ethanporcaro/eric-fulltext-meta huggingface dataset:
Anxiety Levels of Science Teachers about Organizing Trips to Out-of-School Learning Environments
Author: Arik, Selçuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Anxiety,Field Trips,Teacher Characteristics,Private Schools,Gender Differences,Academic Rank (Professional),Incidence,Foreign Countries

This study aims to examine the anxiety levels of science teachers about organizing trips to out-of-school learning environments and the variables (gender, professional seniority, participation in out-of-school learning activities, organizing out-of-school learning activities, frequency of organizing out-of-school learning activities, and receiving education about out-of-school learning) that are thought to impact these concerns. The participants of the research designed by the &quot;Survey method'' were 163 science teachers who were actively serving in state or private schools in different provinces of Turkey. The 'teacher anxiety scale for organizing trips to out-of-school learning environments' consisting of 28 items developed by Arik and Bozdogan (2022) was used to collect the data of the research. Cronbach Alpha reliability coefficient of the whole measurement tool which consists of four sub factors of &quot;Bureaucracy-related anxiety&quot;, &quot;safety risks-related anxiety&quot;, &quot;harm-related anxiety&quot; and &quot;pedagogy-related anxiety&quot; is 0.944. Cronbach Alpha reliability coefficients of the sub factors of the measurement tool are 0.868, 0.922, 0.903 and 0.952, respectively. The data of the study were analyzed through the basic statistical analysis, t-test for independent groups, one way variance analysis (ANOVA), Levene and Tukey tests. The results of the research show that the anxiety levels of science teachers about organizing trips to out-of-school learning environments were moderate. In addition, as a result of the research, it was determined that the anxiety levels of science teachers about organizing trips to out-of-school learning environments showed a statistically significant difference, according to gender, professional seniority, organizing out-of-school learning activities, and frequency of organizing out-of-school learning activities.
The Political Skill of Kickboxing Coaches and Referees
Author: Aykin, Alparslan Gazi
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Influences,Athletic Coaches,Athletics,Goal Orientation,Models,Social Networks,Interpersonal Competence,Communication Skills,Behavior Patterns,Training,Foreign Countries

Political behaviors have an important place in human life in terms of providing benefits. For this reason, while political behaviors are revealed in achieving the desired goals, the importance of political skill increases. In the organizational field, especially the political skill levels of the managers are seen as an important factor in the achievement of the goals of the organization. In this context, the political skill levels of kickboxing trainers and referees working in the field of sports are also an important factor in the spread of kickboxing and achieving sporting goals. With this study, it is aimed to reveal the political skill levels of Kickboxing trainers and referees in terms of different variables. The total number of participants is 303. 80.5% of the participants are male and 19.5% are female. In the data analysis of this study, in which the scanning model was used, Independent Sample T-Test was used for binary variables and One-Way ANOVA was used for variables with more than two categories. As a result of the analysis made according to the level of coaching, it was determined that there was a statistically significant difference in the sub-dimensions of networking ability and apparent sincerity, and general political skill levels (p&lt;,05). However, the political skill levels of kickboxing coaches and referees were found above the average. As a result, it is suggested that kickboxing coaches and referees should be subjected to in-service training that can improve their political skills and therefore their communication skills.
EFL Students&apos; Perception towards Online Learning: What to Consider?
Author: Saputra, Eko
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,English (Second Language),Second Language Instruction,School Closing,Student Attitudes,Barriers,Internet,Costs,Comprehension,Foreign Countries,College Students

The outbreak of the deadly coronavirus at the end of 2019 (COVID-19) has pushed many education institutions to do a radical transformation by moving all forms of their services, particularly teaching from traditional face-to-face mode to completely online foreign language teaching. This research aims to investigate Indonesian students' perception of online learning and the three most challenging problems they encountered when enrolling in it under the context of English as Foreign Language students. Based on a review of the literature on online learning and students' perception, a questionnaire was constructed and distributed to 57 students that had enrolled in an online course via google form along with a question asking the three most challenging problems they encountered during the course. Analysis of the responses demonstrated that most of the students had a positive perception of online learning. The three most challenging problems the students encountered were signal (internet connection), money (financial ability), and comprehension (comprehending the course) respectively. The result indicates that online learning can be a reliable solution for the teaching and learning process during a pandemic. However, in applying it, the campus must consider an alternative solution for the students who live in the bad internet connection area. Supporting them with subsidies, or free internet packages can help them to keep studying during a hard time. Lastly, teachers must work hard to ensure that their teachings are understandable so that their students will not get lost during the learning process.
Examining Students&apos; Translation Quality in Subtitling for the Deaf and Hard of Hearing
Author: Aminudin, Muhammad Fauzan
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Captions,Deafness,Hearing Impairments,College Students,Foreign Countries,Student Evaluation,English (Second Language),Second Language Learning,Accuracy,Readability

