ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Feeling of Loneliness on Burnout Levels in University Students
Author: Eris, Hüseyin
Date: 2020-04-00
Type: Journal Articles
Subjects: Psychological Patterns,Burnout,Correlation,College Students,Foreign Countries,Student Characteristics,Educational Environment

Feeling of loneliness is a matter that is commonly encountered among adolescents and young adults and should be taken into consideration. This study was conducted for the purpose of determining whether or not there was a correlation between the feeling of loneliness and burnout levels in university students. The purpose of the study is to determine whether or not the feeling of loneliness of university students affects their burnout levels. The sample group of the study consisted of 376 students receiving education in Harran University Vocational School of Healthcare Services. The data were collected using a questionnaire between 01-31 May 2019. UCLA Loneliness Scale and Maslach Burnout Inventory -- Student Form (MBI-SF) were applied to the study group. The data was analyzed using descriptive statistics and linear regression analysis (ANOVA) in the SPSS 20.0. The acquired results show that the scales used in the study has a higher reliability. Similarly, the results of the linear regression analysis ANOVA show that the feeling of loneliness has a significant effect on burnout. In the results of the linear regression analysis ANOVA, it is found out that the feeling of loneliness has a significant effect on the sub-dimensions of burnout. With regard to the standard regression coefficient, it is expected that 1-unit increase in the feeling of loneliness variable causes 0.279-unit increase in the perception of exhaustion variable. The higher the loneliness levels of students are the more the levels of exhaustion increase.
Do Gender Differences Affect Foreign Language Anxiety and Preferences for Oral Corrective Feedback?
Author: Geçkin, Vasfiye
Date: 2020-07-00
Type: Journal Articles
Subjects: Gender Differences,Second Language Learning,English (Second Language),Anxiety,Preferences,Error Correction,Feedback (Response),Oral Language,Foreign Countries,Student Attitudes,Communication (Thought Transfer),Measures (Individuals),Likert Scales

This paper explores the extent gender differences affect foreign language anxiety and student beliefs about spoken corrective feedback. A random sample of 100 Turkish students (50 males, 50 females) who were preintermediate level learners of English as a foreign language at a state preparatory school in Turkey completed two questionnaires which measured their level of anxiety and beliefs. The female participants differed from the male participants in that they exhibited higher levels of anxiety, valued delayed feedback and preferred repetition more as the main error correction method. The males, on the other hand, rated elicitation as their favored method of correction and preferred to be given time to correct their errors themselves more than the females did. Both males and females viewed feedback, especially to their serious and individual errors, as a necessary component of the learning process and rated feedback given by the teacher more positively. As the take-home message, teachers need to be selective in their feedback choices and activities in reducing anxiety by taking gender differences in consideration.
Improving Pre-Service Teachers&apos; Science Process Skills and Views about Scientific Inquiry
Author: Koyunlu-Ünlü, Zeynep
Date: 2020-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Process Skills,Scientific Attitudes,Inquiry,Scientific Methodology,Active Learning,Foreign Countries,Scientific Literacy

Despite the importance of scientific inquiry in science education, research has shown that pre-service teachers have deficiencies in terms of knowledge and skills. This study aimed to improve pre-service teachers' science process skills and views about scientific inquiry through inquiry-based activities. This study was carried out with one group pretest-posttest experimental design. A total of 41 (30 females, 11 males) pre-service teachers attending a classroom teaching program of a university in Turkey participated in this study. Within the scope of a science and technology laboratory course, scientific inquiry activities were carried out. As the data collection instruments, the Views about Scientific Inquiry (VASI) and the Scientific Process Skills Test (SPSt) were administered to the pre-service teachers before and after the implementation. In conclusion the pre-service teachers' views and skills about doing scientific inquiry developed. The findings were discussed in terms of the scientific process skills involved in scientific inquiry and the development of practical and theoretical aspects of scientific inquiry.
Gender in Career Choices of Fourth Grade Students
Author: Gundogan, Asli
Date: 2020-04-00
Type: Journal Articles
Subjects: Gender Differences,Career Choice,Sex Fairness,Grade 4,Elementary School Students,Attitude Measures,Student Attitudes,Freehand Drawing,Factor Analysis,Foreign Countries

