ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Turkish as a Foreign Language: Extrapolating from Experimental Psychology
Author: Erdener, Dogu
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Auditory Perception,Visual Perception,Speech Communication,Experimental Psychology,Psycholinguistics,Morphophonemics,Morphology (Languages)

Speech perception is beyond the auditory domain and a multimodal process, specifically, an auditory-visual one--we process lip and face movements during speech. In this paper, the findings in cross-language studies of auditory-visual speech perception in the past two decades are interpreted to the applied domain of second language (L2) instruction. This issue had previously been presented in terms of general applications of auditory-visual speech perception research to L2 acquisition and instruction. The focus of this paper is shifted towards Turkish as an L2, a language with unique morphophonemic and phonotactical characteristics that call for specifically designed methods of instruction. Further to this, Turkish is a language whose popularity has been growing ever since due to recent migratory movements and economic factors. While the need for the study of Turkish as an L2 is elucidated here form an experimental psychology point of view, the necessity of that scrutiny is highlighted from an applied and instructional stance as well.
The Effectiveness of Computers on Vocabulary Learning among Preschool Children: A Semiotic Approach
Author: Basoz, Tutku
Date: 2016-00-00
Type: Journal Articles
Subjects: Semiotics,Preschool Children,Vocabulary Development,Computer Uses in Education,Educational Technology,Program Effectiveness,Conventional Instruction,Teaching Methods,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Foreign Countries

Semiotics has recently achieved some prominence as a theoretical foundation for foreign language learning/teaching. Though there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the study aims to investigate if there is any significant difference in preschool children's vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are enrolled in Balikesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), the experimental and control groups respectively. Before the experiment, the children were given a pre-test, which measured the target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was given the same words via traditional vocabulary instruction. Following the experiment, the same test was given to the children as the post-test. The findings of the present study indicated that both instruction types were effective in teaching vocabulary and that no significant difference was found between the groups regarding their vocabulary knowledge.
Using the Second Life Digital Environment for FL Education: A Postmodern Perspective
Author: Uzun, Levent
Date: 2017-00-00
Type: Journal Articles
Subjects: Postmodernism,Educational Philosophy,Technology Uses in Education,Educational Technology,Second Language Instruction,Teaching Methods,Models,Technology Integration,Educational Environment,Simulated Environment,Foreign Countries,College Students,Secondary School Students,Role Playing,English (Second Language),Diaries,Documentation,Observation

The aim of the present study was to raise awareness related to the postmodern educational philosophies, and to the opportunities provided by the emerging technologies and conditions of our era with regard to foreign language (FL) education. The main discussion was that educators and educational practices are not in complete harmony with the recent products of technology or with the needs, interests, and habits of the learners. The current work proposed Second Life (SL) as a useful model to focus on and investigate in order to derive some theoretical and practical guidelines and conclusions that will be consistent with all philosophies, applications, stakeholders, instruments, and conditions in educational settings in the current age of technology and in the future. The present study concluded that the administrative side of education has fallen far behind the progress in technology, and thus remains quite traditional and static, which creates a paradoxical situation suggesting that the teaching part has lost its power and efficiency, while the learning part continues to be innovative and creative.
A Scale of Lifelong Learning Attitudes of Teachers: The Development of LLLAS
Author: Hursen, Cigdem
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Teacher Attitudes,Attitude Measures,Test Construction,Test Validity,Factor Analysis,Factor Structure,Test Reliability,Secondary School Teachers,Teaching Experience,Foreign Countries