The past decade has shown the rapid development of digital media. Subtitling as a result of audio-visual translation (AVT) becomes a crucial part because it has to be able to provide the best subtitles for deaf and hard of hearing people. This descriptive qualitative study aims to examine the quality of subtitling for deaf and hard of hearing (SDH) of a subtitled movie entitled &quot;The Three Little Pigs&quot; by the students of English faculty in Surakarta city, Indonesia. Three raters are invited to contribute to assessing the quality of the subtitle. Concerning deaf and hard of hearing, the rater for readability aspect comes from the deaf person willing to contribute to the study. The finding of 72 data revealed that the quality of subtitling was accurate (51), acceptable (62), and less readable subtitling (49). The result can be helpful as a way of gaining accessibility and spreading the information to the DHH viewers. As the pedagogical implication of future work on translation, it can be used as a consideration to achieve the readability aspect more significantly, specifically, DHH readers or viewers.
Filling Gap in EFL Teachers&apos; Informal Formative Assessment: Insights from Higher Education Level
Author: Milawati
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Classroom Communication,Case Studies,Higher Education,Foreign Countries,Teacher Student Relationship,Teaching Methods,Teacher Attitudes,Models,Discourse Analysis,Undergraduate Students,Private Colleges,State Universities,Religious Colleges,Islam

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not acquired yet. A case study design on ESRU Model was used with 59 Indonesian EFL teachers in higher education level. Online Survey questionnaire was used to determine participants to be involved for further investigation in classroom observation and interview. This research highlighted clarifying learning goal as prerequisite activity before conducting the ESRU model activities. Interestingly, of the four activities in ESRU model, the use information gained was potentially support students' learning compared to other three activities; Elicits information, the student responds, and the teacher recognizes students' responses. Hence, this study can contribute insight for the teachers to reflect their own teaching practice.
Apologies and Compliment Responses: A Case of Preservice EFL Teachers
Author: Turhan, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Preservice Teachers,Teacher Education Programs,Second Language Learning,Second Language Instruction,Language Teachers,Pragmatics,Speech Acts,Interpersonal Communication,Gender Differences,Vignettes,Language Tests,Discourse Analysis,Guidelines,Preferences,Majors (Students),Foreign Countries

Apology may be defined as &quot;a compensatory action for an offense committed by the speaker which has affected the hearer&quot; (Marquez-Reiter, 2000, p. 44), and a compliment is another speech act &quot;which explicitly or implicitly attributes credit to someone other than the speaker... which is positively valued by the speaker and the hearer&quot; (Holmes, 1986, p. 485). The focus of this paper is to find out which strategies are employed by Turkish pre-service EFL (English as a Foreign Language) teachers while apologizing and responding to compliments especially with equal-status interlocutors, and whether these strategies show differences between females and males. Written Discourse Completion Test (WDCT) was administered to 27 preservice EFL teachers. The WDCT included six apology and seven compliment response scenarios. The data were analyzed mainly by using the framework of Blum-Kulka and Olshtain (1984) for apologies, and the coding scheme by Ruhi (2006) for compliment responses. Main findings of the study suggest that the participants frequently used the strategy of regret while apologizing, and they preferred to use appreciation strategy while responding to compliments. In addition, chi-square test was applied to see any significant differences between the strategies of females and males in apologizing and responding to compliments. This gender-based comparison resulted in no statistical difference except for only one of the apology scenarios. The overall results imply that investigating pragmatic knowledge of students majoring in ELT through their speech act realizations is vital and may be the first step for organizing appropriate interventions aiming at improving and expanding their pragmatic knowledge.
Does the English Textbook for Young Learners in Indonesia Promote Gender Equality?
Author: Maesaroh, Dwi Titi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,English (Second Language),Second Language Instruction,Textbook Content,Gender Issues,Sex,Visual Aids,Occupations,Sex Stereotypes,Illustrations,Pictorial Stimuli,Social Bias,Gender Bias,Elementary Education

