ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Web-Supported Accurate and Fast Reading Development Program on the Reading Skills of Primary School Students
Author: Özok, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Accuracy,Reading Rate,Reading Programs,Reading Instruction,Program Effectiveness,Electronic Learning,Elementary School Students,Reading Skills,Grade 2,Foreign Countries

The main purpose of this research is to examine the effect of the Web-Supported Accurate and Speed Reading Development Program (ASRDP), developed by the researchers. For this purpose, &quot;Experimental Model with Pretest - Posttest Control Group&quot; was used in the research. The study group of the research consists of 2nd grade students (n=40) studying at Atatürk Primary School in the Çaldiran district of Van province in the first semester of the 2021-2022 academic year. Experimental (n=20) and control (n=20) groups were chosen within the scope of the research. ASRDP, developed with Web-supported content developed by the researchers, was applied to the experimental group along with the activities in the Turkish curriculum. The prepared program was implemented for 6 weeks, with 5 lesson hours per week. The program prepared within the scope of the research was supported by a website (rumeysahoca.com). The data of the study were collected through reading speed measurements, correct reading level measurements and &quot;Reading Skills Scale&quot;. While collecting the data, two different types of texts were prepared as informative and narrative texts. The t-test was conducted to determine whether there was a difference between pre and post-tests. As a result of the research, a significant difference was found between the experimental and control groups in favor of the experimental group. In this respect, it is seen that the ASRDP has a positive effect on reading skills. The prepared site has been designed as a platform suitable for the use of students in this age group and open to development. In future studies, the effect of the program on reading skills can be tested at different grade levels.
The Impact of &quot;Kampus Mengajar MBKM Program&quot; on Students&apos; Social Skills
Author: Sumani, Sumani
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Program Evaluation,Campuses,Educational Improvement,Educational Quality,Measures (Individuals),Comparative Analysis,Program Effectiveness,School Policy,Foreign Countries,Teacher Education Programs,Preservice Teachers,College School Cooperation,Scores,Student Attitudes,Student Characteristics

&quot;Kampus Mengajar&quot; The Campus Teaching Program is a form of program to improve the quality of learning in schools and equip students to maximize their competencies. One of the competencies built is social competence as a provision for students to face the era of society 5.0. Based on these problems, this study aims to see the impact of the campus teaching program on the development of student social skills. The research method used in this research is the ex post facto quantitative research method. Participants in this study were 142 students consisting of 71 students who participated in the campus teaching program and 71 students who did not participate in the program. The research instrument used by researchers to measure the level of social skills is the social skills scale. The research analysis used the t-test to determine the differences in the skills of students who took part in the campus teaching program and those who did not, as well as to determine the effect of the teaching program on improving social skills. The test results show differences in the level of social skills between students who take part in the program and those who do not. The results of this study indicate that the campus teaching program has an impact on increasing students' social skills. These results are expected to be used as the basis for institutional policy making to continue to encourage students to participate in campus teaching programs and participate in the success of the MBKM program from the Indonesian Ministry of Education and Culture.
The Influence of Natural Objects on the Emergence and Overcoming of the Child&apos;s Anxiety during Interaction with Others at the Beginning of Children&apos;s Teaching at School
Author: Martin, Alina
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Attitudes,Anxiety,Interpersonal Relationship,Interaction,Preschool Children,Preschool Education,Peer Relationship,Teacher Student Relationship,Interpersonal Communication,Readiness,Measures (Individuals),Child Development

