ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Requests to Professors in Emails: An Examination of Request Modifications Performed by Indonesian Students in Japan
Author: Balman, Rezky Pratiwi
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Mail,College Students,College Faculty,Teacher Student Relationship,Speech Acts,English (Second Language),Second Language Learning,Language Usage,Foreign Countries,Discourse Analysis,Intercultural Communication,Graduate Students,Foreign Students,Pragmatics

This paper examines email requests sent by Indonesian students to Japanese university professors using English as their lingua franca. It particularly analyzes how students modify their email requests using internal and external modifications as a way to soften the force of the imposed requests. Data were gathered from a total of 56 authentic emails and analyzed using a framework contrived by Economidou-Kogetsidis (2011), a modified Cross-Cultural of Speech Act Realization Patterns (CCSARP) coding scheme initially developed by Blum-Kulka, House &amp; Kasper (1989). The result showed that while Indonesian students barely use the internal modifications to soften the imposition of their written requests, they tend to rely more on the use of external modifications using supporting moves. This strategy can indirectly modify the illocutionary force of the request as the students ensure that they provide their professors with enough background information and justify the reason behind their request through grounder moves. This present study also shows a shift in students' communication style where brevity is highly preferable.
Unpacking the Challenges and Accommodation Strategies of Omani English-Major Students on IELTS Academic Reading Tests
Author: Holi Ali, Holi Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Tests,Testing Accommodations,Foreign Countries,Second Language Learning,English (Second Language),Language Tests,Screening Tests,Academic Language,Difficulty Level,Essays,Reflection,Student Attitudes,Majors (Students),Undergraduate Students,Knowledge Level,Familiarity,Literary Genres,Cues,Schemata (Cognition),Teaching Methods

IELTS is used as a screening gatekeeper and plays a crucial role in Omani students to meet job requirements. This paper reports on Omani English-major undergraduate students' reflections on their experience of the reading section of Academic IELTS. The main aim of the study was to elucidate their difficulties and coping strategies to inform EFL/ESL teachers and IELTS examiners and researchers. An IELTS mock reading test, under exam conditions, was administered to 45 Omani students majoring in English, and the participants were asked to write a reflective essay in response to the following prompts: &quot;What were the difficulties that you encountered in your IELTS Academic Reading test, and how did you handle those challenges?&quot; Their answers touched upon their experience and challenges with the test (e.g. difficulties pertaining to cognition, content area knowledge, and the lack of familiarity with the test reading genres) as well as their strategies to address the challenges. The data were coded and analysed thematically and inductively. The findings showed that students reported a range of cognitive and metacognitive challenges and numerous coping strategies. This paper unravels some of the pedagogical implications and ideas that surfaced through the analysis of the students' responses.
Teachers&apos; Questions and Children&apos;s Answers Administered during the &quot;Question of the Day&quot; Practice in a Kindergarten of Turkey
Author: Bay, Dondu Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preschool Children,Classroom Communication,Questioning Techniques,Discussion (Teaching Technique),Preferences,Recall (Psychology),Inferences,Creative Thinking

In this study, the questions asked by 5 preschool teachers during the &quot;question of the day&quot; practice at the beginning of the day and the characteristics of the answers given by 240 children of 4-5-year-old were investigated. Language interactions between teachers and children through 198 questions asked during the &quot;question of the day&quot; practice at the start of the day activity and 2048 answers were transcribed and then teachers' questions were analyzed using the coding scheme comprised of four defined abstraction levels, and the answers of the children were analyzed according to three defined abstraction levels. The results revealed that teachers' questions were predominantly preference (31.3%) questions and likewise, the majority of children's answers were personal preference (46.3%) answers. Also, it was concluded that: (1) asking creation questions that allow children to express their original thoughts was least preferred by the teachers; (2) children often preferred to answer recall; inference and creation questions at the realistic level, and preference questions at the personal preference level; (3) children mostly gave creative answers to the creation questions of the teachers; and (4) 5-year-old children prefer to give more creative answers to teachers' questions than 4-year-olds.
Student Incivility in Higher Education
Author: Vural, Levent
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Student Behavior,Study Habits,Telecommunications,Handheld Devices,Attention,Behavior Problems,Student Characteristics,Gender Differences,Teacher Characteristics,Interpersonal Relationship

