ethanporcaro/eric-fulltext-meta huggingface dataset:
The Predictive Relationship between Pre-Service Teachers&apos; Self-Efficacy Belief, Attitudes towards Teaching Profession and Teaching Motivation
Author: Kula, Sultan Selen
Date: 2022-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Beliefs,Student Attitudes,Teaching (Occupation),Student Motivation,Career Choice,Academic Achievement,Predictor Variables,Foreign Countries

The study aims to determine the predictive relationship between self-efficacy beliefs, attitudes toward the teaching profession, and teaching motivation among pre-service teachers. The study, in which 364 pre-service teachers participated, is designed as a correlational survey model. Teachers' Sense of Self-efficacy Scale, Attitude Scale of the Teaching Profession, and Motivation to Teach Scale are used as data collection tools. The independent variables in this study are willingness to choose the teaching profession and academic achievement. The dependent variables are teacher self-efficacy, attitudes toward the teaching profession, and teaching motivation. The result of the study suggests that as the general academic achievement average of pre-service teachers increase, their perceptions of teaching self-efficacy, teaching attitudes and teaching motivations also increase. The fact that preservice teachers choose the teaching profession voluntarily affects their teaching self-efficacy perceptions, teaching attitudes and teaching motivations positively. There is a significant relationship between the pre-service teachers' teaching self-efficacy beliefs, teaching attitudes towards teaching, and teaching motivation levels. It can be concluded that intrinsic motivation toward teaching and teaching profession self-efficacy beliefs have a significant effect on attitudes toward teaching. [Note: The page range (705-718) shown on the PDF is incorrect. The correct page range is 705-717.]
A Critical Overview of English Language Education Policy in Turkey
Author: Sönmez, Görsev
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Policy,Educational History,Social Influences,Global Approach,Curriculum Development,Educational Innovation,Teaching Methods,Language of Instruction,Elementary Secondary Education

The present chapter which sets a critical perspective delves into the English language education (ELE) policy in Turkey in the light of the innovations that have been proposed by the ministry of education (MoNE) at macro level. The study covers a wide range of topics that shed light into the following issues: history of ELE in Turkey, factors affecting ELE namely; geographical and social dimensions, globalization and internationalization. Moreover, the innovations that have been proposed for ELE and their reflections in practice are also discussed from a critical stance. As a final issue, the problems that have been experienced as a result of the implementation of innovations and possible solutions that might help overcome those hardships are explained from a critical point of view.
Exploring Paraphrase Performances and Strategies of Graduate Student Writing
Author: Çesme, Hatice
Date: 2022-12-00
Type: Journal Articles
Subjects: Graduate Students,Writing Strategies,Second Language Learning,English (Second Language),Plagiarism,Writing (Composition),Academic Language,Foreign Countries,Language Proficiency,Revision (Written Composition)

This study aims to investigate performances and strategies of EFL graduate students in terms of language proficiency, language background and type of writing task. The participants were 12 graduate students pursuing their doctoral studies in ELT at a Turkish university. A chosen text was used for data collection and the students' paraphrased texts were analyzed employing Keck's (2006) the taxonomy of paraphrase types and 'a paraphrase found form' developed by the researcher in terms of lexical and structural changes. The results of the study revealed that graduate students had challenges in appropriate implementation of paraphrasing in their task. While they generated frequently moderate level of paraphrases, the strategies they often used were synonym substitution as well as copying strings of words from source. Additionally, deviated meaning was designated as a new paraphrase type in the taxonomy of paraphrase. These findings suggest that students need an explicit paraphrasing instruction supported by good and bad paraphrase examples and more practice to learn how to paraphrase appropriately.
Exploration of EFL Male and Female University Students&apos; Stand Points on Demotivation: A Case Study of Albaha University, KSA
Author: Shoeib, Ahmed F.
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gender Differences,English (Second Language),Second Language Learning,Student Motivation,Teacher Competencies,Teaching Styles,Educational Facilities,Tests,Scores,Second Language Instruction,Instructional Materials

The present study explores Saudi EFL male and female university students' standpoints on language learning demotivation which can reduce their motivation to foreign language learning. It also attempts to identify the most and least demotivating dimensions/factors of EFL Saudi male and female university students and to find out if there are statistically significant differences between male and female students in EFL demotivation dimensions/factors or not. To that end, a modified version of Sakai and Kikuchi (2008) Questionnaire of Demotivation of English Language Learners (DQELL) was administered to randomly selected 30 male EFL students and 30 females from third year Foreign Languages Department at Faculty of Arts and Humanities of Albaha University, KSA in the academic year 2021/2022. Results indicate that male students consider Learning contents and materials and Inadequate college facilities as their most EFL demotivating factors and the least ones were Teachers' competence and teaching styles, Lack of intrinsic motivation and Test scores. On the other hand, female students consider Inadequate college facilities the most demotivating factor, while Learning contents and materials, Teachers' competence and teaching styles and Test scores were their least demotivating ones. In addition, T-test results showed that there are statistically significant differences between male and female students on EFL demotivation factors Learning contents and materials and Teachers' competence and teaching styles in favor of females. There are not significant differences between males and females on Inadequate college facilities, while there are significant differences between them on Lack of intrinsic motivation and Test scores in favor of female university students. Finally, statistical results were discussed and implications for ELT were suggested.
Examination of Sports Sciences Faculty Student&apos;s Competence in Sports Levels and Self-Efficacy in Sports According to Various Variables
Author: Turan, Murat
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Competence,Self Efficacy,College Students,Student Attitudes,Correlation,Gender Differences,Age Differences,Team Sports,Self Concept Measures

