&quot;: A Reenactment of Emily Brontë's Early Mother Loss
Author: Asl, Moussa Pourya
Date: 2014-04-00
Type: Journal Articles
Subjects: English Literature,Nineteenth Century Literature,Mothers,Novels,Literary Devices,Neurosis,Authors,Psychiatry,Death,Fear,Intimacy,Self Esteem

The study attempts to indicate how the manifest content of a text is in essence the projection of the obsessional thoughts of the neurotic author. The research approach adopted in this study is what is referred to as psychobiography or the Freudian psychoanalytic criticism. Freud's ideas have been employed due to the increasing shift to him in the recent decades, particularly in the discipline of psychobiography. The findings of this research underline that nearly all the characters of the novel are stricken by their mother's death, and they not only undergo the processes of dejection, melancholia, and hysteria, but also suffer from certain core issues--fear of intimacy, fear of abandonment, fear of betrayal, low self-esteem, insecure or unstable sense of self. The main conclusion to be drawn from this article is that Emily Brontë was a neurotic person whose unconscious obsession of psychoanalytic love of mother is projected in &quot;Wuthering Heights.&quot;