ethanporcaro/eric-fulltext-meta huggingface dataset:
Transition to Modular System during the Pandemic: A Study from a Distant EFL Program
Author: Kuzu, Esat
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Change,English (Second Language),Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Units of Study,Teaching Methods,Language Teachers,Teacher Attitudes,Administrator Attitudes,Online Courses,Barriers,Learner Engagement,Faculty Workload,Computer Assisted Testing,Teacher Student Relationship,Distance Education,Foreign Countries,Doctoral Programs,Alternative Assessment,Doctoral Students

Modular systems, which involve several self-contained modules where skills and knowledge are developed in separate units throughout the program, are gaining popularity in teaching English as a foreign language (EFL). This qualitative study aimed to reveal language instructors' and administrators' experiences and opinions about an online modular teaching system adopted newly due to the pandemic in an English preparatory program of a tertiary level of a state university in Turkey. Data were gathered through individual semi-structured interviews from with five instructors and three administrators and observations of online classrooms. Thematic analysis was utilized to form systematic patterns from the data. The results revealed that although the modular system provided clear goals and objectives for both instructors and learners, a number of challenges and obstacles were experienced, stemming primarily from the online implementation of the modular system, such as learners' lack of engagement in the absence of physical classroom environment, online assessment, and instructors' increased workload. These issues led to confusion for instructors regarding the true nature of the modular system. It could be concluded that it would be more productive to implement the modular system as a hybrid model, allowing for some face-to-face interaction and assessment, rather than relying solely on the online mode.
Early Childhood Student Teaching Practicum in Turkey through Emergency Remote Teaching during the COVID-19 Pandemic
Author: Ozturk, Yasin
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Student Teaching,Preschool Teachers,Teacher Education Programs,COVID-19,Pandemics,Teaching Methods,Comparative Analysis,Foreign Countries,Practicums,Distance Education,Educational Change,Teaching Experience,Teacher Qualifications,Educational Practices,Validity,Teacher Competencies

Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers' practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education.
Beyond Vocation or Avocation: Regenerative Food Growing as a Way of Life
Author: Ruitenberg, Claudia W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Food,Agricultural Production,Agriculture,Ecology,Activism,Natural Resources,Recreational Activities,Sustainability

The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food -- in particular, permaculture and natural farming -- as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture and natural farming are of special interest because they respond to young climate activists' desire for ways of life that acknowledge that human activities are part of ecosystems, and that accept the need for an ecological transition.
From Leisure to Study: On the Cultivation and Transmission of an Art
Author: López, Maximiliano Valerio
Date: 2022-00-00
Type: Journal Articles
Subjects: Leisure Time,Leisure Education,Definitions,Ideology,Neoliberalism,Epistemology,World Views,Learning,Educational Philosophy,Skill Development,Role of Education,Attention

In the pages to follow, I propose a meditation on the concept of study, its place in our contemporary scene, and its relation to the classical notion of leisure. In general terms, we can define leisure as an extreme disposition or state in which our relation to the world remains indeterminate in some way. In this sense, leisure favours a radical experience of the open and ungraspable characteristics of the human world. This is a nearly intolerable state. Reactions against it tend toward work, diversion, entertainment, or consumption. The hypothesis that I wish to explore in this essay, then, is the idea that study consists, in a singular and properly school-related manner, in inhabiting leisure, a condition which today deserves to be cultivated and protected. This idea of study is a way of being and dwelling in which the existence of a common world is in play and at stake. [Translated by Samuel D. Rocha.]
Challenges and Ethical Issues in Counseling Supervision from Faculty Supervisors&apos; Perspective
Author: Koçyigit, Melike
Date: 2022-09-00
Type: Journal Articles
Subjects: Barriers,Ethics,Supervision,Counselor Educators,Teacher Attitudes,Counselor Training,Foreign Countries,College Faculty

