ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Explicit Strategy Training on Learner Autonomy
Author: Kulusakli, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Effectiveness,Personal Autonomy,Second Language Learning,English (Second Language),Positive Attitudes,Learning Strategies,Foreign Countries,College Students,Self Management,Independent Study,Language Skills

The study aimed to investigate the effect of the explicit strategy training on the students' autonomy in foreign language learning and to seek for their attitudes towards such training. The research lasted for fourteen weeks at the 2018-2019 academic year. Data were collected through the Course Evaluation Questionnaire, the Student Autonomous Learning Capacity Questionnaire, the learner diary, the researcher's diary and semi-structured interviews. The SALCQ was administered twice first at the beginning and secondly at the end of the training so as to identify any increases in the learners' capacity of autonomy. The results revealed that the strategy training helped learners enhance their capacity of autonomy in some factors. The study disclosed that the students held positive attitudes towards the training as it provided opportunities for the students to employ LLSs more effectively, deal with learning related problems, enhance self-directed out of class activities, to develop language learning skills and to monitor their learning process in an effective way by raising their awareness of strategy use and self-confidence. Furthermore, the strategy training provided opportunities for the students to reflect on their learning methods, classroom activities along with their classroom behaviour and how learning could be made easier.
The Effect of Songs on Primary School Students&apos; Motivation
Author: Sene, Sabriye
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Second Language Instruction,English (Second Language),Singing,Student Motivation,Elementary School Students,Grade 5,Student Participation,Student Interests,Attention,Student Attitudes

In language classes songs have been used for many years. Many studies have pointed out that students can take advantage of music in classes in terms of learning grammar, pronunciation and vocabulary. The present study aims to explore how songs affect the motivation of the students in primary level. The dominant/sequential design of the mixed methods approach was applied to the study. The quantitative data were elicited with a quasi-experimental design and qualitative data were collected by means of observations. The data were collected from the students of a state elementary school in a rural area of Denizli province during the winter semester of 2017-2018 education year. The participants were 25 5th graders; 17 girls and 8 boys. Descriptive analyses were used in order to form the frequencies and percentages of the quantitative data. A matrix was created in Microsoft Word and by means of Excel the average scores of three dimensions of motivation, participation, interest and attention. The perceptions of the observers were elicited and analyzed by means of content analysis. The results of the research pointed out that the students were more motivated and eager to participate into the activities when songs were used in their classes. The perceptions of the students and teachers were similar.
Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems
Author: Samková, Libuše
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Word Problems (Mathematics),Problem Solving,Arithmetic,Elementary School Mathematics,Formative Evaluation,Inquiry,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Foreign Countries

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers -- future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.
Learning Entrepreneurship for Students in Preparation for Job Opportunities
Author: Apendi, Tatang
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Employment Opportunities,Educational Technology,Student Attitudes,Educational Benefits,Teacher Role,Program Effectiveness,Student Motivation,College Students,Small Businesses,Skill Development

The background of this research starts from seeing and analyzing the importance of skills for Education Technology students, especially talent in the field of entrepreneurship. The purpose of this study is for them to gain learning and experience in the field of entrepreneurship as well as in the effort to create independence in finding employment opportunities or creating work. The main problem in this study is to provide experience and knowledge to students of Education Technology in terms of entrepreneurship. The method used in this study is a qualitative perspective approach with the phenomenological model, because the subject of this problem is a phenomenon that often occurs, when students have already finished college and then returned to the community, and the job opportunities they have not obtained. This research requires about 15 weeks, with the students as participants of 8 students. The results of this study indicate a positive level of progress and nature of efforts to increase motivation in entrepreneurship, and this is a finding, novelty (novelty) in increasing learning motivation, business motivation for students.
Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education
Author: Okai-Ugbaje, Safiya
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Higher Education,College Faculty,College Students,School Personnel,Administrators,Stakeholders,Attitudes,Readiness,Technology Integration,Foreign Countries,Program Effectiveness,Value Judgment,Barriers

The extant literature on mobile learning in higher education has mainly focused on students and academics. This study conducted in a Nigerian university considered a wider group of stakeholders (students, academics, IT personnel, and administrative leaders) in its investigation of stakeholders' awareness, willingness, and readiness for mobile learning adoption, using a mixed methods approach. The findings revealed that while the awareness of mobile learning amongst students was low, they were keen on adoption. Academics were more tentative, for while they were willing, it was clear that a shift in their teaching philosophy and pedagogy would be required for mobile learning to work effectively. For those in IT and administrative leadership roles, their perceptions were more resource-focused. While this study only considered the views of internal stakeholders, it also uncovered the need for the involvement of external stakeholders. Building on these findings, a strategy table which outlines the roles and responsibilities of each stakeholder group was created. The table provides a blueprint which otherwise has been missing, to guide sustainable mobile learning adoption and implementation not only in higher education in developing countries, but which may have more global appeal.
Flipped Classroom Implementation in Science Teaching
Author: Say, Fuat Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Grade 8,Middle School Students,Program Effectiveness,Student Attitudes,Student Participation,Homework,Barriers,Access to Computers,Internet,Educational Technology,Technology Uses in Education,Video Technology,Lecture Method