Education is a critical area in promoting gender equality to the young generation of this country. The curriculum that promotes gender equality could be represented in a textbook as a teaching material resource commonly used in Indonesia. This study is a critical discourse analysis that examines the gender representation in the English textbook for the third grade of primary school in order to discover whether or not the textbook promotes gender equality. The data were collected from &quot;Grow With English&quot; English book 3 published by Erlangga Publisher. The data in the forms of pictures, words, phrases, and sentences were then analyzed qualitatively by using Fairclough's three dimensional frameworks and Halliday's Systemic Functional Linguistics. The findings revealed that: the examined textbook represents genders equally in terms of the quantity in which females and males are portrayed equally in pictorial representation and names of characters. In terms of social roles of job positions, male and female are also portrayed occupying various professional occupations such as doctors, fire fighters, police officers, and so on. However, the portrayals of male and female in domestic roles and activities are still stereotypical in which females are portrayed doing more domestic activities and less active, while males are portrayed doing more active outdoor activities. These results may have the implication that the English teachers for young learners could improvise by providing more understanding about gender equality while using the textbook.
Evaluation of the National Education Council Decisions in Line with the Components of Inclusive Education: From 1939 to 2021
Author: Kayahan Yüksel, Didem
Date: 2022-00-00
Type: Journal Articles
Subjects: Decision Making,Inclusion,Access to Education,Equal Education,Educational Opportunities,Educational Policy,Rural Urban Differences,Policy Analysis,Educational Objectives,Foreign Countries,Public Agencies,Elementary Secondary Education,Students with Disabilities,Transportation,Educational Television,Blended Learning,Assistive Technology,Family Programs,Developmentally Appropriate Practices,Sex Fairness

The aim of the study is to evaluate the National Education Council [NEC] decisions made from 1939 to 2021 in line with the components of inclusive education. In this context, the NEC decisions were examined in line with the themes of access, support, and participation, which are the components of inclusive education. In this study, document analysis was used and thematic analysis was performed. Access, support, and participation were determined as themes in this study. When the findings related to the access sub-theme are examined, it is seen that the decisions about equality of opportunity, special edification, rural-urban differences, disabled children, and technological support stand out. There are more decisions related the teacher education in the support sub-theme, and more decisions related the learning process in the participation sub-theme. According to the findings obtained from the study, it is seen that there are more decisions regarding inclusive education, especially since the 9th NEC. The highest number of decisions were taken at the 20th NEC. Considering that the NEC is an important meeting where decisions on education policies are taken for Turkey, it is recommended to increase systematic efforts to achieve the goals of inclusive education.
Thematic Content Analysis of Technological Pedagogical Content Knowledge Studies Published in the Field of Primary School Teachers and Preservice Primary School Teachers
Author: Konyalihatipoglu, Mehmed Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Preservice Teachers,Content Analysis,Literature Reviews,Educational Research,Qualitative Research,Research Methodology

In this research, it is aimed to analyze technological pedagogical content knowledge (TPACK) studies published in the field of primary school teachers and preservice primary school teachers by using thematic content analysis. In this research, 20 articles and 8 dissertations were analyzed by using thematic content analysis method. Each study was examined within the context of the study's aim, method, sample, data collection tools, data analysis techniques, the topic distribution in TPACK in primary education, pedagogical practice used in TPACK development in primary education, results and suggestions. As a result, it was revealed that most of the studies were conducted to determine the relationship between TPACK and different variables. It was observed that the quantitative design was used the most as a method in the studies and the scale/survey was used as a data collection tool. In addition, it was determined that the studies were mostly carried out independently of the field and carried out at the level of classroom teachers. As a result of the research, it is suggested to conduct qualitative and mixed pattern studies in order to examine the TPACK development of process-oriented teachers and preservice teachers. Additionally, considering that primary school education is a field that includes different disciplines, it is seen that field-specific studies are lacking. In order to eliminate this deficiency, it is recommended to carry out studies specific to a discipline such as mathematics or science in primary school education.
A Review of Test Use: The Test Anxiety Inventory
Author: Alatli, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Likert Scales,Test Anxiety,Test Reliability,Test Use,Test Validity,Scoring,Psychometrics,Foreign Countries