Supervision is an essential aspect of counselor development. Supervisors should have the necessary qualifications to provide effective supervision. The difficulties encountered and ethical problems can make the supervision they provide ineffective or harmful. As emphasized in the supervision literature, supervisors may unwittingly offer ineffective supervision. Therefore, it is thought that there is a need to examine the experiences of the supervisors. This study aimed to present empirical evidence on the challenges and ethical problems faced by supervisors in counseling supervision and ways of coping. For this purpose, the explanatory sequential mixed methods research design was used. The most common challenging factors, ethical issues, and coping methods were obtained from faculty supervisors via a web-based questionnaire. Also, online interviews were conducted with nine volunteer faculty supervisors to delve into their experiences. The most challenging factors were about conducting supervision, supervision methods, and techniques, evaluation, and focus of supervision. The supervisor encounters ethical problems such as confidentiality and privacy, emergency, evaluation process, unprofessional behavior of the supervisee, and multiple relationships. Consultation, getting literature support and having a strong supervision relationship with the supervisee are the most frequently used coping methods. The results of this study provide a framework for supervisors' needs to provide effective supervision. Based on these findings, it is thought that supervisor training will provide a critical contribution to supervisors as to gaining the knowledge and skills they need to cope with these challenges.
Exploring the Relationship between Secondary School Students&apos; Smartphone Addiction, Cognitive Absorption, and Cyber Loafing Activities
Author: Sevinç, Meryem
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Telecommunications,Handheld Devices,Addictive Behavior,Cognitive Processes,Attention Control,Gender Differences,Student Characteristics

Students' problematic internet behaviour is often mentioned concept in the related literature. Even though the related literature concentrated on students' problematic internet behaviour from various perspectives among different sampling groups, most of the studies focused on adults than younger groups. Therefore, the current study focused on exploring the secondary school students' cyberloafing activity, cognitive absorption, and smartphone addiction levels according to the demographic characteristics and determining the relationship between smartphone addiction, cognitive absorption, and cyberloafing behaviours. Data were collected from a total of 808 students enrolled in secondary school in the 2020-2021 academic year. Findings showed that secondary school students' cyberloafing activity levels did not significantly differ in terms of gender, school type, and grade level while they differed in terms of smartphone use time. Furthermore, adolescents' cognitive absorption levels significantly differed in terms of gender, school type, grade level, and daily smartphone use. Students' smartphone addiction levels significantly differed between genders and daily smartphone use time while they did not differ in terms of school type and grade level. It was found that there were positive correlations between cognitive absorption and cyberloafing activity level; cognitive absorption and smartphone addiction level; and cyberloafing and smartphone addiction levels. These results reveal the current situation among secondary school students while examining the levels of smartphone addiction, cyberloafing, and cognitive absorption and their relations.
Towards the Study of Political Text and Translation in Thailand: A Case Study of Thai Translations of Biden&apos;s Inaugural Address
Author: Phanthaphoommee, Narongdej
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Political Attitudes,Speeches,Presidents,Elections,Thai,English (Second Language),Second Languages,Language Usage,Language Processing,Ideology,Contrastive Linguistics,Case Studies,Discourse Analysis,Foreign Countries,Social Influences,Cultural Influences,Radio,News Reporting

The existing literature concerning the translation of political discourse in Thailand remains limited. To encourage more research in this area, this paper proposes a model for analysing the translation of political texts in the Thai context. Drawing upon Munday's (2012, 2018) appraisal approach to translation and Schäffner's (2004, 2012) analysis of the political context around translation, this paper offers a two-level methodology for investigating the Thai-English and English-Thai translation of political texts. The case of US President Biden's 2021 inaugural address was chosen for testing the model. The findings reveal that the two Thai news agencies translated only some parts of the speech, resulting in a selective re-presentation of Biden's political discourse. The ideological presentations of the two Thai versions are strikingly different: one representing a faithful portrayal of the original standpoint and the other with a stronger attitude in numerous ideology-laden terms. This paper also discusses the epitextual and contextual elements of the translations in question.
Employing PowerPoint in the Flipped-Learning-Based Classroom to Increase Students&apos; Understanding: Does It Help?
Author: Ishartono, Naufal
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Software,Flipped Classroom,Technology Integration,College Students,Foreign Countries,Mathematics Instruction,Instructional Effectiveness,Models,Educational Technology

Many studies show the effectiveness of using the Flipped Learning model to increase students' understanding. However, there are scant research results that integrate PowerPoint in Flipped Learning to improve students' understanding. The present study aimed to describe the effectiveness of the PowerPoint-Based Flipped Learning model in increasing students' understanding. The recent study is an experimental study with 115 participants divided into a class with a PBFL model, a class with a Flipped Learning model, and a class with a conventional model. The sampling technique used was random cluster sampling, and the data collection was collected through documentation and test method. By using the One-Way ANOVA test, it was found that there was a difference in the mean between the three classes with a significant difference below 0.05. Therefore, a post-hoc test was carried out using the Scheeffe test. The results showed that integrating PowerPoint in the Flipped Learning model significantly increased students' understanding of the material being taught compared to the other classes. All in all, integrating PowerPoint is shown to help strengthen the Flipped Learning-based learning process to improve students' understanding. In addition, this research can still be expanded by broadening the range of research subjects.
A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic
Author: Khoza, Nomfundo Gladys
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Instructional Effectiveness,Web Based Instruction,College Instruction,COVID-19,Pandemics,Electronic Learning,Distance Education,Technological Literacy,Pedagogical Content Knowledge