The article presents the theoretical and empirical results of the research of the processes of occurrence and overcoming of the child's anxiety during interaction with others at the beginning of school. Emphasis is also placed on scientific data on the types of interaction at the beginning of children's education at school. The influence of anxiety on various processes is considered. In particular, the following are considered: the process of forming educational activities, the process of forming a child's internal action plan, the process of forming interaction with other children; the process of forming a child as a subject of educational activity. It is established that the manifestation of the child's activity in interaction with the teacher and other children in the class is influenced by various factors. However, four factors take precedence among them: 1. Stable type of communication between teachers and children. 2. Partner form of communication. 3. The child's readiness for partnership with the teacher. 4. Readiness of the child to interact with other students. At the beginning of children's education at school, various emotional states can arise. The child cannot control their emotions, because in the psyche there are no processes of emotional and volitional regulation. The objectives of the research: to summarize scientific data on the beginning of school education of the child and his experience of anxiety while interacting with others; experimentally prove the influence of natural objects on the emergence and overcoming of the child's anxiety when interacting with others at the beginning of school. The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, conversations, testing (test &quot;Diagnosis of Anxiety&quot; by Temple, Dorki, and Amen). Theoretical results: types of interaction at the beginning of the child's schooling; the impact of anxiety on the formation of educational activities; the impact of anxiety on the process of forming a child's internal action plan; the impact of anxiety on the process of forming interaction with other children; the impact of anxiety on the process of forming a child as a subject of educational activity. Empirical results: we found that the beginning of children's education at school while interacting with other objects of nature can cause the processes of emergence and overcoming the child's anxiety. Objects of nature that children do not like exacerbate the process of a child's anxiety. Instead, the process of overcoming a child's anxiety occurs when the teacher uses objects of nature that children like.
Automatic Classification of EFL Learners&apos; Self-Reported Text Documents along an Affective Continuum
Author: Uysal, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Artificial Intelligence,College Students,Student Attitudes,Emotional Response,Language Acquisition,Classification

This study aims to place EFL learners along an affective continuum via machine learning methods and present a new dataset about affective characteristics of EFL learners. In line with the purposes, written self-reports of 475 students from 5 different faculties in 3 universities in Turkey were collected and manually assigned by the researchers to one of the labels (positive, negative, or neutral). As a result, two combinations of the same dataset (AC-2 and AC-3) including different numbers of classes were used for the assessment of automatic classification approaches. Results revealed that automatic classification confirmed the manual classification to a great extent and machine learning methods could be used to classify EFL students along an affective continuum according to their affective characteristics. Maximum accuracy rate of automatic classification is 90.06% on AC-2 dataset including two classes. Similarly, on AC-3 dataset including three classes, maximum accuracy rate of classification is 71.79%. Last, the top-10 features/words obtained by feature selection methods are highly discriminative in terms of assessing student feelings for EFL learning. It could be stated that there is not an existing study in which feature selection methods and classifiers are used in the literature to automatically classify EFL learners' feelings.
The Required Competencies for Future Teachers in Light of the Requirements of Intellectual Security and Knowledge Economy
Author: Alhazmi, Mohammed A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Information Security,Knowledge Economy,Teacher Education Programs,Foreign Countries,Knowledge Management,Mastery Learning,Schools of Education

Intellectual security is one of the most important challenges facing the world in light of the rapid repercussions of globalization. Achieving it has become among the most important issues at all levels due to the radical change that globalization has brought about in the patterns of thinking in society. Also, the process of teacher preparation has gained increasing attention in light of the impact of the information and technological revolutions. Hence, teacher preparation processes must be reviewed in light of the information and technological revolutions, which qualify him to adapt to the requirements and challenges of this age. Therefore, the research aimed to identify the competencies necessary for the future teacher in light of the requirements of intellectual security and knowledge economy. To achieve this objective, a questionnaire was prepared that includes the competencies required for the teacher to qualify him to achieve the requirements of intellectual security and knowledge economy. It was administered to (77) male and female teachers in the schools of Najran, and (41) members of the teaching staff at the College of Education at Najran University. The final version of the questionnaire included a list of (27) competencies, divided into (15) competencies on intellectual security, and (12) competencies on knowledge economy. The results showed high importance and need for these competencies from the teachers and faculty members' perspectives. Also, there were no differences in the teachers and faculty members' responses to the degree of need for these competencies.
Communicative Language Teaching Approach in Promoting the Linguistic Competence of EFL Learners
Author: Berezenko, Victoriia
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Foreign Countries,Instructional Effectiveness,Communication Skills,Linguistic Competence

The article is devoted to the problems of foreign language education in linguistic universities, namely to promoting the students' linguistic competence, which has been the most urgent in mastering the language as a means of communication. The research prompts the standards to progress the grammatical competence. In the current study, we make a hypothesis that, in contrast to traditional teaching approach, the communicative approach is supposed to be more effective in teaching grammar and helps students to master the language and upgrade their linguistic competence in comprehending and processing spoken and written texts and become professionals after graduating the University. In the experiment two groups of students were involved: one using traditional approach to learning grammar at the classes and the other practising communicative language teaching approach. In total 79 bachelor's degree students of Kyiv National Linguistic University (Ukraine) took a tentative course in grammar. The current study testifies the effectiveness of the communicative approach to studying grammar structures as a way to develop the linguistic competence of students and to help them to acquire proficiency level for achieving success in real communication.
Towards an Optimal Blended Learning Model during Disrupted Education Periods
Author: Al Ghazali, Fawzi
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Online Courses,Models,COVID-19,Pandemics,School Closing,Higher Education,Foreign Countries,Program Implementation,Universities,Distance Education

