ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Centered Education Scale: A Validity and Reliability Study
Author: Boyaci, Zeynep
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Test Construction,Test Validity,Test Reliability,Factor Analysis,Foreign Countries,Measures (Individuals),Elementary School Teachers,Secondary School Teachers

The purpose of the study is to develop a valid and reliable scale to measure the teachers' levels of student-centered education practices. The Exploratory Factor Analysis sample included a total of 426 teachers and the Confirmatory Factor Analysis of the scale was conducted on a total of 160 teachers working in the province of Duzce during the spring term of 2014-2015 education year. Exploratory Factor Analysis was performed to test the construct validity of the scale and the model was tested through the Confirmatory Factor Analysis. For the reliability, Cronbach's Alpha internal coefficient was calculated and item analysis was performed based on the corrected item total correlation. The final form of the scale included 32 items and one dimension. These 32 items explained 40.04% of the total variance. The results of the item total correlation analysis indicated that none of the item was below 0.30 and the lowest item correlation coefficient was 0.51. Cronbach's Alpha was found to be 0.95 for the internal consistency of the scale. The reliability and validity results for the Student-Centered Education Scale suggest that this scale is a reliable and valid tool to measure the levels of student-centered educational practices among teachers.
Comparison of Inter-Rater Reliability Techniques in Performance-Based Assessment
Author: Arslan Mancar, Sinem
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Interrater Reliability,Advanced Placement,Scoring Rubrics,Item Response Theory,Evaluators,Measurement Techniques,Evaluation Criteria,Generalization,Scientific Literacy,Biology,Science Tests,Science Teachers,Physics,Chemistry

The aim of this study is to analyse the importance of the number of raters and compare the results obtained by techniques based on Classical Test Theory (CTT) and Generalizability (G) Theory. The Kappa and Krippendorff alpha techniques based on CTT were used to determine the inter-rater reliability. In this descriptive research data consists of twenty individual investigation performance reports prepared by the learners of the International Baccalaureate Diploma Programme (IBDP) and also five raters who rated these reports. Raters used an analytical rubric developed by the International Baccalaureate Organization (IBO) as a scoring tool. The results of the CTT study show that Kappa and Krippendorff alpha statistical techniques failed to provide information about the sources of the errors causing incompatibility in the criteria. The studies based on G Theory provided comprehensive data about the sources of the errors and increasing the number of raters would also increase the reliability of the values. However, the raters raised the idea that it is important to develop descriptors in the criteria in the rubric.
Themes in Academic Literature: Prejudice and Social Justice
Author: Rozado, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Academic Language,Periodicals,Gender Bias,Social Bias,Ethnic Groups,Racism,Sexual Orientation,Religious Discrimination,Trend Analysis

This article investigates the prevalence dynamics of such terms in academic papers published in all fields of knowledge. The literature review uses the Semantic Scholar Open Research Corpus (SSORC) containing, as of 2020, over 175 million published scholarly articles and associated metadata. The author quantifies the prevalence of words denoting prejudice against ethnicity, gender, sexual orientation, gender identity, minority religious sentiment, age, body weight and disability in SSORC abstracts over the period 1970-2020. He then examines the relationship between the prevalence of such terms in the academic literature and their concomitant prevalence in news media content. Finally, he also analyzes the temporal dynamics of an additional set of terms associated with social justice discourse in both the scholarly literature and in news media content. Taken together, these analyses allows to illuminate the chronological dynamics of prejudice and social justice themes in academic discourse as well as their relationship with news media content.
Estimation of the Academic Performance of Students in Distance Education Using Data Mining Methods
Author: Butuner, Resul
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Academic Achievement,Data Collection,Data Analysis,Elementary School Students,Secondary School Students,Learning Management Systems,COVID-19,Pandemics,Electronic Learning,Preschool Children,Correlation