Along with the fast development in the internet technologies, every day new learning and teaching approaches are introduced and implemented. In this context, the aim of this research is to reveal the effect of Flipped Classroom model on the academic success of the students for the subject of Interaction of Matter with Heat of 8th grade Science course and opinions of students on the Flipped Classroom Model. Study group of the research consists of a total of 63 8th grade students, studied in a state middle school located in the central part of city of Konya during the 2017-2018 school year. In the research, mixed method, a method that allows integration of research results via utilization of quantitative and qualitative data collection methods conjointly is used. As the quantitative data collection tool, &quot;Success Test&quot; developed by a group of four, consisting of four professionalist science teachers and researchers, and as the qualitative data collection tool, &quot;Semi-Structured Review&quot; form, developed by the researcher have been used. In the research, a quasi-experimental design with a posttest control group has been used. As the result of the research; It was concluded that the academic achievement of the experimental group was statistically significant and positively higher than the control group. Students consisting the experimental group has expressed that with the flipped classroom application, their success and their participation to the class has improved and they found this method to be more fun than listening to the lecturing as per the current program requires. Also, the students have stated their absence of internet access at home and the problems they encounter due to hardware inadequacies of their computers are the drawbacks of the implementation.
Authentic Materials for Freshmen Students: A Case of Speaking Class in a Private University
Author: Karyuatry, Laksnoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Authentic Learning,Instructional Materials,College Freshmen,Private Colleges,Audiovisual Aids,Printed Materials,English (Second Language),Second Language Instruction,Instructional Effectiveness,Video Technology,Foreign Countries,Conversational Language Courses,News Reporting,Media Selection,Web Sites

This study aims at exploring Authentic Materials used in teaching speaking for university students. A case study method is implemented. The study was conducted at the language center of a university in Indonesia in the first semester of the 2018/2019 academic year. The data were collected by three instruments: interview, classroom observation, and document analysis. The data were analyzed using an interactive method. The results show that the teachers used three kinds of AMs in the classroom: audio material such as recordings and broadcast news, audiovisual material such as videos, and printed material such as photos, pictures, images, articles, and a map. It is found that the most used type is video since it can be very useful to develop speaking, listening and pronunciation skills. The results of this study also reveal that teachers might take useful AMs from selected websites and combine them with the course book in order to support teaching-learning activity.
An Investigation into EFL Teachers&apos; Assessment of Young Learners of English: Does Practice Match the Policy?
Author: Arslan, Recep Sahin
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Second Language Learning,Student Evaluation,Educational Policy,Language Tests,Middle School Students,Foreign Countries,Alternative Assessment,Alignment (Education),Early Adolescents,Language Skills,Communicative Competence (Languages),Accuracy,Test Format,Test Items,Test Construction

On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers' in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. The study employed both quantitative and qualitative research methods: the quantitative method provided information about EFL teachers' preferences of item types in terms of traditional and alternative assessment types with the help of a questionnaire while the qualitative method provided information about how frequently EFL teachers assessed four skills through exam papers they used in their classrooms. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners' communicative competence or language skills through alternative assessment methods.
Determination of Middle School Students&apos; Views about STEM Activities
Author: Karakaya, Ferhat
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,STEM Education,Science Activities,Private Schools,Foreign Countries,Relevance (Education),Time Management,Barriers,Teamwork,Problem Based Learning,Science Materials,Career Awareness,Knowledge Level,Skill Development

In this research, it is aimed to determine the opinions of middle school students about STEM activities. The research, which used case study from qualitative research designs, was conducted in 2018-2019 academic year. The research working group is composed of 27 middle school students studying in a private school in Turkey. In the data collection, semistructured interview forms prepared by the researchers were used. The data were analyzed in accordance with the descriptive analysis. According to the findings of the research, it was determined that STEM activities were related to daily life problems, and that students' lessons, occupational preferences and communication skills were affected. In addition, lack of time and material and lack of information have been found to have problems in the realization of STEM activities.
Tertiary EFL Students&apos; Morphological Awareness of English
Author: Noviyenty, Leffi
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Metalinguistics,Intervention,Foreign Countries,Vocabulary Development,Teaching Methods,College Students,Language Tests

