ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Non-Native English Teachers' Linguistic Insecurity on Learners' Productive Skills
Author: Daftari, Giti Ehtesham
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Characteristics,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Oral Language,Correlation,Writing Skills,Student Evaluation,Native Speakers,Questionnaires,Self Efficacy,Foreign Countries,Statistical Analysis,Semi Structured Interviews,Language Tests,Language Proficiency,Computer Software,Measurement,Teacher Attitudes,Gender Differences

The discrimination between native and non-native English speaking teachers is reported in favor of native speakers in literature. The present study examines the linguistic insecurity of non-native English speaking teachers (NNESTs) and investigates its influence on learners' productive skills by using SPSS software. The eighteen teachers participating in this research study are from different countries, mostly Asian, and they all work in a language institute in Ankara, Turkey. The learners who participated in this work are 300 intermediate, upper-intermediate and advanced English learners. The data related to teachers' linguistic insecurity were collected by questionnaires, semi-structured interviews and proficiency tests. Pearson Correlation and ANOVA Tests were used and the results revealed that NNESTs' linguistic insecurity, neither female nor male teachers, is not significantly correlated with the learners' writing and speaking scores.
Selfie@ssessment as an Alternative Form of Self-Assessment at Undergraduate Level in Higher Education
Author: Tulgar, Aysegül Takkaç
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Instruction,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Self Evaluation (Individuals),Photography,English (Second Language),Program Effectiveness,Video Technology,Foreign Countries,Qualitative Research

This study aimed to get ideas formed by undergraduate foreign language students about the applicability, advantages and disadvantages of &quot;selfie@ssessment&quot;, which can be regarded as an alternative form of self-assessment utilizing modern mobile phone technologies and the available Internet facilities. Underpinning this study of &quot;selfie@ssessment&quot; by undergraduate students is that an increasing body of research and a good many theoretical views acknowledge the importance of self- and group assessment by students for their performances in the activities they carry out in their learning process. This study, without contrasts with the prevailing notion in the self-assessment by students in assessment acquis, offers a new perspective to the traditional approach undergraduate students assess themselves for their learning performances and presentations within the class. The unique approach in this study is that students are expected to send their selfie-recorded self- or group assessments via mobile phones or cameras enabling self-recording to their teachers through the Internet. Implemented as a research to test how undergraduate students would approach the new concept, this study is intended to bring to the fore a new dimension in self-assessment utilizing modern methods of communication and data transmission in the light of the framework of data obtained in the area self-assessment.
Teacher Burnout and Participation in Professional Learning Activities: Perspectives from University English Language Instructors in Turkey
Author: Kulavuz-Önal, Derya
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Learning Activities,Correlation,Foreign Countries,Teacher Education Programs,Teacher Attitudes,Comparative Analysis,Burnout,Measures (Individuals),College Faculty,Private Colleges,State Universities,Profiles,Statistical Analysis,Questionnaires

Over the past decades, teacher burnout has attracted teacher education scholars worldwide as regards to its causes, effects, and amelioration. Although the burnout phenomenon is not new, the research on teacher burnout in Turkey is still relatively recent. Providing a perspective from Turkey, in this study, we investigated burnout and participation in professional learning activities among Turkish EFL (English as a foreign language) instructors at university English preparatory programs, a rarely researched group in this area. Quantitative data were collected from 224 Turkish EFL instructors through a questionnaire consisting three sections, including the Maslach Burnout Inventory for Educators. Our analysis revealed that state university instructors (SUEPPI) and private university instructors (PUEPPI) significantly differ in terms of the levels of sense of personal accomplishment and participation in professional learning activities. Our findings suggest that, SUEPPI did not feel as accomplished and did not participate in professional learning activities as frequently as PUEPPI, and instructors' sense of personal accomplishment is positively correlated with their increased participation in professional learning activities.
The Impact of Vocabulary Knowledge on Reading, Writing and Proficiency Scores of EFL Learners
Author: Karakoç, Dilek
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary,English (Second Language),Second Language Learning,Language Proficiency,Reading Achievement,Writing Achievement,Receptive Language,Expressive Language,Knowledge Level,Scores,Reading Tests,Writing Tests,Language Tests,Intensive Language Courses,College Students,Foreign Countries,Statistical Analysis,Correlation

