ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Impacts of Digital Storytelling on EFL Learners&apos; Self-Efficacy and Attitudes toward Education Technologies
Author: Balaman, Sevda
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Foreign Countries,Teaching Methods,Self Efficacy,Educational Technology,Student Attitudes,Majors (Students),Universities,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Technology Uses in Education,21st Century Skills,Multiple Literacies,Information Technology

This study aimed to investigate whether a digital storytelling (DS)-integrated pedagogy was effective for developing students' self-efficacy and attitudes toward educational technology. 43 English-as-a-foreign-language (EFL) English-major students from the School of Foreign Languages (SFL) at Sivas Cumhuriyet University (SCU) participated into this study. There were two groups in the study, namely experimental and control groups. The experimental group was exposed to DS-integrated instruction while no intervention was given to the control group. Control group students followed their regular course requirements. Before and after the experiment, both groups were tested by using a survey aiming to determine learners' self-efficacy beliefs for and attitudes towards the use of technology in education. The quantitative data indicated that the exposure to DS impacted the experimental group students' efficacy and attitudes toward educational technology in the positive direction. However, the control group students' scores did not exhibit a noticeable change. The qualitative data also documented that students heightened their self-efficacy and had a positive stance for the use of technology in their learning as a result of participation into this experiment. The resulting information can be helpful for those who are willing to create a teaching environment that meets the needs and expectations of 21st century students.
Effects of Cooperative Learning on the Improvement of Interpersonal Competence among Students in Classroom Environments
Author: Han, Shin-Il
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,College Students,Problem Based Learning,Class Activities,Interpersonal Competence,Attitude Change,Student Attitudes,Personality Traits,Foreign Countries,Personality Measures,Correlation,Teaching Methods

The purpose of this study is to examine the relationship between interpersonal competence and classroom cooperation activities. This study selected and evaluated sixteen university students in problem-based learning (PBL) course. The students answered the same questionnaire before and after the cooperative learning of PBL, and the changes in their interpersonal competence were measured. The statistical analysis involved a paired samples t-test. The results suggest that the cooperative learning of PBL develops students' interpersonal competence in a statistically significant way. A qualitative analysis of the students' responses to the questionnaire also reveals the students' changing attitudes toward cooperative learning in the classroom environment.
A Quantitative Study of Turkish EFL Learners&apos; Perceptions about Critical Thinking Dispositions
Author: Yükselir, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Critical Thinking,Business English,English for Academic Purposes,Second Language Learning,Second Language Instruction,Self Esteem,Foreign Countries,Undergraduate Students,Information Science Education,Information Systems,Measures (Individuals),Language Tests,Correlation,Scores,Gender Differences,Ethics,Academic Achievement

This study is an attempt to determine learners' attitudes and perceptions about critical thinking dispositions and their achievement levels in Business English classes. The participants (N=91, 61 males and 30 females) are second- and third-year undergraduate students from Management and Information Systems department enrolled in the Faculty of Economics and Administrative Sciences at a state university in Turkey, who have taken the Business English Course during the 2018-2019 academic year, fall term. The research was designed as a quantitative study. For the measurement of learners' tendency towards critical thinking dispositions, the California Critical Thinking Disposition Inventory (CCTDI), a survey instrument (51 questions, 6 subscales) adapted and translated into Turkish by Kökdemir (2003) was employed as a data collection tool. These subscales are about truth-seeking, openmindedness, analyticity, systematicity, critical thinking, self-confidence and inquisitiveness. At the end of the semester, for the English achievement level of learners, final exam results were taken into consideration and evaluated. The data collected were analyzed through SPSS 22.0. Findings indicate that the relationship between students' critical thinking dispositions (CTD hereafter) and the final scores are not statistically significant. Also, students' level of education does not affect the tendency of the participants in terms of CTD. However, it can be said that female students are more successful than male students in academic English course. Implications are included for critical thinking dispositions to enhance academic/business English language courses in Turkey.
Cultivating Students&apos; Higher-Order Thinking Skills in EFL Classes: The Role of the Teacher and the Textbook
Author: Tyas, Mei Ardaning
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Thinking Skills,Learning Processes,Skill Development,Textbooks,High School Students,Case Studies,Foreign Countries,English (Second Language),Second Language Learning,Language Proficiency,Language Teachers,Second Language Instruction,Teacher Role