Many institutions in the field of education have been involved in distance education with the learning management system. In this context, there has been a rapid increase in data in the e-learning process as a result of the development of technology and the widespread use of the internet. This increase is in the size of large data. Today, big data can be primarily processed, the relationships between data can be discovered, a meaningful conclusion can be drawn, and predictions about the future using big data can be made. However, these data are generally not used in a way to contribute to the people and institutions (educators, education administrators, ministries, etc.) involved in the education process. Therefore, this study aims to estimate the academic success of students who receive education in the distance education process using data mining methods. The reason why data mining is used is that these methods are particularly effective and powerful tools in classification and prediction processes. The methods used in the study are Random Forest, Artificial Neural Networks, Naive Bayes, Support Vector Machines, Logistic Regression, and Deep Learning algorithms, respectively. The dataset includes primary, secondary, and high school students' data, which were obtained from the learning management system used in the distance education process. As a result, the study findings showed that Deep Learning, Random Forest, and Support Vector Machines algorithms provide prediction success at higher performance than others.
A Need for an Aptitude Test for Young Learners in Catalan: The Case of the Modern Language Aptitude Test -- Elementary in Catalan
Author: Suárez, Maria-del-Mar
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Bilingualism,Spanish,Romance Languages,Test Validity,Translation,Language Aptitude,Native Language,Foreign Countries,Elementary School Students,Aptitude Tests

Young learners' language aptitude is understudied due to a lack of tests covering this period of life. Young learners, in contrast with adults, are still acquiring their L1. Consequently, a language-dependent aptitude test should be carefully designed for it to be valid. An additional challenge is found when the young learners who are to take the test are bilingual, as is the case of the Catalan/Spanish community in Catalonia. This chapter aims at explaining the process to translate and adapt the Modern Language Aptitude Test -- Elementary in Spanish (MLAT-ES - Stansfield et al., 2005) into Catalan (MLAT-EC -- Suárez, 2010) so as to obtain a valid aptitude measure across grades. The results show that despite the linguistic proximity between Catalan and Spanish, several issues had to be considered, not only linguistic and cultural but also the learners' age range for the test is addressed to.
Does Working Memory Capacity Predict Literal and Inferential Comprehension of Bilinguals&apos; Digital Reading in a Multitasking Setting?
Author: Azevedo, Bruno de
Date: 2022-00-00
Type: Journal Articles
Subjects: Short Term Memory,Reading Comprehension,Bilingualism,Electronic Publishing,Time Management,Executive Function,Difficulty Level,Music,College Students,Foreign Countries,Portuguese,English (Second Language),Auditory Stimuli

The ubiquity of multitasking has led researchers to investigate its potential costs for reading and learning (Clinton-Lisell, 2021). While some studies have not shown detrimental effects of multitasking for reading comprehension (Bowman et al., 2010; Cho et al., 2015; Pashler et al., 2013), one particular study has found a benefit of multitasking (Tran et al., 2013). These results, nevertheless, do not converge with the findings of recent meta-analyses, which have suggested both a negative effect of multitasking for reading comprehension (Clinton-Lisell, 2021), as well as the disruptive effects of listening to lyrical music while reading for comprehension (Vasilev et al., 2018). Previous research seems to converge with the theories of how working memory copes with the complexity of reading as a process, since several subprocesses must be orchestrated so that the ultimate goal of reading -- the construction of a mental representation -- is fully achieved (Tomitch, 2020). In addition to that, no previous study has investigated reading as a multilevel construct in which both literal and inferential comprehension (Alptekin &amp; Erçetin, 2010; Kintsch, 1998) is assessed in a multitasking setting. With that in mind, we investigated whether working memory capacity, measured by the Self-Administrable Reading Span Test (Oliveira et al., 2021), predicts proficient bilinguals' performance in literal and inferential comprehension, by means of comprehension questions (Pearson &amp; Johnson, 1978) and reading times, under a multitasking setting in two conditions -- listening to lyrical music (experimental) as opposed to listening to non-lyrical music (control). Multiple linear regression analyses revealed that working memory capacity significantly predicted inferential, but not literal comprehension nor reading times, and only when participants were listening to lyrical music. Results are discussed both in terms of the effects of multitasking on reading comprehension as well as the role of working memory in language comprehension.
The Role of Learners&apos; First Language in the Foreign Language Classroom
Author: Littlewood, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Native Language,Language Role,Second Language Learning,Language Teachers,Code Switching (Language),Translation,Bilingualism,Language Usage,Second Language Instruction,Teaching Methods