Current study aimed to examine Erzurum Technical University Faculty of Sport Sciences students' sports competence levels and self-efficacy levels according to various variables. A total of 116 students, fifty four female, and sixty two male, participated in the study, in which the quantitative research model was used. In the first part, the Personal Information Form was used to determine the demographic characteristics of the participants, the second part used the Self-Efficacy Attitude Scale, and the third part used the Competence in Sports Scale. Frequency analysis, kurtosis, skewness test, One-Way ANOVA analysis, t-test, and correlation analysis were used in the research. A positive and moderately significant relationship was found between the Self-Efficacy Attitude Scale and the Competence in Sports Scale. According to gender, it was determined that male students' competence in sports was significantly higher than female students' sports competence. According to the branch variable, it was determined that the self-efficacy status of the students who do individual sports is significantly higher than the self-efficacy status of the students who do team sports and who do not have a branch. In addition, according to the age variable, no significant relationship was found between the competence status of the students in sports and their self-efficacy attitudes. As a result, it can be said that male students have higher proficiency in sports than female students, and they feel more competent. It has been determined that the self-efficacy attitudes of the students who do individual sports are higher than those who do team sports.
Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers&apos; Self-Regulated Learning Skills
Author: Ekici, Funda
Date: 2022-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Science Teachers,Independent Study,Study Skills,Time Management,Reading Comprehension,Documentation,Writing Strategies,Questioning Techniques,Metacognition,Incidence,Science Education,Self Management

This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: &quot;time management strategies&quot;, &quot;reading comprehension and summarization strategies&quot;, &quot;writing strategies&quot; and &quot;questioning strategies&quot;. In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of &quot;thinking level&quot; and &quot;content&quot;, but there was no regular trend in terms of &quot;chemistry understanding levels&quot;. It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.
The Views of Middle School Students on Distance and Face-to-Face Education on Mathematics Education during the COVID-19 Pandemic
Author: Baldemir, Bilal
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Middle School Students,Student Attitudes,Distance Education,In Person Learning,Grade 5,Grade 6,Grade 7,Grade 8,Parent Background,Educational Attainment,Gender Differences,Instructional Program Divisions,Family Income,Foreign Countries

The spread of the COVID-19 all over the world have negatively affected many areas, leading to a number changes throughout the world. Being one of these areas, education had to undergone some changes and shifted to distance education during the COVID-19 pandemic. However, distance education has also brought some discussions and problems. This study was carried out to investigate the thoughts of middle school students on distance education and face-to-face education. Based on quantitative research design, this study adopted a phenomenological design Data were collected from a participant group consisting of 240 secondary school students (60 5th grade, 60 6th grade, 60 7th grade and 60 8th grade) through a scale prepared by the researchers. The data were analyzed using SPSS package program with descriptive statistics such as frequency and percentage. As a result of the study It was found that middle school students' views on distance education and face-to-face education differed significantly with regard to parents' education level, gender, grade level and average monthly family income.
An Investigation on Homework Involvement of Higher Secondary Students
Author: Murali, M.
Date: 2023-01-00
Type: Journal Articles
Subjects: Homework,Secondary School Students,Gender Differences,Age Differences,Foreign Countries,Language of Instruction,English (Second Language),Dravidian Languages,Intellectual Disciplines

This study aims to investigate homework involvement of the higher secondary students. The main objectives are to find out the level and significant differences based on gender, age, group of study, medium of instruction of higher secondary students. The hypothesis was that there may be significant of difference in homework involvement of the higher secondary students based on their gender, age, group of study, medium of instruction. Samples of 300 higher secondary students were selected for this study in Kalavai taluk region in India. The data was collected by the scale Opinionnaire on Homework - prepared by Bijay Kumar Yadav (2017). The major findings showed that there is no significant difference regarding age and group of study. It was also found that gender and, medium of instruction have influence on their participants' homework involvement.
An Investigation on the Technological Competency Self- Evaluation Levels of English Language Teachers
Author: Sahin, Kerem
Date: 2023-01-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Technological Literacy,Teacher Competencies,Teacher Attitudes,Elementary Secondary Education,Self Evaluation (Individuals),Self Efficacy,Barriers,Faculty Development,Foreign Countries,Teacher Education,Technology Uses in Education