Incorporating higher order thinking skills (HOTS) in the process of the teaching and learning becomes a demand of the 21st century as well as the latest senior high school curriculum in Indonesia. Hence, this study aimed to know the role of the teachers and the textbooks to promote HOTS in EFL classes. The research was a case study and took place in one of the senior high schools in East Java, Indonesia. The result of the study showed that English language teachers had an adequate understanding about HOTS. However, the teachers were too much dependent on the materials and exercises in the textbooks. In addition, the students' low level of English language proficiency was the core challenge for them to understand explanations or exercises developed for promoting HOTS of the students. It means that teachers had a crucial role to help their students understand the materials and the exercises presented in the textbooks. To sum up, there was a symbiosis mutualism between English language teachers and the textbooks to promote students' HOTS.
Factors Influencing Participation in Early Childhood Education: Its Implication to Quality-Education
Author: Gobena, Gemechu Abera
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Educational Quality,School Location,Campuses,Educational Facilities,Instructional Materials,Educational Resources,Class Size,Teacher Student Ratio,Teacher Salaries,Faculty Development,Relevance (Education),Parent Participation,Preschool Teachers,Educational Assessment

The study aimed to investigate factors influencing participation in pre-school education and its implications for quality-education. The descriptive survey research design was employed through stratified random sampling to collect pertinent information through questionnaires and observational checklists. The first finding was that 68.92% of the total variance of the factors contributed to quality pre-school education was the site of the preschools, lack of enough spaces for children practices, poor instructional materials in kind and amount, and poor availability of curriculum materials to each child in the classroom. The second finding was that most teaching materials and curriculum contents (83%) were not from indigenous sources. Finally, large class sizes, high teacher-child ratio, low staff salaries, lack of well-trained staff, poor relevance of curriculum, and lack of parental involvement were found to be the major influencing factors affecting preschools' quality-education. Therefore, policymakers should be clear with the aims of pre-school education.
Influence of Questioning Techniques in EFL Classes on Developing Students&apos; Critical Thinking Skills
Author: Mustika, Nurika
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Thinking,Thinking Skills,Teaching Methods,Case Studies,High School Students,High School Teachers,Foreign Countries,Questioning Techniques,Teacher Attitudes,Instructional Effectiveness,Skill Development,21st Century Skills,Language Teachers

Rapid changes in global education directly affect each education aspects including skills that should be mastered by students and teaching strategy used. Moreover, developments of education in the 21st century put stronger importance on Higher-Order Thinking Skills (HOTS) in which critical thinking skills include. In this case, the teacher's questioning as a strategy promoting HOTS to cultivate critical thinking skills will be the concern of this research. The research aimed to examine the level of questions used by the teacher and its contributions to students' critical thinking. The research was carried out using case study design in Senior High School in East Java. In obtaining the data, classroom observation, field notes, and interviews were employed. The results showed that the teacher used both low order questions and high order questions. Additionally, it was also found that lower-order thinking questions could not facilitate students to think critically, however, it only leads the students to understand the concept given. Hence, it was suggested to maximize the use of higher-order levels questions to train the students to think critically.
The (Missing) Politics in Environmental and Sustainability Education
Author: Orr, David W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Peace,Civics,Teaching Methods,Political Attitudes,Political Influences,Civil Rights,Public Opinion,Citizen Participation,Public Policy,Citizenship Education,Climate,Conservation (Environment),Social Change

David Orr suggests that environmentalist and peace educators must teach civics, law, government, and political history to deeply cultivate an understanding of the influences and policies that create and perpetuate environmental destruction and humanitarian crises. Citizens, especially students, must comprehend the political forces and the public interests that have created the current destabilization of our environment and human community and must become civically and politically engaged to affect actual policy change.
Using Joycean Narrative Inquiry to Historically Explore the Language Use of One Community of Practice in South Korea
Author: Baker, John R.
Date: 2019-12-00
Type: Journal Articles
Subjects: Language Usage,Foreign Countries,Linguistic Input,Pronunciation,North American English,Language Variation,Second Language Learning,Second Language Instruction,English (Second Language),Language Styles,Novels,English Literature,Literary Devices,Self Concept,Social Distance,Native Speakers,History,Authors,Language Teachers,Teaching Methods,Discourse Analysis,Classroom Communication,Contrastive Linguistics