Morphological awareness is regarded as a significant predictor of vocabulary acquisition, reading comprehension, and the advancement of various literary competences. Thus, the present study sought to investigate tertiary EFL students' morphological awareness of English in terms of morphological identification and morphological structure awareness. By making use of the total sampling technique, 51 tertiary EFL students from one of the universities in Bengkulu, Indonesia, were involved as the participants. Their English morphological awareness was assessed using a valid and reliable test already developed by a previous researcher. The results indicated that their English morphological awareness was moderate. Such condition became a positive potential which might contribute to consolidate them in the process of English vocabulary acquisition, in dealing with reading comprehension, and in fulfilling various English literary needs. This study recommends that both deductive and inductive English morphological interventions be given to tertiary EFL students in tandem with adequate practices that can continuously train their English morphological awareness.
A Correlational Study on Primary School Students&apos; School Readiness and Adaptation Problems
Author: Çökük, Kayahan
Date: 2020-00-00
Type: Journal Articles
Subjects: School Readiness,Elementary School Students,Student Adjustment,Correlation,Foreign Countries,Student Problems,Emotional Development,Psychomotor Skills,Thinking Skills,Grade 1,Young Children,Public Schools,Affective Behavior

The aim of this study is to examine the relationship between school readiness and adaptation problems of primary school first-grade students in the 2017-2018 academic year. In this study, correlational survey model was used. The sample of the study consists of 909 primary school students studying in Istanbul, Kayseri, Gaziantep and Van provinces determined by stratified purposeful sampling method. &quot;Primary School Readiness Scale&quot; and &quot;Adaptation to School Scale&quot; were used as data collection instruments. Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used to analyze the data. The results indicated that a high level, a negative and significant relationship existed between school readiness and adaptation problems of primary school students. It was determined that primary school students' readiness concerning affective skills (54.4%), psychomotor skills (4.4%) and cognitive skills (0.5%) accounted for 59.3% of the variance in school adaptation problems of primary school students. It was concluded that students' readiness for self-care skills did not contribute significantly to the variance in school adaptation problems. To this connection, it may be advisable to carry out activities such as collaborative learning, drama, role-play and group work to increase students' affective readiness level, especially in the pre-school education period.
The Perceptions and Preferences of 8th Grade Students in Digital Storytelling in English
Author: Okumus, Aysegül
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 8,Student Attitudes,Story Telling,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Student Motivation,Foreign Countries,Teaching Methods

Digital storytelling is the focus of the present study due to scarcity of studies in Turkey. This study investigates the perceptions of 8th grade students on the integration of technology via Digital Storytelling to English courses. Another aim is to find out students' preferences for topic and characters in their digital stories. The study was conducted with 15 students in a public school. The data were collected through pre-survey, digital stories, and post-survey. The study was carried out in a month period in which 5 different digital stories were created. The findings based on qualitative and quantitative analysis indicated that the perceptions of the participants toward the use of digital storytelling in English lessons were positive before and after the implementation process with no significant difference between them pre and post-tests. In general, the participants wanted to keep using digital storytelling because they believed digital storytelling is motivating, contributes to language learning, and enables collaboration. The topics preferred were adrenalin, love, sadness, friendship, and fear. The characters were generally female heroines. The implications are that digital storytelling can be integrated into speaking, listening, grammar, vocabulary and writing activities since it is an engaging way of practising language skills.
The Auditory Perception of North American English Diphthongs in Vocabulary Items by English Teachers in Turkey
Author: Çorakçi, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Auditory Perception,North American English,Vowels,Syllables,Speech Communication,Phonemes,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Language Teachers,Foreign Countries,Multiple Choice Tests,Language Tests,Pretests Posttests,High School Teachers,Turkish,Contrastive Linguistics,Auditory Tests

Diphthongs are double vowel sounds made by combining two vowels in the same syllable. During their articulation in the oral cavity, the first vowel sound glides onto the next vowel from one position of the mouth to another within the same syllable. That's why they are heard as single-vowel phonemes by listeners. Because of a gliding movement in their articulation, most learners find them difficult to articulate and understand them at first. Hence, they can be tricky sounds to master for non-native speakers. The aim of this research is to explore the perceptibility of North American English diphthongs (NAE), which are /a[near-close back rounded vowel], o[near-close back rounded vowel], e[near-close near-front unrounded vowel], [open-mid back rounded vowel][near-close near-front unrounded vowel], a[near-close near-front unrounded vowel]/ by Turkish English language teachers. A pre-test will be used to measure the perception of them in vocabulary items, which will be given to 30 Turkish English language teachers in a five scale multiple choice tests. The participants will be asked to choose the correct option. Then, a three-hour implicit and explicit teaching will be conducted by doing practices in a variety of exercises in the classroom. After the elapse of two weeks, the same pre-test will be administrated to the participants as a post-test. A comparison and contrast of the two tests results will be made to find out the existence and degrees of the perceptibility of the diphthongs in vocabulary items by Turkish English language teachers.