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.
Blockchain in Education -- The Case of Language Learning
Author: Panagiotidis, Panagiotis
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Information Technology,Internet,Information Systems,Computer Software,Usability,Teaching Methods,Money Management,Certification,Educational Attainment,Acceleration (Education),Student Records,Higher Education,Academic Achievement,Information Security,Integrated Learning Systems,Copyrights

New technological developments, such as 5G networks, smart and interconnected devices, and the development of the Internet of Things (IoT), lead to a new reality in which the secure flow of data is non-negotiable. In this new reality, blockchain technology can play a crucial role, as it has the ability to provide the necessary background for the safe and inviolable operation of systems. Blockchain is a distributed ledger, in which information and data are stored and verified. These blocks of data do not have to be related to financial transactions but may concern any other type of data that needs to be securely recorded and not changed retrospectively. Although the first application of blockchain technology was about digital currency (Bitcoin), its usefulness is not limited to cryptocurrencies or the field of economics. Blockchain, especially in its last stage v3.0, has many applications in various sectors such as data storage, certification of products and services, government, insurance, health, science, and education. This paper focuses on the current and potential educational applications of blockchain and presents how this technology can be used to solve specific education problems. Nowadays, a variety of blockchain applications concerning the issue and storage of certificates and diplomas, the evaluation of learning outcomes, the support and the academic degree management, the protection of intellectual property, the cooperation between students and their professors, learning accreditation, payment for studies, formation of an academic passport (portfolio) or administration of the educational process are implemented in some HEI and institutions. The paper analyzes the features and advantages of blockchain technology, presents some of the current blockchain applications for education, as well as the benefits and challenges of using blockchain technology in the educational sector. Finally, special reference is made to applications related to the field of language learning.
Interlanguage Pragmatics: An Investigation of Pragmatic Transfer in Responses to English Tag Questions by L1 Thai Learners
Author: Wattananukij, Wattana
Date: 2022-00-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Thai,Language Proficiency,Classification,Transfer of Training,Task Analysis,Oral Language,Written Language,Undergraduate Students,Language Usage,North American English,Native Speakers,Foreign Countries,Intercultural Communication,Questioning Techniques,Difficulty Level

The research investigated pragmatic transfer in responses to English tag questions by L1 Thai learners based on Interlanguage Pragmatics, specifically pragmatic transfer (Kasper &amp; Blum-Kulka, 1993). The L1 Thai learners were categorized into two groups according to their English proficiency levels: advanced and intermediate. Oral and written discourse completion tasks (Blum-Kulka, 1982) were employed to elicit the participants' responses to English affirmative and negative tag questions in two modalities, speaking and writing. The major findings cast light on the L1 Thai learners' problems of responding to English negative tag questions, rather than positive ones, as a result of their strong reliance on the Thai pragmatic norm. The results also suggested that the responses to English negative tag questions by the intermediate group were less native-like than the advanced group's responses and manifested a higher degree of pragmatic transfer. Concerning pragmatic transfer in the two modalities, responses to English negative tag questions in writing showed a greater degree of pragmatic transfer than those in speaking. The results of the study are expected to elucidate the performance of the L1 Thai learners' responses to English tag questions in both modalities and their dependence on the Thai pragmatic norm in responding to English tag questions. [This study was presented virtually at the 32nd International Conference on Foreign/ Second Language Acquisition on May 20-22, 2021.]
Leveraging Untapped Potential: Continuing Professional Development as a Tool for Creating Positive Culture at Schools of Foreign Languages in Turkey
Author: Ozer, Omer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,Continuing Education,Language Teachers,Second Language Programs,School Culture,Cultural Enrichment

This article reports on a series of carefully curated professional development (PD) activities with the secondary purpose of building and maintaining a positive school culture. The study took place in a school of foreign languages (SFL) at a state university in Turkey. Twenty-five Turkish and international teachers participated. The researchers collected data over a period of six months using a mixed-methods approach: a two-stage survey and semi-structured interviews. Three main themes emerged from the analysis; (1) the basic tenets of Continuing Professional Development (CPD), (2) factors that foster positive school culture, and (3) factors that undermine positive school culture. The results suggest that carefully curated PD has a positive impact on school culture; a combination of formal and informal PD offerings formed desired habits of mind among instructors. Moreover, instructors indicated a preference for peer-led PD. Thus, we suggest that other SFLs in Turkey likewise harness the untapped potential of the CPD Unit.