This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabulary development and its relation to the participants' reading and writing performances and general language ability of English as a foreign language (EFL). With this principle aim, the current study investigated the relationship between receptive and productive vocabulary knowledge, the relationship between receptive vocabulary knowledge and reading performance and the relationship between productive vocabulary knowledge and writing performance using the participants' scores on vocabulary knowledge tests, a reading exam and a writing exam. Additionally, the lexical level of the essays written by the participants and its relation to their productive vocabulary knowledge and the impact of both receptive and productive vocabulary knowledge on the participants' general language ability of EFL were also examined. 175 students studying in an intensive language program participated in the study. The results revealed that the students' receptive vocabulary knowledge was larger than their productive vocabulary knowledge. It was also found that the contribution of vocabulary knowledge to the foreign language performances of reading, writing and proficiency was significant. Moreover, according to the Lexical Frequency Profile results, the lexical level of the student essays and the students' productive vocabulary knowledge were significantly related.
Combining the Old and the New: Designing a Curriculum Based on the Taba Model and the Global Scale of English
Author: Aydin, Belgin
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Design,Second Language Learning,Second Language Instruction,Psychometrics,English (Second Language),Foreign Countries,Language Proficiency,Language Tests,Guidelines,Rating Scales,Curriculum Evaluation

This paper explains the process of designing a curriculum based on the Taba Model and the Global Scale of English (GSE) in an intensive language education program. The Taba Model emphasizing the involvement of the teachers and the learners in the curriculum development process was combined with the GSE, a psychometric tool measuring language proficiency in a granular structure to develop a context specific curriculum. The decisions made, the steps taken and the impact of the new curriculum were explained with their rationales in the paper. While the developed curriculum is a context specific one, how the Taba model and the scale were adopted depending on the needs of the context in a bottom up approach can be used as a model for similar language teaching contexts. There might be lessons and strategies to be taken from the experience here, which might be followed in the curriculum processes in other institutions.
Theatre as a Vehicle for Mobilizing Knowledge in Education
Author: Segedin, Lauren
Date: 2017-04-07
Type: Journal Articles
Subjects: Theater Arts,Information Dissemination,Educational Research,Likert Scales,Evidence Based Practice,School Personnel,Secondary Schools,Surveys

In the field of education, there has been an increased emphasis on evidence-based practice. Yet, traditional dissemination methods continue to be used. Using more creative and innovative strategies to disseminate research are needed. Theatre is one such method. Stemming from the research on knowledge mobilization and theatre as a method for social change, this study aimed to understand educator's perceptions and attitudes about using theatre to disseminate research. The study's method included a Likert-scale survey with the option to add open-ended responses. Responses from the 110 educators who viewed the research-based play indicated that the use of theatre has the ability to increase the impact of research use on practitioners in education.
Music in the Early Childhood Curriculum: Qualitative Analysis of Pre-Service Teachers' Reflective Writing
Author: Barry, Nancy H.
Date: 2017-04-28
Type: Journal Articles
Subjects: Music,Music Education,Music Activities,Qualitative Research,Grounded Theory,Curriculum Development,Preservice Teachers,Early Childhood Education,Preservice Teacher Education,Music Teachers,Summer Programs,Undergraduate Students,Self Efficacy

This qualitative study employed grounded theory to explore how a university-based summer practicum experience with community children (N = 55) revealed and shaped pre-service teachers' (N = 24) understanding of young children and their musical skills and dispositions; how early childhood music curriculum is designed; and supports and barriers to music instruction. We learned that a collaborative professional setting, training and mentoring, and access to developmentally appropriate music curriculum resources scaffolded pre-service teachers' abilities to develop a music unit within the curriculum. These university students gained understanding and appreciation for the music theme's connection to academic content and how music bridged cultural boundaries. We also observed contrasts in students' musical self-efficacy that seemed to be related to their perceptions of the children's musical interests. Continued teacher education research is needed to discern the pre-service preparation that yields curriculum and teaching suffused with rich and joyous music learning experiences for young children.
Making Visual Arts Learning Visible in a Generalist Elementary School Classroom
Author: Wright, Susan
Date: 2017-04-07
Type: Journal Articles
Subjects: Visual Arts,Art Education,Elementary School Teachers,Praxis,Communities of Practice,Qualitative Research,Teacher Researchers,Case Studies,Educational Change,College School Cooperation,Educational Quality,Foreign Countries,Workshops,Content Analysis