The aim of the study is to examine the career choices of 4th grade students from gender perspective. The research was designed as a mixed method in which qualitative and quantitative research approaches were used together. 417 primary school students participated in the study in which &quot;Attitude Towards Gender-Based Career Choices Scale&quot; was used. 77 students were drawn a picture on which career they wanted to do in the future, and then they were asked to explain why they preferred. In the data analysis process, descriptive statistics (arithmetic mean and standard deviation) and t-test were used. For qualitative data, document analysis was used. According to the results of the research, it was found that the attitudes of 4th grade students towards women's choices of career did not differ according to gender. It was determined that most girls preferred to be a doctor and teacher and the majority of the boys preferred to be a football player and they preferred to be a doctor in the second place. At the end of the study, make suggestions for teachers, administrators and families to ensure gender equality.
Material Development in the Context of the Preschool Teaching Profession
Author: Dereobali, Nilay
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Material Development,Preschool Education,Preschool Teachers,Teacher Attitudes,Teacher Education,Courses

In Turkey, preschool education teachers take courses on material development during their university education, and as such are expected to prepare materials to meet children's interest and needs and enrich their learning environment. This study aims to reveal preschool education teachers' views on material development courses and the effects of these courses on preschool education teachers' professional lives. The participants in this qualitative study were 19 serving preschool teachers, who had taught in an MEB-affiliated kindergarten. In this study, an interview form was created by the researchers as the data-gathering tool. The interviews were conducted with teachers. After data gathering process, the content analysis was applied to the collected data. According to the results of the study, which is aimed to reveal preschool education teachers' views on material development courses and the effects of these courses on their professional lives, the preschool teachers recognized the importance of material development in preschool education and considered material development courses as significant within the teacher education program. In this context, teacher education programs should include material development courses. The study also reveals how material development reflects on the preschool teaching profession. [This study was presented as an oral presentation at the 7th International Congress on New Trends in Education, in Antalya, in May 2016.]
A Study on the Primary Education Curricula in the Context of Socialization, Multiculturalism and Democratic Values
Author: Adiguzel, Oktay Cem
Date: 2020-01-00
Type: Journal Articles
Subjects: National Curriculum,Socialization,Cultural Pluralism,Multicultural Education,Democratic Values,Behavior Standards,Social Adjustment,Biological Sciences,Social Studies,Citizenship Education,Citizenship Responsibility,Civil Rights,Freedom,Educational Objectives,Skill Development,Foreign Countries,Elementary School Curriculum

This study aims to examine the primary education curricula prepared in 2017 in the context of gaining socialization, multiculturalism and democratic values. Analyses are carried out on the basis of social adaptation, social norms, individual responsibility, multicultural education, democracy culture, and rights and freedoms. The study is limited to the curricula of &quot;Life Sciences&quot;, &quot;Social Studies&quot; and &quot;Human Rights, Citizenship and Democracy&quot; courses in which these knowledge and skills are predominant and carried out within the scope of the primary education curricula published by the Ministry of National Education in 2017. The study is conducted using document analysis method, one of the qualitative research methods. The data are analyzed using both descriptive and content analysis. The aims and the objectives of &quot;Life Sciences&quot;, &quot;Social Studies&quot; and &quot;Human Rights, Citizenship and Democracy&quot; courses curricula are examined under the themes of socialization, democratic values and multiculturalism and categorized in terms of cognitive, affective and psychomotor learning domains. It is concluded that, in total, the number of objectives related to social adaptation, social norms and individual responsibility is qualitatively sufficient; however, the number of objectives related to democratic values and multiculturalism is insufficient in the primary education curricula.
Investigating Spatial Thinking Skills of Prospective Preschool Teachers
Author: Korkmaz, Halil Ibrahim
Date: 2020-01-00
Type: Journal Articles
Subjects: Spatial Ability,Thinking Skills,Preservice Teachers,Preschool Teachers,Foreign Countries,Gender Differences,Individual Differences