Knowledge, which is the most significant characteristic of today's knowledge society, has been changing and improving very rapidly. Particularly, the developments in science and technology have been influencing social, economical and cultural life; thus professions and descriptions of professions have been continuously renewed. In addition, the needed profile of man power relevant to the changing professions has been changing continuously and the learnt knowledge has not been prevalent. For this reason, there is a need for the individuals to update their knowledge and skills continuously in order to adopt themselves to the technological changes and new work conditions. Lifelong learning approach can provide societies and individuals with opportunities to catch up with these changes and developments. In raising individuals as lifelong learners, teachers play a big role. In order to establish lifelong learning societies, first of all teachers should have all the characteristics of lifelong learning. This is why it is extremely important to determine what the attitudes of the teachers are towards lifelong learning approach. However, there has not been developed any scale measuring teachers' attitudes towards lifelong learning approach so far. Therefore, in this current study, it is aimed to develop a scale to determine what the attitudes of the teachers are towards lifelong learning approach. The subject group is consisted of 300 teachers, working in the schools of the Northern Cyprus. The findings on the validity of the structure of the scale are measured by the factor analysis. As a result of the analysis, a lifelong learning attitude scale is developed with 19 items in three sub-dimensions (LLLAS). The sub-dimensions of the scale are formed in the following expressions: &quot;reluctance to learn&quot;, &quot;belief in the benefits of learning activities for professional development&quot;, &quot;awareness of personal learning skills&quot;. As the result of the validity and reliability analysis, it was decided that the scale (LLLAS) would be appropriate in terms of its characteristics to be used in future studies.
Algorithm Animations for Teaching and Learning the Main Ideas of Basic Sortings
Author: Végh, Ladislav
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Animation,College Freshmen,Pretests Posttests,Computer Science Education,Foreign Countries,Mathematics,Educational Technology,Electronic Learning,Visualization,Interaction,Visual Stimuli,Questionnaires

Algorithms are hard to understand for novice computer science students because they dynamically modify values of elements of abstract data structures. Animations can help to understand algorithms, since they connect abstract concepts to real life objects and situations. In the past 30-35 years, there have been conducted many experiments in the field of usage of animations and visualizations in education, but they showed mixed results. In this paper, we review past research within the field and summarize recommendations regarding the graphic design and interactivity of the animations. In the second part of the paper, we present our interactive card sorting animations with conceptual views. The goal of these animations is to help students understand the main ideas and differences between basic sorting algorithms. In a pedagogical experiment related to these animations, 92 first-year computer science students of J. Selye University in Komarno (Slovakia) were asked to fill in a pre-test, experiment with the interactive animations, and fill in a post-test. The results showed that animations helped students to understand essential aspects of sorting algorithms. However, the participants were not able to understand the sorting algorithms in detail, so other types of animations are needed to teach algorithms in-depth.
Using Facebook as a Learning Management System: Experiences of Pre-Service Teachers
Author: Kalelioglu, Filiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Integrated Learning Systems,Preservice Teachers,Distance Education,Foreign Countries,Student Experience,Undergraduate Study,Social Networks,Qualitative Research,Case Studies,Asynchronous Communication,Synchronous Communication,Discussion Groups,Educational Technology

The purpose of this study was to examine students' experiences using Facebook as a learning management system during a course. The study participants were 18 junior education faculty students attending a compulsory distance education undergraduate course delivered by the Computer Education and Instructional Technology Department at a university in Turkey. Upon completion of the 14-week Facebook-based course, participants were requested to answer nine open-ended questions. The results of content analysis show some advantages and some problematic aspects to using Facebook as a learning management system (LMS). Most students were satisfied with their learning experience using Facebook. The students favoured some features and situations, while other students saw the same things as being problematic. They also appreciated the sharing of course materials, instant messaging, opportunity to upload files, having discussions and getting instant notifications. A few students had negative thoughts about sharing materials in terms of accessing pre-uploaded files. However, their thoughts about synchronous and asynchronous communication were all positive. In particular, all students favoured the instant Facebook communications with their instructor and engagement in discussions. Almost half of the students had positive thoughts about the usefulness of Facebook in education. When these positive thoughts were examined, the students were found to consider that Facebook could be used as a LMS because it has many similar features.
Pre-Service Teachers' Evaluations of Practices in Teaching English to Young Learners in Terms of 21st Century Teacher Qualifications
Author: Çakir, Abdulvahit
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Educational Practices,English Teachers,Second Language Instruction,English (Second Language),Teacher Qualifications,Mixed Methods Research,Semi Structured Interviews,Content Analysis,Student Needs,Course Content,Self Management,Technological Literacy,Technology Uses in Education,Readiness,Knowledge Base for Teaching