Observed frequently within higher education settings, student incivility need to be dealt with since they affect teaching-learning process adversely. The aim of this study is to determine the frequency of student incivility in higher education and coping techniques employed by academics. Both qualitative and quantitative data were collected together with a measurement tool developed by the researchers. The method of the research is a mixed method and qualitative and quantitative data were collected at the same time. A total of 250 academics working at universities in Turkey have voluntarily participated in the study. During the analysis process, construct validity concerning the quantitative data obtained from the data collection tool has been established through DFA, and parametric test statistics have been applied for data analysis. The results obtained from the study have indicated that not studying, playing with the cell phone, and not listening to the lecture are among the most frequent students' uncivil behaviors the academic witness. A significant difference has been identified between the two independent variables of the research --&quot;seniority &amp; working period at the current university&quot;-- and student incivility. The academics think that as seniority and working period at the same workplace increase, students show less of uncivil behaviors. &quot;Verbal warning&quot; has been noted as the most frequent method used by academics to deal with these kinds of behaviors. The implications of these findings for intervention design and development and further research are discussed.
The Investigation of the Relationship between Academics&apos; Person-Organization Fit and Burnout Levels
Author: Akkaya, Arzu
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Theories,College Faculty,Teacher Burnout,Measures (Individuals),Foreign Countries,Burnout,State Universities,Gender Differences,Faculty Workload,Academic Rank (Professional),Correlation,Marital Status,Institutional Characteristics,Teacher Attitudes

The main purpose of the current study is to determine whether there is a relationship between the burnout syndrome which is related to many organizational factors and the person-organization fit which refers to the quality, value and structure compatibility between the person and the organization and whether this relationship, if any, differs significantly based on various demographic variables. Within the framework of this aim, a scale was applied to 393 academics working in higher education institutions located in Istanbul. The data collection tools used in the study are &quot;Person-Organization Fit Scale&quot; developed by Cable and Judge (1997), and &quot;Maslach Burnout Inventory&quot; developed by Maslach and Jackson (1981). During the analysis of the data gathered through scales, arithmetic mean, frequency, and descriptive values such as standard deviation were used as well as t-test, ANOVA, Pearson correlation, and regression. The results of the research showed that the person-organization fit levels of academics working at foundation or state universities in Turkey were high, the levels of burnout were low in the emotional exhaustion and depersonalization sub-dimensions of burnout, and the level of personal accomplishment sub-dimension of burnout was moderate. In this study, it was found that the person-organization fit levels of academics differ significantly in terms of gender and weekly course load variables. According to the results of the research, a significant difference was obtained at burnout levels of academics in terms of their weekly course load, academic titles, whether they have any administrative duties and gender variables. In addition, there is a significant relationship between academics' person-organization fit and burnout levels.
Evaluation of Teaching Practicum for Pre-Service English Language Teachers: A Scale Development Study
Author: Kazaz, Ilknur
Date: 2020-00-00
Type: Journal Articles
Subjects: Practicums,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Content Validity,Pilot Projects,Language Teachers,Preservice Teachers,Student Attitudes,Reliability,State Universities,Factor Analysis,Psychometrics,Measures (Individuals),Foreign Countries

The aim of this study is to develop a measurement tool that evaluates the teaching practicum to shed light on the expectations and attitudes of English teacher candidates in relation to teaching practicum. In this context, two measurement tools; expectation scale and reaction scale were prepared based on the amalgamation of Kirkpatrick Training Evaluation Theory (2000) and EPOSTL (2007). This study was conducted to have an overall critical analysis of the current practicum program applied in Turkey to determine the pre-service teachers' views about the existing face to face teaching practicum model and what could be done to make up for the deficits in the current implementation. Within the scope of the study, validity and reliability studies were conducted. For research validity; a pilot study was conducted at a state university with senior level ELT students at 2018-2019 spring academic year. As a result of the pilot study item writing and item pooling stages were completed. Expert opinion was received from three academicians from the field in order not to assess the face validity, content validity and construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted with 294 senior level ELT students who were taking the School Experience course at 2019-2020 fall term around various universities in Turkey. Working groups were determined based on maximum diversity sampling method. Cronbach's alpha coefficients were calculated as 0.96 and 0.98 for the expectation and reaction scales respectively. In line with the applications and analyzes, it can be said that the scales are valid, reliable and they have sufficient values in terms of psychometry.
Teachers&apos; and School Administrators&apos; Views Regarding the Role of Recess for Students
Author: Özkal, Nese
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Principals,Administrator Attitudes,Recess Breaks,Educational Benefits,Attention Span,Student Participation,Friendship,Self Concept,Interpersonal Competence,Peer Acceptance,Psychological Patterns,Physical Activities,Stress Management