This study was conducted to review the use of tests. For this purpose, 45 articles in which the Turkish form of the &quot;Test Anxiety Inventory (TAI),&quot; which is one of the tests frequently used in the field of education, was employed and that were published between 2000 and 2020 were examined in terms of factors that should be considered in the use of tests. A descriptive survey model was used in the study. Data were collected by using a &quot;Control Form for the Use of Tests Adapted to the Target Culture&quot;, which was developed by the researcher. The findings indicated that in all studies, the feature intended to be measured with the inventory, the feature intended to be measured with the group, and the group that the test was applied were consistent. There were some incomplete or incorrect usages in terms of reporting the name of the TAI, the references related to the studies in which the inventory was developed and adapted, and the answers and scoring of the test. Only one study was found to present information about obtaining necessary permissions for the use of the inventory from the researchers who had adapted it. It was recommended that data about related properties should be reported and new analyses for validity and reliability should be conducted when necessary, even if the focus of test used in studies was not to determine psychometric properties. Accordingly, the validity and reliability data were mostly incomplete or not discussed at all in the articles examined within the scope of the study. The psychometric property that the researchers reported most and examined by using the data obtained from the related study was the &quot;Cronbach's Alpha&quot; coefficient. It was also noteworthy that there were inconsistencies between studies in reporting the psychometric properties of the TAI. Accordingly, in the case of test use, especially studies in which the test was developed in the related culture or studies in which the test was adapted to a specific culture should be reached as a primary source, and researchers should be supported by necessary education and sources in terms of factors that should be considered in the use of tests.
Effect of Project-Based Learning towards Collaboration among Students in the Design and Technology Subject
Author: Ibrahim, Dayang Suryati
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Student Projects,Cooperative Learning,Design,Foreign Countries,Vocational Education

Teaching Design and Technology that focuses only on the end product had led to students less exposure to collaboration skills in their learning. Therefore, a study that determines the teaching method in applying collaboration skills among students and its effect is required. The two teaching methods used were the 'doing a project' method for the control group and project-based learning for the treatment group. A quasi-experimental study was carried out with a nonequivalent control group. Two groups were selected from two different daily schools consisting of 34 students for the control group and 32 students for the treatment group. A pre-test, followed by an intervention for 7 weeks was carried out. After the intervention, a post-test was carried out for both groups. A questionnaire regarding collaboration skills was used in both tests. The data obtained were analyzed descriptively and by inference. The pre-test showed that there was no significant difference in the level of collaboration of both groups. However, the results of the post-test showed that the level of collaboration in the treatment group is significantly higher than in the control group. Thus, the study showed that collaboration can be applied and cultivated among students by using project-based learning. This can be achieved by structured discussion from explicit planning, and student-centered learning activities with teaching and learning aids that support the execution of students' project work.
EAP Courses in Joint-Venture Institutions: A Needs Analysis Based on Learner Perceptions
Author: Harper, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,English for Academic Purposes,Second Language Learning,Second Language Instruction,Student Attitudes,Foreign Countries,Language of Instruction,Institutional Cooperation,International Cooperation,Universities,Educational Objectives,Alignment (Education),Social Integration,Student Interests,Curriculum Implementation,Intellectual Disciplines,Writing (Composition),Writing Instruction,Foreign Students,Gender Differences,Majors (Students),Undergraduate Students,Cultural Awareness

With the increase in English medium instruction (EMI) in non-Englishspeaking countries, the role of EAP in preparing learners for the academic tasks that they will face is enhanced. Joint-venture universities (JVUs), institutions formed in collaboration between foreign universities and universities in the host country, pose even greater challenges for EAP programs. Learners in JVUs are expected to meet the requirements of the collaborating institution while simultaneously developing skills in an additional language. Critical to the success of EAP programs in JVUs, then, is the careful analysis of learners' needs and wants. The present study aims to provide insights into the needs and wants of EAP students at a China-based JVU by focusing on the perceptions of learners who have completed their EAP studies. Data were obtained through a narrative research method based on semi-structured interviews with 16 former EAP students and compared with stated program goals in an effort to discover areas in which students' perceptions aligned or did not align with program goals. The paper presents cases of alignment and cases of mismatches. An analysis of the mismatches leads to the following pedagogical implications for EMI programs in JVUs: (1) Programs may better cater to learners' interests by implementing a semi-negotiated curriculum; (2) programs may better cater to learners' discipline-specific needs by providing broad writing topics for learners to refine in accordance with their particular disciplines; (3) programs may better promote the integration of EAP students and international students by consciously providing the initial &quot;push&quot; toward integration.