This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service teachers in five different English Language Teaching programmes. The quantitative data come from the content analysis of the course &quot;Teaching English to Young Learners&quot; syllabi in these universities. The findings indicate that pre-service teachers have individual learning needs mainly on organizational skills, the use of technology, and characteristics of young learners. The current syllabi for the course are found to be ineffective in preparing pre-service teachers for 21st century teacher qualifications. This study also discusses pre-service teachers' readiness levels as a 21st century teacher to teach young learners English. Suggestions are made for the course content and to promote 21st century teacher qualifications at pre-service level.
The Synergistic Effect of Funny Pictures and Etymological Elaboration on Promoting EFL Learners' Idiom Retention and Recall
Author: Ghorbani, Mohammad Reza
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pretests Posttests,Figurative Language,Recall (Psychology),Retention (Psychology),Pictorial Stimuli,Undergraduate Students,Foreign Countries,Statistical Analysis,Course Selection (Students),Second Language Instruction,Teaching Methods,Comparative Analysis,Audio Equipment,Instructional Effectiveness,Etymology

In an attempt to facilitate and foster idiom retention and recall, this study investigated the effect of pictorial and etymological treatments on Iranian undergraduate students' idiom learning. The paired-samples experimental design was used to study 26 students who had registered for the Use of Idioms course at the University of Bojnord (UB). One hundred target idioms were selected from 50 programs of the VOA's Special English (Words and their Stories). Half of them were taught accompanied by funny pictures and etymological elaboration and the other half were taught without any pictures. After the treatment, the subjects were given an immediate posttest and a delayed posttest one month later. The reliability of the 40-item posttest was estimated at 0.83 through the KR-21 formula. The data obtained was analyzed using paired-samples t-test. The results of data analysis indicated that the differences between the two conditions were statistically significant in both immediate and delayed posttests. The findings imply that the pictorial-etymological treatment was more effective than etymological treatment only.
Promoting Learner Autonomy through Schoology M-Learning Platform in an EAP Class at an Indonesian University
Author: Ardi, Priyatno
Date: 2017-00-00
Type: Journal Articles
Subjects: Independent Study,English (Second Language),Second Language Learning,English for Academic Purposes,Electronic Learning,Qualitative Research,Case Studies,Social Networks,Cognitive Processes,Blended Learning,Foreign Countries,Web 2.0 Technologies,Second Language Instruction,Teaching Methods,Self Management,Telecommunications,Handheld Devices,College Students,Computer Mediated Communication

The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. &quot;Schoology&quot; m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how &quot;Schoology&quot; m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that &quot;Schoology&quot; m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of &quot;Schoology&quot;. First, &quot;Schoology's&quot; social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.
The Wh-Adverbial &amp; Which-NP Construction Asymmetry within Island Structures in Turkish
Author: Çakir, Sinan
Date: 2017-00-00
Type: Journal Articles
Subjects: Nouns,Phrase Structure,Grammar,Turkish,Form Classes (Languages),Task Analysis,Structural Analysis (Linguistics),Language Tests,Multiple Choice Tests,Reading Processes,Test Items,Statistical Analysis