This study was conducted to determine the technology competency self-evaluation levels of English Language Teachers and their opinions on the subject. The mixed method, in which qualitative and quantitative research designs were used together, was used in the study. The data of the research was collected using data collection tools including scale and open-ended questions. The research covers English Language Teachers working in Aksaray province in the 2020-2021 academic year. The sample of the study consists of 303 English Language Teachers working in primary, secondary and high schools in Aksaray. Teachers' technology self-efficacy assessment capacities were determined by taking their opinions with the help of Technology Competence Self-Evaluation scale. It was tried to determine teachers' technology use capacities, the problems they face and solution offers by means of open-ended questions prepared by the researcher. The data gathered was analysed through t-tests and one-way Anova via SPSS programme and the opinions obtained from open-ended questions were analyzed through content analysis. As a result of research, it was found that Technological Competency Self-evaluation Levels of English Language Teachers is high and their self-efficacy does not make a significant difference in terms of professional seniority, teachers' levels of academic work, going to technology course and using platforms like eTwinning, web 2.0. It was determined that teachers used technology as Education and Training environment, they used it on the purpose of assessment and evaluation at the lowest level, the teachers who have higher professional seniority have much more difficulties. It was also determined that they face the problems such as infrastructure, internet access problems and illiteracy. It was confirmed that teachers should take in-service training courses as a solution.
How Has the Pandemic Affected Social Values? From the Perspective of Preservice Teachers, Is It Erosion or Gain?
Author: Metin, Özge
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Values,Preservice Teachers,Student Attitudes,Interpersonal Relationship,Social Problems,Social Life,Mental Health,Foreign Countries,Social Responsibility

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.
Attitude of Educationalists on Implications of Value-Void Education in Creating Tunneled Individuals: A Case Study of Elizabeth Holmes and Annie Dookhan
Author: Nair, Harshith B.
Date: 2023-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Psychology,Values Education,Ethical Instruction,Student Teachers,Student Teacher Attitudes,Case Studies,Deception,Educational Practices,Failure

Value-oriented education has been an integral facet of education. The need for value education stems from the social malaise in the society and education, being purposeful in making students responsible citizens, must address such deficiencies in values. This study aims to understand the attitude of student teachers and in-service teachers' towards current education and its value systems and seeks their stand on requiring value-oriented education as they are the major stake holders of direct classroom education experience other than students. The case study of Elizabeth Holmes and Annie Dookhan was used to assess how academically strong individuals end up straying into fraudulent ways. The study was administered using an electronic questionnaire, the frequency range was established using SPSS and indexed to percentage values. The data shed light on the attitude of student teachers and in-service teachers feeling that current education fails to inculcate values and suggested some methods of reform in the value systems of current education.
Tendency to Be Open to Learning Scale: Validity and Reliability Studies
Author: Güçlü, Nihal Tunca
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Attitudes,Attitude Measures,Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Foreign Countries

This study aims to develop a valid and reliable measurement tool that will serve to determine the level of higher education students' tendency to be open to learning. The sample of the research consists of 523 higher education students. As a result of the literature review and analysis, the dimensions predicted as sub-dimensions in the scale are &quot;being curious/ investigative, reflecting, being open-minded, being planned, being patient. Within the scope of the validity studies of the Tendency to Be Open to Learning Scale (TOLS), exploratory factor analysis was performed and construct validity was determined. As a result of the exploratory factor analysis, a 5-point Likert-typetool with 22 items collected in four dimensions was reached. The resulting TOLS consists of &quot;F1. being patient, F2. being open-minded, F3. being curious, F4. being planned&quot; sub-dimensions. As a result of the exploratory factor analysis performed to determine the scale's validity, it is seen that the four dimensions included in the scale explain 49.31% of the total variance
The Impact of Flipped Learning on L2 Learners&apos; Achievements: A Meta-Analysis
Author: Aybirdi, Nilüfer
Date: 2023-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Second Language Instruction,Instructional Effectiveness,Academic Achievement,Conventional Instruction,Educational Technology,Language Skills,Research Methodology,Instructional Program Divisions,Elementary Secondary Education,Postsecondary Education,Educational Research,Foreign Countries,Publications,Effect Size

This study aims to examine the effects of flipped learning on L2 students' overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on 'flipped classroom', 'flipped learning' and 'academic achievement' were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners' academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.
Promoting Self-Regulated Learning Skills of Pre-Service Chemistry Teachers: Motivation Component
Author: Isik, Burcu
Date: 2023-01-00
Type: Journal Articles
Subjects: Independent Study,Preservice Teachers,Science Teachers,Student Motivation,Knowledge Level,Student Attitudes,Self Management,Study Skills,Organic Chemistry,Goal Orientation,Self Efficacy,Learning Strategies

This study tackles self-regulated learning from the motivation component, considering that not only the 'skills' but also the 'will' dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers' motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers' motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers' motivations diversified their learning strategies and that they began to use these strategies more frequently.