This study aimed to determine school administrators' and teachers' views regarding the role of recess for students. Phenomenology, one of the qualitative research designs, was used in this study. Maximum variation sampling method, a purposeful sampling method, was used to identify the research sample. The research data were collected through a semi-structured interview form and the collected data were analyzed by content analysis. The participants expressed their opinions about the effects of recess in terms of its cognitive, social, affective and physical effects. Participants stated that recess enables students to effectively participate in lessons cognitively, affectively, and behaviorally and that academic learning continued during recess. In addition, it is stated that recess has social effects such as forming friendships, learning about self, social skills and life. The participants stated that recess helps students to feel happy and relieve their tensions. Participants stated that recess can have positive effects on health since it provides students with the opportunity to move physically and it can decrease undesired behaviors. Participants stated that students can also experience negative emotions such as feelings of exclusion and loneliness during recess.
The Relationship between School Principals&apos; Leadership Styles, School Culture and Organizational Change
Author: Atasoy, Ramazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Principals,Leadership Styles,Organizational Change,School Culture,Teacher Attitudes,Foreign Countries,Transformational Leadership,Teacher Administrator Relationship,Teacher Behavior,Middle School Teachers,Secondary School Teachers,Questionnaires,Measures (Individuals)

The purpose of the study was to identify the relationship between the leadership styles of school principals, school culture and their organizational change management capacity according to the teachers' perceptions. In the study, a quantitative research design was employed during data collection and the analysis phases. The sample of the study comprises randomly selected 382 teachers working in North Cyprus, during the 2019-2020 school year. The leadership styles scale of school principals, the scale for school culture and the scale of the organisational change management were used as data collection tools. Pearson correlation, regression, and path analysis were used for analysing data in addition to descriptive statistics. It was found that school principals exhibit transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organisational change is a medium level. It was also found that there are significant relationships between leadership styles, school culture, and organisational change, along with transformational and transactional leadership styles of school principals, which significantly predicted school culture, and school culture, which significantly predicted all sub-dimensions of organisational change. School culture has a mediator effect on both leadership styles and all sub-dimensions of organisational change, except that transformational leadership has only fully mediation effect with evaluating stage of organizational change. This research reveals the presumptions that transformational leadership executed by the principals supports to a greater extent positive effect on the teachers rather than transactional leadership and to contribute positive school culture and strengthening of organisational change process of the educational institutions. The models suggested in the study show that school culture might be effective in reducing negative behaviours of the teachers regarding the organizational change. To cope with resistance, prevent or reduce opposite opinions and negative indications of each stage of organizational change, strengthening teachers with the help of school culture is required.
Evaluation of Professional Teaching Knowledge Courses
Author: Duman, Serap Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Course Evaluation,Teaching Methods,Student Educational Objectives,Foreign Countries,Methods Courses

With this research, it is aimed to evaluate professional teaching knowledge courses considering the opinions of the academic instructors and pre-service teachers. Phenomenology was used in the research designed in accordance with the descriptive research method. The study group of the research was determined by criterion sampling method. The main criteria were Nomenclature of Units for Territorial Statistics, the establishment dates of the universities and the availability of four common departments in the universities. Based on those criteria, 116 academic instructors and 328 pre-service teachers participated in the research. Semi-structured interview form was used. Content analysis was made for the data gathered. On the basis of findings obtained from the research, it was determined that the objectives of professional teaching knowledge courses were different and those courses attained the objectives at knowledge and comprehension level in general. Besides that, findings related to the content of professional teaching knowledge courses were emerged from the data, with titles such as the currency of content, new course subjects proposed to be added, and the relationship of the course to the PPSE (Public Personnel Selection Examination). It was determined that professional teaching knowledge courses were usually delivered by the presentation of courses for teaching-learning process through the method of teaching strategy and lecturing. Additionally, it was seen that the pre-service teachers gave a lecture in some courses. It was also realized that the process of measurement and evaluation of professional teaching knowledge courses were generally managed with the consideration of result-oriented measurement and through multiple-choice measurement instruments. [This article was presented as a summary paper at the ICCI-EPOK Congress-2019.]
Evaluation of the English Language Coursebooks Used at the Turkish Public Elementary Schools
Author: Solhi, Mehdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Usage,Accuracy,Foreign Countries,Public Schools,Elementary School Students,Evaluation Criteria,Critical Thinking,Creative Thinking,Independent Study,Content Analysis,Drills (Practice),Rote Learning