The aim of this study was to investigate prospective preschool teachers' spatial thinking skills in terms of gender, class standings, type of high school they previously graduated from and whether they attend a course on early mathematics education or not. Survey Method was used in this study. A total of 132 prospective preschool teachers who were attending a preschool teacher training program at a state university in Turkey participated in this study. Santa Barbara Sense of Direction Scale (SBSOD) and Spatial Ability Self-Report Scale (SASRS) were used as the data collection tools. Correlation Analysis was used to investigate correlation between the scores of two scales. ANOVA, Independent-Samples T-Test, Kruskal Wallis-H Test and Mann Whitney-U Test were used according to the assumptions of parametric tests. A positive correlation was found between the scores of two different scales. Differences between the mean scores of participants in terms of gender, class standings, high school types and whether they attended a course on early mathematics education or not, were not statistically significant for each assessment scale, as other results of this study.
Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
Author: Barker, Marianne
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Lesson Plans,Social Integration,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Program Implementation,Language Styles,Discourse Analysis,Acculturation,Social Differences,Language Usage,Social Discrimination,Speech Communication,Program Descriptions,Interpersonal Relationship,Metalinguistics

The Canadian government implemented the Language Instruction for Newcomers to Canada (LINC) program to help immigrants integrate into Canada. However, research indicates that the LINC program fails to achieve its integrative goals. Using Fairclough's analytical concepts of genre, discourse and style, this article closely examines a unit of LINC lesson plans to understand how they advance an understanding integration among classroom stakeholders (Canadian teachers and immigrant students). The analysis reveals that the LINC curriculum proliferates inequality between Canadians and newcomers by fostering an assimilative orientation that subjugates immigrants as problematic Others. Immigrants are expected to conform to dominant Canadian ways of being and ways using language. This article calls for a rethinking of integration by identifying possibilities for resistance that could shift immigrants' positioning and reduce discrimination. This could occur through better recognizing bias and dominance, and through acknowledging and validating newcomers' ways of speaking and interacting.
A Corpus Study of the English Suffixes &quot;-ness&quot; and &quot;-acy&quot;: Productivity, Genre, and Implications for L2 Learning
Author: Naismith, Ben
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphemes,Second Language Learning,Second Language Instruction,English (Second Language),North American English,Computational Linguistics,Language Variation,Nouns,Morphology (Languages),Language Usage,Language Styles,Academic Language,Communicative Competence (Languages),Foreign Countries,Comparative Analysis,Language Proficiency,Intellectual Disciplines

Despite substantial scholarship relating to word structure (Anderson, 2018), for English affixes the relationship between productivity, genre, and second language (L2) learning remains unclear. Analysis of the existing literature reveals that deadjectival noun suffixes (i.e., nouns derived from adjectives such as &quot;appropriacy&quot; or &quot;goodness&quot;) have been underexamined. To address this gap, we examine two rival suffixes, &quot;-acy&quot; and &quot;-ness,&quot; through the lens of Construction Morphology (Booij, 2010), considering numerous factors which might condition their varying usage. Critically, corpus data in the Corpus of Contemporary American English and the British National Corpus (Davies, 2008-) reveal the importance of considering these affixes' productivity in relation to genre, since &quot;-acy&quot; is especially frequent in academic texts, principally within certain social sciences. The implications for learners and teachers of English as a second language are discussed, particularly higher-level learners building communicative competence in academic contexts, along with a preliminary learner corpus comparison of the two variants.
An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors&apos; Views and Practices
Author: Tasdemir, Hanife
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Faculty,Teacher Attitudes,Cultural Awareness,Teaching Methods,Controversial Issues (Course Content),Language Teachers,Teacher Responsibility