An enduring contribution of Richards Sparks' work has been his exploration of the relationship between a learner's first language (L1) and a language that he or she learns subsequently (L2). The present paper considers that relationship from the perspective of learners and teachers of a 'foreign' language in classroom settings. The paper first sets the broader context by looking briefly at the recently developed concept of 'translanguaging' and the more established notion of 'multilingual competence'. It then moves into the domain of the foreign language classroom. It outlines studies of how much, and why, foreign language teachers have been observed to use their students' L1 (often, in the teachers' own view, excessively). It argues that attempts to exclude the students' L1 have been not only impracticable but also misguided. It proposes a framework within which teachers can avoid the dangers of using the L1 excessively but also build on its potential as a support for learning.
Do Polyglots Have Exceptional Language Aptitudes?
Author: Wen, Zhisheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Language Aptitude,Language Proficiency,Language Skills,Individual Differences,Cognitive Ability,Intelligence Quotient,Personality Traits,Motivation,Genetics,Brain,Neurological Organization

Recent years have witnessed a growing interest in case studies and surveys by researchers of second language acquisition (SLA) and cognitive (neuro-)science to probe into the group of exceptionally talented multilingual learners or polyglots who can understand and speak an impressive number of multiple foreign languages other than their own mother tongue. The current paper reviews these latest developments and elucidates the phenomenon of (hyper-)polyglottism by tracing and analyzing its definitions and synthesizing and highlighting the key findings of case studies and large-scale surveys. Specifically, we aim to illuminate the complex and intricate relationships between hyperpolyglots' exceptional multilingual talents and their individual differences in language aptitude and other cognitive abilities such as IQ, personality traits, motivational characteristics, and language genetic variations, as well as their brain mechanisms and neural networks. The present paper calls upon concerted efforts from multiple disciplines to determine the critical cognitive abilities and pivotal developmental stages underlying the exceptional performance of these multilingual talents and hyperpolyglots.
The Impact of Language Aptitude on Grammar Attainment of EFL Learners with Different Ages of Onset in the Chinese Context
Author: Haiyong, Zhao
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Aptitude,Grammar,Second Language Learning,English (Second Language),Age Differences,Knowledge Level,Metalinguistics,Foreign Countries,Children,Adolescents,Elementary School Students,Secondary School Students

The effect of language aptitude on grammar attainment of second language learners with different ages of onset became one of the hot topics in the last decades. However, most previous studies were conducted in a second language context with inconsistent results, and few studies were conducted in a foreign language context. To fill this gap, the current study investigated the impact of language aptitude on grammar attainment of EFL learners with different ages of onset in the Chinese context. A Timed Grammatical Judgment Test and an Untimed Grammatical Judgment Test, a Metalinguistic Knowledge test, and a Language Aptitude test were used in the study, and 112 participants were sampled. The results show that the aptitude scores of the three groups of EFL learners with different ages of onset have no significant difference; language aptitude moderates performance on the Untimed Grammatical Judgment Test and the Metalinguistic Knowledge test, which was mainly reflected in the earlier starters; and higher aptitude learners outperform lower aptitude learners in all three grammar tests. Overall, this study provides evidence to support the impact of language aptitude on EFL learners in the Chinese context.
A Rasch Modeling Approach for Measuring Young Children&apos;s Informal Mathematics in Peru
Author: Malaspina, Martín
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Academic Achievement,Thinking Skills,Intervention,Mathematics Tests,Test Items,Item Analysis,Preschool Children,Foreign Countries,Goodness of Fit,Predictor Variables,Psychometrics

One of the strongest predictors of future academic achievement is the early and informal math skills children begin their school studies. Because of this, it is essential to have proper tools for measuring the development of mathematical thinking at an early age to be able to intervene in a timelier, more effective way. The purpose of this research is to calibrate the items of informal mathematics from the test of early mathematics ability--third edition (TEMA-3) by applying the Rasch model. A total of 148 Peruvian preschool children (ranging in age from five to six years) participated in the study. The results show good psychometric properties of the informal mathematics dimension of the instrument, which indicates a good fit of the student sample, the items to the proposed model and a tendency toward unbiased items. We further determined that the items analyzed exhibit a consistent internal structure at the theoretical level.
Possibilities and Caveats of Implicit Language Aptitude Measurements
Author: Tang, Yinjie
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Aptitude,Language Tests,Cognitive Ability,Second Language Learning,Learning Processes,Learning Theories,Criticism,Measurement Techniques,Test Validity,Test Format,Research Reports