The present study is a follow-up study of Çakir (2016b) which focused on the wh-adverbial &amp; which NP constructions asymmetry within island structures in Turkish. The characteristics of wh-adverbial nasil &quot;how&quot; is compared with the which-NP constructions &quot;hangisekilde&quot; &quot;in what way&quot; and &quot;hangihalde&quot; &quot;in what condition.&quot; The island constraints that are focused on in the study are Complex NP Constraint, Sentential Subject Constraint and Adjunct Island Constraint. The data have been collected through a Self-Paced Reading Task, a Grammaticality Judgment Test and a Multiple Choice Test from 297 participants. The findings of the present study are consistent with the ones obtained in the previous one. It seems that the wh-operators whose wh-phrases include nominal elements in their structures can license the lower CP with [+wh] feature through spec-head agreement while the operators of the single-word wh-adverbials cannot do the same thing.
Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies
Author: Baturay, Meltem Huri
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Computer Assisted Instruction,Educational Technology,Technological Literacy,Pedagogical Content Knowledge,Correlation,Teacher Competencies,Teacher Surveys,Statistical Analysis,Foreign Countries,Secondary School Teachers,Grade 9,Grade 10,Grade 11,Grade 12

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers' attitudes towards CAE scores are much higher than their TPACK scores. There is a low level positive correlation between their TPACK competencies and their attitudes towards CAE. Particularly, teachers' competencies of Technology Knowledge (TK) and Technological Pedagogical Knowledge (TPK) have much higher relationship with their attitude towards CAE when compared to other competencies. Attitude toward CAE is observed to differ by gender. As for TPACK competencies, TK and Technological Content Knowledge (TCK) differ by gender. The TPACK framework explains 20% of attitudes towards CAE. TK is the construct having the highest effect in explaining the attitude towards using CAE.
Exploring the Use of Educational Technology in EFL Teaching: A Case Study of Primary Education in the South Region of Ecuador
Author: Solano, Lida
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Teaching Methods,Surveys,Foreign Countries,Observation,Elementary School Students,Elementary School Teachers,Qualitative Research,Statistical Analysis

This study explores the use of educational technology for teaching English as a foreign language (EFL) at 10 state schools in the South of Ecuador. It aims to find out the current state of the use of technology in English classrooms. The research combines both quantitative and qualitative methods to gather information about the use of technology in the teaching-learning process. The main instruments applied were teachers' and students' surveys and observation sheets. One hundred and fifty students and fifteen teachers took part in the surveys and were observed once a week during a period of four months. The findings confirm that technology is not commonly used in state schools of the south region of Ecuador or, if used, it is not adequately applied. For this reason, in order to develop students' performance of all four language skills it is necessary to integrate technology tools combined with appropriate teaching strategies in EFL classrooms.
Specifics of Cyberbullying of Teachers in Czech Schools--A National Research
Author: Kopecký, Kamil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Elementary School Teachers,Secondary School Teachers,Work Environment,Student Behavior,Incidence,Questionnaires,Online Surveys,Aggression,Telecommunications

This paper focuses on the results of the national research of cyberbullying of Czech teachers, which was realized in year 2016 in the entire Czech Republic. The research focused on the prevalence of cyberbullying of teachers, the impact of cyberbullying on teachers, strategies of coping with cyberbullying and methods of solving the incidents. The research involved a total of 5,136 primary and secondary school teachers from all regions of the Czech Republic. The research has shown that a fifth of respondents (21.73%) has experienced a cyber attack on their person, however cyberbullying during the last 12 months lasting over 1 week was confirmed only by 3.52% of the total number of respondents. Most often the cyberattacks were committed by students (34.92% of attacks).
The Effect of Digital Video Games on EFL Students' Language Learning Motivation
Author: Ebrahimzadeh, Mohsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Technology Uses in Education,High School Students,Student Motivation,Males,Second Language Learning,English (Second Language),Foreign Countries,Vocabulary Development,Worksheets,Reading Materials,Language Proficiency,Statistical Analysis,Cooperative Learning,Pretests Posttests,Scores

The study examined the effect of a commercial digital video game on high school students' language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who intensively read the game's story; Players, who played the digital video game; and Watchers, who watched two classmates play the digital video game. A language learning motivation scale was given to the participants as a pre- and post-test. Also, field notes were taken. Results indicated a significant language learning motivation increase over time. Only the Watchers, however, showed significantly higher motivation than the Readers in the end. Thus, the use of commercial digital video games can help enhance high school students' language learning motivation.