The current study aims to investigate how Turkish English as a foreign language (EFL) teachers understand the cultural component in language classes and the extent to which they feel to have opportunities to raise cultural awareness. The views on and approaches to cultural issues of ten English language instructors teaching at the tertiary level across state and private universities in Turkey have been examined in this regard. A qualitative-quantitative mixed-method design using a questionnaire and semi-structured individual interviews has been adopted. The findings revealed that the teachers' opportunities to raise their students' cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. They felt ill-prepared to include culture and tackle cultural controversies in class. Their conceptualization of culture in English language classes was predominantly modern from a received view of culture yet included elements from which interculturality may develop.
French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors
Author: Marshall, Steve
Date: 2021-00-00
Type: Journal Articles
Subjects: French,Language of Instruction,Multilingualism,Second Language Learning,Language Usage,Teaching Methods,Teacher Attitudes,Foreign Countries,Universities,Writing (Composition),College Faculty,Undergraduate Students,Classroom Communication,Language Attitudes,Student Attitudes,Faculty Mobility,Immersion Programs,English,English (Second Language),Teacher Student Relationship

In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students).
Country-of-Origin and International Students&apos; Motivation in Turkey: A Correspondence Analysis
Author: Karakaya-Özyer, Kübra
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Graduate Students,Student Motivation,Student Characteristics,Selection Criteria,Decision Making,College Choice,Municipalities,Place of Residence,Geographic Regions,Study Abroad,Public Colleges,Educational Quality,Quality of Life,Proximity,Scholarships,Social Environment,Foreign Countries

The number of international students in Turkish universities was increased in recent years. Despite the increasing number of international students in Turkey, it is still below from the other Organization for Economic Cooperation and Development (OECD) countries. To understand the reasons of this situation, it is crucial to examine the selection criteria of international students. The main objective of this study was to examine the most important factors that affect students' choice to study abroad. The study was designed as quantitative research. A correspondence analysis was conducted to identify the information from international students who chose Turkey for higher education. As a multivariate analysis technique, correspondence analysis graphically portrays the choice criteria of international students and their country of residence in a single joint space. A survey was developed by the researchers and distributed to the international students at two public universities in Turkey and the data were collected from 281 international students. The results revealed that the two-dimensional solution was accepted with a significant chi-square value and variances accounted for 99% of the total variance explained. Specifically, the selection criteria for an institution in Turkey and Eskisehir differ with international students' home country.
The Relationship between 21st Century Learning Skills and Educational Technology Competencies of Secondary School Students
Author: Önür, Zehra
Date: 2020-01-00
Type: Journal Articles
Subjects: 21st Century Skills,Technological Literacy,Secondary School Students,Foreign Countries,Educational Technology,Predictor Variables,Grade 6,Grade 7,Grade 8

The purpose of this study is to reveal the relationship between 21st century learning skills and educational technology competencies of secondary school students. The population of this correlational research consists of 37.904 secondary school students in central districts (Ipekyolu, Tusba, and Edremit) of Van province. This study was carried out with 920 secondary school students determined by stratified sampling method. As data collection tools, &quot;21st Century Learning Skills Scale&quot; and &quot;Educational Technology Standards Scale&quot; were used. Pearson Product Moment Correlation Coefficient and simple linear regression analysis were used in the analysis of research data. As a result of the study, it was concluded that there is a moderate, positive and significant relationship between students' 21st century learning skills and educational technology competencies. In addition, it was determined that students' educational technology competencies are a significant predictor of their 21st century learning skills and can explain approximately one quarter (25.1%) of their 21st century learning skills. In teacher education and in-service training programs, teachers should be well-educated in that they can contribute to the students' development of 21st century and technological skills.
Professional Development through Reflective Practice: A Framework for TESOL Teachers
Author: Farrell, Thomas S. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Reflective Teaching,Teacher Effectiveness,Educational Principles,Teacher Role,Role Perception,Self Concept,Academic Achievement,Theory Practice Relationship,Beginning Teachers,Women Faculty,English (Second Language),Language Teachers,Foreign Workers,Early Childhood Teachers,Foreign Countries

This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers' philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students' success.
Students&apos; Transition from Secondary School French Programs into University Level French Immersion
Author: Séror, Jérémie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immersion Programs,French,High School Students,College Students,Student Adjustment,Self Concept,Second Language Instruction,Official Languages,Student Attitudes,Bilingualism,Program Effectiveness,Resilience (Psychology)

A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students' perspectives of their literacy development as they transition from high school French language programs to a university-level immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students' perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.