This paper probes into implicit language aptitude (LA), a set of cognitive abilities that showcase learners' unconscious, automatic second language (L2) attainment. Implicit LA is becoming an important part of aptitude research, and advances the understanding of L2 learning mechanism. This paper critiques the construct of implicit LA and proposes that implicit learning ability and implicit memory ability are two key components of implicit LA. We then explore the measurements of implicit LA. We raise a number of caveats derived from the validation of these measurements, and discuss how to circumvent these issues. One apparent reason for these caveats is the lack of empirical research that focuses exclusively on implicit LA, and thus, aptitude researchers are encouraged not only to include implicit LA measurements in their test batteries, but also to address the connection between the construct and its measurements.
Investigating Turkish Pre-Service English Language Teachers&apos; Virtual Teaching Dispositions
Author: Karacan, Cemil Gökhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,English (Second Language),Gender Differences,Age Differences,Interpersonal Relationship,Educational Technology,Technology Uses in Education,Online Courses,Distance Education,Teaching Skills,Student Characteristics,College Faculty,Teacher Competencies,Technology Integration,Interaction,Second Language Instruction

The current study sought to investigate Turkish pre-service English language (EL) teachers' virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon's (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual/technical presences. However, the participants did not exhibit a significant difference between pedagogical and expert/cognitive presences. Consequently, a one-way ANOVA was run to explore the role of the age variable on the participants' virtual teaching disposition, with the results revealing a significant difference for only the pedagogical presence and expert/cognitive presence among the participants, whose ages ranged from 18 to 20, those aged 20-23, and those over the age of 24. Finally, the results revealed a significant difference between the scores in the expert/cognitive presence of the participants who teach English and those who do not. However, no significant difference was identified between the mean scores of the two groups in social presence, virtual/technical presence, or expert/cognitive presence.
High School Science Teachers&apos; Acceptance of Using Distance Education in the Light of UTAUT
Author: Tolba, Ehab Gouda
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,High Schools,Distance Education,Teacher Attitudes,Gender Differences,Teaching Experience,Technological Literacy,Self Efficacy,Intention,Models

This research aimed at developing hypotheses based on the unified theory of acceptance and use of technology (UTAUT) model and adopting a proposed model that considers the basic structures (performance expectancy, effort expectancy, social influence, and facilitating conditions) as it represents the technology features &quot;distance education (DE)&quot;, which are independent variables that affect the dependent variables (behavioral intention (BI) to use DE), taking into consideration the moderating factors (gender, experience, and technological self-efficiency). The research adopted a tool to reveal science teachers' acceptance of using DE in the light of UTAUT, 120 teachers responded online to the tool. The results indicated that the teachers' acceptance of DE was high. It is possible to predict that teachers have BI to use DE, that gender has no effect on BI, and there are differences between the research model variables due to the teaching experience favoring teachers with less teaching experience.
Exploring Student-Directed Translanguaging in the English-Centric Classroom
Author: Öztürk, Saadet Apa
Date: 2022-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Reading Instruction,Online Courses,Language Usage,Bilingualism,Native Language,Language Proficiency,College Preparation,Low Achievement,High Achievement,Positive Attitudes,Language Attitudes,Negative Attitudes,Educational Benefits,Classroom Communication,Foreign Countries

Translanguaging has been suggested as a pedagogical practice for bilingual students in which they use two languages alternately in the classroom (Williams, 1996) and it contributes to students' language learning with the use of two languages to make meaning (Baker, 2011). The main goal of this study is to investigate preparatory class students' attitudes towards translanguaging and their translanguaging practices. To do this, a mixed-method research design was selected and applied to 28 preparatory class B1 level students chosen through the nonrandom sampling method. The quantitative data were collected from students through a questionnaire asking about students' attitudes towards English-only policy, students' translanguaging attitudes, and practices. Besides, to collect the qualitative data, online reading classes were observed for eight weeks. Moreover, focus group interviews with 4 lower and 4 higher achieving students were conducted in order to get a deeper understanding of students' perceptions of translanguaging. The findings gathered from the questionnaire revealed that preparatory class students have positive attitudes towards translanguaging. In addition, the qualitative findings obtained from online reading class observation indicated that students most frequently use translanguaging practices to express their initial evaluations of the text, mention their comprehension, paraphrase, ask for help, show their critical thinking skills, discuss a topic about the related text, put forward their predictions about the content. Furthermore, the findings of focus group interviews showed that both low and high achievers have negative perceptions of translanguaging. To encourage students in the use of translanguaging in a foreign language learning class, students' positive attitudes should be supported, their negative perceptions should not be underestimated and negative perceptions of translanguaging should be tried to be changed into positive ones so that students can benefit from translanguaging.