This article presents the story of one elementary school teacher's shift in art praxis through her involvement in a research project aimed at facilitating participatory arts-based communities of practice. Qualitative methods and social constructivism informed Professional Learning Interventions (PLIs) involving: (1) a visual arts workshop, (2) facilitations with academics within the teacher's classroom context, and (3) semi-structured discussions to study and curate the teacher's lived experiences. A teacher-facilitator-interviewer triad co-researched the meaning of &quot;quality&quot; in relation to: Learning, Pedagogy, Environment, and Community Dynamics (L-PEC). Adapted from Seidel et. al (2009) L-PEC was a theoretical lens to guide inquiry and action specific to the teacher's (i.e., Ali's) classroom. Ali's evolving praxis served as a source of inspiration for the other Grade 3-4 teachers in her school who formed their own community of practice to support student learning through the visual arts.
&quot;Being Sami Is My Strength&quot;: Contemporary Sami Artists
Author: Ruokonen, Inkeri
Date: 2017-04-28
Type: Journal Articles
Subjects: Foreign Countries,Artists,Indigenous Populations,Ethnic Groups,Case Studies,Culture,Interviews,Qualitative Research,Visual Arts,Music,Content Analysis,Art Education,Multicultural Education,Teacher Education,Cultural Influences

The aim of this case study was to discover how three Sami artists present their culture in their arts and how their art grows from Sami traditions. Our first purpose was to find out how they use their art forms' roots to create new ideas. The other purpose of this study was to bring into discussion the importance of a minority culture's arts in teacher education programmes. The data was collected from the writings of and interviews with three Sami artists for whom Sami tradition is strongly present. Sami artists can be seen as an open space for challenging preoccupations and prejudices in which traditions and artistic practices work as playful means of questioning the ways in which subjects, social interactions, and practices are constructed. In these artistic processes, subjects and cultures become hybrid and a changing force for interaction among cultural traditions, other cultural ideas, and the environment to generate new arts.
The Management Skills of Exam Process for Undergraduate Students
Author: Cetin, Filiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Likert Scales,Tests,Academic Achievement,Student Attitudes,Educational Testing,Test Wiseness,Preservice Teacher Education,Preservice Teachers

This study aims to identify to what degree undergraduate students are able to manage the exam process to be successful in exams. The study group of the research, which utilizes the survey model, consists of 350 students in total, 185 female and 165 male, attending 4 different teaching programs in Faculty of Education, Gazi University. &quot;The Scale of Exam application techniques&quot;, developed by Erisen and Celikoz in 2004, was applied to the study group. This 5-point Likert scale consists of 40 items about techniques used by students (1) before the exam, (2) during the exam, and (3) at the end of the exam. Three factors of the scale explain .68 of the total variance and the Cronbach's Alpha Reliability Coefficient of the scale is .95. In the present study, we compared exam process management skills of students based on variables of gender, grade and academic achievement. It was observed that opinions of undergraduate students about their exam process management skills varied according to independent variables.
The Roles of Perceived Social Support, Coping, and Loneliness in Predicting Internet Addiction in Adolescents
Author: Çevik, Gülsen Büyüksahin
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Addictive Behavior,Internet,Social Support Groups,Coping,Psychological Patterns,High School Students,Correlation,Multiple Regression Analysis,Predictor Variables,Foreign Countries

The current research aims to examine the roles of perceived social support, coping, and loneliness when predicting the Internet addiction in adolescents. The research participants included 300 high school students, with an average age of 16.49 and SD = 1.27, attending schools in a city in Southeastern Anatolian Region during 2015-2016 academic years. Participant adolescents included 180 females (60%) and 120 males (40%). Data collection was conducted through Short Form of Young's Internet Addiction Test, Revised Form of Multi-Dimensional Perceived Social Support Scale, Coping Scale for Children and Youth, and the UCLA Loneliness Scale-Short-Form. Descriptive statistics, Pearson Correlation Coefficient, and Multiple Linear Regression Analysis were used to analyze the research data. Research findings showed that perceived social support from significant other support, loneliness, and cognitive avoidance and problem solving among coping strategies significantly predicted Internet addiction. Family support and friend support as sub-dimensions of perceived social support and assistance seeking and behavioral avoidance among coping strategies were not found to predict Internet addiction. Research findings were discussed based on the relevant literature, interpreted, and suggestions for researchers were put forward.
Towards Improvement of Student Learning Outcomes: An Assessment of the Professional Development Needs of Lecturers at Kenyan Universities
Author: NaliakaMukhale, Phoebe
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,Educational Needs,Needs Assessment,Preferences,Andragogy,Cognitive Processes,Semi Structured Interviews,Coding,Student Centered Learning,Seminars,Teaching Methods,Information Technology,Blended Learning,Knowledge Base for Teaching,Knowledge Level,Teacher Researchers,Teacher Education,Qualitative Research