This paper, through the use of Joycean narrative inquiry, offers a qualitative narrative analysis of two types of language input the South Korean community was exposed to when the doors opened to a large number of western teachers in 1993 (i.e., General American and Received Pronunciation). Specifically, this paper provides examples of lexical choice and quotes from two groups of teachers at this time (i.e., American and British). This analysis is accomplished through a reflective narrative drawn from the style found in a story in Joyce's The Dubliners (i.e., The Dead), where groups are personified into characters, and the events of one day are presented as representative of each groups' people and their language use. Using this technique, this paper reports that the representative of each group held fast to his/her individual varieties to preserve identity. This paper also found that each representative used acts of convergence to reduce social distance. Noting that narrative inquiry is an emerging, recognized, and widely used area in the field but that the use of Joycean narrative inquiry is underrepresented, this reflection provides both a historical perspective and a starting point for future examinations of non-native speaker (NNS) communities' present use of English. Specifically, investigations into what influences such historical examples have had on present language use. Regarding the lack of research using this instrument, this paper is also offered as a starting point for the use of Joycean narrative inquiry as a research instrument in TESOL and its related fields.
Improving University Students&apos; English Proficiency with Digital Storytelling
Author: Mirza, Hanadi S.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,Student Teachers,Majors (Students),Teacher Education Programs,Story Telling,Teaching Methods,Computer Software,Computer Mediated Communication,Student Teacher Attitudes,Technological Literacy,Self Esteem,Pronunciation,Research Skills,Skill Development,Positive Attitudes,Foreign Countries,Social Media,Assignments,Video Technology

The purpose of this study is to investigate whether students of English as a foreign language (EFL) at the Lebanese University (LU) can effectively improve their language proficiency by creating digital stories. To do so, the researcher introduced digital storytelling (DST) as an optional assignment in an EFL communication course offered at LU in the fall of 2017-2018. Participants were 20 second-year student-teachers majoring in EFL education. After the completion of their individual or group digital storytelling projects, all the 16 videos were uploaded on the researcher's YouTube channel and shared on Facebook and WhatsApp. Participants then answered open-ended survey questions about their experience working on DST. Results show that most participants found the activity enjoyable and educational and were eager to repeat their experience, in spite of the technical difficulties they faced. Many participants also reported having gained more self-confidence and improved their Pronunciation, organizational, technical and research skills, as well as their ability to deliver presentations. The majority of participants found the social aspect of DST highly rewarding and enjoyed sharing their work online with their friends and other English-speakers globally. The positive outcomes of this study suggest that DST should be included in the curriculum of university-EFL communication courses.
History: Human Solidarity: Man Whither Bound
Author: Krumins Grazzini, Baiba
Date: 2018-00-00
Type: Journal Articles
Subjects: Montessori Method,History,Geography,Chemistry,Biology,Physics,Educational Philosophy,Environment,Peace,Humanism,Teaching Methods

&quot;To Educate the Human Potential&quot; by Maria Montessori, first released in 1948, conveyed the Montessori theme of human solidarity as a unifying force for human history and integrated the sciences of geography, chemistry, biology, and physics. The concluding chapter of this journal places the reader in touch with the great questions of life on Earth while linking each answer to the central theme of positive fundamental human needs and the role of humanity as a cosmic agent. Camillo Grazzini writes, &quot;Indeed, Montessori goes so far as to say, 'I can never insist enough upon the importance of the study of history in all its details, for the education of the child to the idea of universal solidarity.' Thus, when it comes to the study of humanity, our aim must always be to make this profound realization of universal solidarity blossom in our children&quot; (Grazzini 112). The human solidarity concept is a second-plane orientation to the human story in the context of the environment from the beginning of all time. Montessori's &quot;Human Solidarity&quot; lecture is a positive projection of a unified world, past, present, and future; therefore, the final end of the elementary calls again to the adolescent to see all living things as one community bound with a sense of purpose to realize the highest potential of humans and nature as a great work within a peaceable kingdom.
Living by Gaia
Author: Marguiles, Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Research,Conferences (Gatherings),Films,World Views,Scientists,Books,College Faculty,Thinking Skills,Genetics,Women Faculty,Professional Recognition,Environment,Chemistry,Earth Science,Geology,Astronomy,Interviews,Scientific Attitudes