This study sought to evaluate the English language coursebooks used at the Turkish public elementary schools. In so doing, a series of coursebooks used in English courses of the curriculum prepared by the Turkish Ministry of National Education were evaluated, using Tomlinson and Masuhara's (2013) set of coursebook evaluation universal criteria. Results indicated that the layout, listening skill, illustrations in use, and affective engagement are the positive traits of the coursebooks, while the negative features outnumber the positive traits. The evaluation indicated that the Turkish public elementary English coursebooks are void of a number of important aspects of language acquisition, including communication-based activities, continuation of using English outside of the classroom, discovery enhancing input and most importantly extensive exposure to English. The central focus of the coursebooks is on the accuracy and repetition rather than effective outcomes, meaningful communication and long term language acquisition. Most activities in all coursebooks contain practice activities, with no place for productivity and autonomy on the part of the students. Additionally, there is no sufficient personalization and the coursebooks fail to make use of what students bring to classroom. Nor are the learners required to think critically, creatively or analytically in most of the activities. The coursebooks do not encourage learners to continue learning English by themselves, thus lacks encouragement for autonomy as well. The activities are designed to practice language items within the classroom environments. Hence, learning does not go beyond the classroom environment with the help of the coursebooks. Nor do the coursebooks guide or encourage learners to make discoveries by themselves. The bombardment of repetitive practice activities that only assess accuracy does not seem to be able to lead to long-term acquisition of English.
Evaluation of Trends in Theses on Socio-Scientific Issues: The Case of Turkey
Author: Yapicioglu, Aysegül Evren
Date: 2020-00-00
Type: Journal Articles
Subjects: Theses,Science and Society,Science Education,Scientific Research,Graduate Students,Universities,Research Methodology,Research Design,Foreign Countries,Educational Trends

The purpose of the current study is to determine the trends in M.A and Ph.D. theses on socio-scientific issues. To this end, thesis studies completed between 2008 and 2018 on socio-scientific issues were analyzed in terms of the year of thesis and publication type, the university where the thesis is done, the purpose of the thesis, research methods and designs, study groups and their size, data collection tools and the socio-scientific issues preferred for investigation. The thesis studies analysed in the current study were reached from the Higher Education Council Thesis Search Centre Database in Turkey. As a result of the current study, it was determined that such thesis studies started in 2008, the great majority of them are master's theses, the quasi-experimental design, one of the quantitative research methods, was frequently used, documents were generally used as the data collection instruments and pre-service teachers were used as the study groups in most of them. Moreover, in these thesis, the effect of instructional applications directed socio-scientific issues on the related variable (mostly argumentation skill/quality/ability and decision-making skills) has been frequently investigated and the most popular socio-scientific issues selected in these theses were found to include global warming, climate change and nuclear energy. In light of the findings of the current study, suggestions were made for future research and applications to be conducted on socio-scientific issues.
Pragmatics of Overlapping Talk in Therapy Sessions
Author: Abbas, Nawal Fadhil
Date: 2020-00-00
Type: Journal Articles
Subjects: Pragmatics,Cooperation,Discourse Analysis,Counselor Client Relationship,Psychotherapy,Prediction,Models,Language Usage,Patients

Cooperation in conversation is usually managed by the turn-taking mechanism where the interlocutors' turns are done according to certain rules, the most important of which is that one and only one speaker speaks at a time. And since talk can be used as a cure for the people who have troubles in their life, psychotherapy uses the field of conversation analysis as a procedure to deal with such troubles. Conversation analysis with all its essential facts helps therapists find out the reasons behind their patients' difficulties and predict the solutions for them. One of such essentials is the turn taking system, and more specifically is the 'overlapping talk'. In relation to this, the present study aims to show the reason behind the occurrence of overlap in therapy sessions and how it is managed and resolved. To do so, two scripts taken from two psychological therapy sessions are selected and examined using Sacks et al's model (1974) and Jefferson's model (1983). The study has come to the conclusion that the overlapping talk usually occurs because of the misjudgment of the transition relevance places (TRPs) due to the type of overlap whether transitional or progressional. It has also been noticed that the terminal overlap is used more frequently than the other types. Continuers such as 'yeah', 'ok', 'alright', 'aha', 'umm' are used by therapists to encourage the patients to go on with their talk.