The aim of this study was to explore the professional development needs of lecturers at Kenyan universities. Specifically, the study investigated the challenges that lecturers and their learners face while in class. It also explored the professional development needs of the lecturers, preferred modes of delivery of the professional development programs and changes that lecturers need to effect in their practice of teaching in order to improve student learning outcomes. The study was guided by two theories: Andragogy and Situated Cognition. The sample size comprised 15 lecturers from one public university in Kenya. Data was collected using the semi-structured interviews. Data was transcribed and analyzed using thematic coding including, four areas of professional development needs: pedagogy, subject matter, technology and research. The study found that in order to enhance student learning outcomes, lecturers need to adopt a more student-centered approach, embrace seminar way of teaching, use practical approaches, be ICT compliant and create and teach courses which offer learners significant learning experiences. The lecturers prefer both face-to-face and online as modes of delivery for professional development programs.
Training Needs of Faculty Members in Al-huson College for Employing Multimedia in Teaching
Author: Al-swalha, Ali. S. M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Needs,Multimedia Instruction,Multimedia Materials,Teaching Methods,Questionnaires,Statistical Significance,College Faculty,Teacher Role,Teacher Responsibility,Correlation,Predictor Variables,Specialization,Pedagogical Content Knowledge,Technological Literacy,Teacher Surveys,Foreign Countries,Statistical Analysis

This study aims to determine training needs of faculty members in Al-huson College for employing multimedia in teaching. The study instrument included (39) items divided into three domains (cognitive needs, emotional needs, and skill needs). A questionnaire was randomly distributed to (78) faculty members in Al-huson College after confirming validity and reliability. The results demonstrated that there are high training needs for Al-huson faculty members to employ multimedia in teaching. It also showed that there is a significant statistical difference at (a = 0.05) between the means of the three domains and all of them together, attributed to specialization variable in favor of scientific major. Finally, it was found that there isn't significant statistical difference between the means attributable to the variables of years of experience and bilateral interaction between specialization variable and years of experience variable.
Variables Affecting Student Motivation Based on Academic Publications
Author: Yilmaz, Ercan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Student Motivation,Literature Reviews,Publications,Content Analysis,Teacher Influence,Classroom Techniques,Teaching Methods,Parent Influence,Student Characteristics,College Students,Qualitative Research

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
The Effect of Listening Education Practices Organized by Active Learning Techniques on the Attitudes of 6th Grade Students towards Turkish Course
Author: Aytan, Talat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Listening Comprehension,Listening Skills,Active Learning,Student Attitudes,Middle School Students,Grade 6,Training,Training Methods,Student Surveys,Qualitative Research,Case Studies,Sampling,Instructional Effectiveness,Learner Engagement,Language Acquisition,Turkish,Content Analysis

In this study, it was aimed to determine the effect of listening education practices that organized by active learning techniques on the attitudes of 6th grade students towards Turkish course. The sample of the study conducted at a secondary school in the Black Sea region of Turkey consisted of twenty students--ten girls and ten boys. During ten-week training process, some listening practices organized by the techniques of snowball, sandwiches, card-showing, card-matching, information paper sack, hourglass, writing poetry, bingo, shift is yours and mind mapping techniques were applied to students each week. In the study, the survey form method, one of the qualitative research methods, was adopted. At the end of ten weeks of the application process, three students selected by typical case sampling that is one of the purposeful sampling techniques were surveyed. Those students expressed that active learning techniques were effective, entertaining and like a game. They also stated that these techniques increased solidarity and cooperation in the classroom, they were effective to identify the text elements such as main idea, supporting idea, topic, event, character, place, and time. The students also expressed that these techniques trained them while entertaining, and with these techniques Turkish course became more enjoyable and fun for them.