The 2018 Cleveland conference screened a documentary film titled &quot;Symbiotic Earth: How Lynn Margulis Rocked the Boat and Started a Scientific Revolution.&quot; NAMTA conference participants enjoyed this memorable premier event in honor of Lynn Margulis, her symbiotic worldview, and her intimate community of scientific stars. This article is taken from a series of interviews in a book titled &quot;Talking on the Water&quot; and is substituted for the aforementioned video.
The Relationship between the Empowerment of Teachers by School Administrators and Organizational Commitments of Teachers
Author: Kiral, Bilgen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,High School Teachers,Correlation,Teacher Administrator Relationship,Public Schools,Foreign Countries,Gender Differences,Employment Level,Teacher Motivation,Teacher Persistence,Participative Decision Making,Sense of Community,Principals

This research which aimed to investigate the relationship between the empowerment of teachers by high school administrators and school commitments of teachers was designed in relational screening model. The study group of the research was composed of 188 volunteer teachers working in the public Anatolian High Schools in Aydin during 2017. &quot;Behavioral Teacher Empowerment&quot; and &quot;Organizational Commitment&quot; scales were used. As a result of the research, it was determined that the highest empowerment was in the administrative support dimension and the highest commitment level was in the affective commitment dimension. It was revealed that there was not a significant difference in the dimensions of empowerment according to gender, seniority and branch variables of teachers. In the analyses performed regarding the commitment levels of teachers, while there was not a significant difference in terms of the dimensions according to branch variable, it was found that female teachers had higher affective commitments than male teachers. Teachers with professional seniority of 31-40 years had higher affective commitments than those with professional seniority of 11-20 years. It was determined that the highest level of relationship was between communication and affective commitment dimensions.
Improving Secondary Science Instruction through Content and Language Integrated Learning (CLIL) in Sri Lanka
Author: Vithanapathirana, Manjula
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Course Content,Interdisciplinary Approach,Language of Instruction,English (Second Language),Foreign Countries,Science Instruction,Secondary School Students,Secondary School Teachers,Action Research,College Faculty,Graduate Students,Science Teachers,Needs Assessment,Teacher Workshops,Faculty Development,Dravidian Languages,Indo European Languages,Bilingual Education

There has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective schools by the sample of teachers during school two terms with the support of the researchers. The study concluded that curriculum materials were not focused on CLIL and teachers needed heavy support for content and language integrating for the teaching of science in secondary classes. Preparation of teacher instructional manuals addressing CLIL and in-service teacher development for CLIL lesson planning is recommended.
The Place of Pronunciation Spelling in Teacher Training
Author: Demirezen, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Pronunciation,Spelling,Teacher Education,Graduate Students,Phonetics,Form Classes (Languages),Foreign Countries,Second Language Learning,English (Second Language),Dialects

A pronunciation spelling (henceforth, PS) is supposed to represent a pronunciation more closely than a traditional spelling. The converse of &quot;spelling pronunciation&quot; is &quot;pronunciation spelling&quot;: the creation of a new spelling form on the basis of pronunciation. It indicates a pronunciation of a word that is influenced by its spelling and does not follow standard usage. In pronunciation spelling, there is the spelling of words intended to match a certain pronunciation more closely than the traditional spelling. They are frequently used in speech in colloquial English. It is also accepted as contraction, but this is not true because PS goes beyond contractions and has more complicated structures. In this research, the problem-causing influence of pronunciation spelling on 30 MA students in a foundation university was being investigated. It was discovered that after a three-hour intense teaching period the perception of the participants' pronunciation spelling on words, phrases, clauses, and sentences developed from 65% to 76%.