This paper studies the application of alternative instruction models such as online and blended learning to compensate for the closures of Higher Education Institutions (HEIs), including colleges and universities in the Middle East following the COVID-19 pandemic outbreak. Online learning was introduced as an immediate alternative to complete academic semesters by offering courses via distance learning modes. However, the review of relevant literature, surveys, and studies showed that complete online learning does not bring the optimal results in the Arab learning settings. Surveys conducted in the UAE, Saudi Arabia, and other countries revealed that complete online learning proved insufficient from the viewpoint of students, parents, and educators. Blended Learning Models (BLMs) are presented as a midway between full face-to-face and online instruction modalities. This study examines the different types and models of blended learning and how they are perceived by students in different educational contexts. This study aims to set the features of developing an optimal model of blended learning and how it can be implemented in the Arab HEIs. This study provides pedagogical implications and insights into how to apply an effective blended learning model to reinforce knowledge construction not only during disrupted education periods but also as an optimal educational construct aimed to foster students' autonomy and to help them to take charge of their own learning. Whereas this modality can be introduced at the school level, its application could be more efficient at the university level.
Values Lost in Society in the Eyes of Academics
Author: Koc, Sevgi
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Social Sciences,Social Problems,Social Values,Problem Solving,Foreign Countries,Phenomenology,Moral Values,Values Education

Although there are numerous studies and discussions about the concept of value, it is claimed to lack an objective basis. The concept of value is difficult to define from a single perspective because it relates to many disciplines, especially the social sciences. Philosophy, sociology, psychology, religious sciences, anthropology, and historical sciences have attributed different meanings to the concept of value. However, the fact that the concept of value is related to human behavior has been a common point in all disciplines of social sciences. Values are essential in terms of social sciences because they interpret human behavior (Ulusoy &amp; Dilmaç, 2016). Therefore, this study aimed to determine what academics thought about the core values lost in society and what kind of solutions they offered to that problem. The sample consisted of 16 academics from Van Yuzuncu Yil University/Turkey. The sample consisted of 12 men and 4 women. The study adopted a qualitative research design. Data were collected using a semi-structured interview questionnaire consisting of open-ended questions. The data were analyzed using descriptive analysis. The findings focused on participants' views of the concept of values, the values lost in society, values problems, and solutions to the lost values.
The Examination of the Use of Media Content in Turkey&apos;s Social Studies Textbooks in Light of UNESCO&apos;s MIL&apos;s Curriculum
Author: Sensekerci, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Textbooks,Textbook Content,Curriculum,Grade 5,Grade 6,Grade 7,Secondary Education,Media Literacy,Information Literacy,Democratic Values,Ethics,Civil Rights,Safety

This study aims to analyse the media excerpts found in the officially approved textbooks for the social studies course in Turkey from the perspective of the thematic areas included in UNESCO MIL's [Media and Information Literacy] Curriculum. In the study, the descriptive analysis method was applied and the data were collected using document analysis. In order to determine whether the examined media excerpts contribute to the UNESCO's MIL Curriculum achievements defined for these thematic areas, 11 research questions were prepared. In the first stage of the study, a checklist was prepared based on an examination of the UNESCO MIL's Curriculum. In the second stage, the textbooks to be analysed were selected by the convenience sampling method, taking into account the textbook production policy carried out under the authority of the Ministry of National Education. The study, which examined 6 different textbooks approved for the 5th, 6th and 7th grades of secondary school, revealed that although the media excerpts are sufficient in number, they fail to reflect the diversity in the national and/or regional media. Moreover, these media excerpts are utilised primarily for the specific purposes of the course, and, naturally, they do not make a significant contribution to media literacy education. In conclusion, the reviewed media excerpts hardly meet the criteria for the thematic areas upon which UNESCO MIL's Curriculum is based. Within the context of the findings and conclusions of the study, a set of recommendations has been shared with people and institutions operating in the fields of social studies textbooks and media literacy.
When the Cheese Moves: How Arab and Jewish Education Students Perceive the Transition to Distance Practical Teaching during the COVID-19 Crisis
Author: Majadly, Haifaa
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,COVID-19,Pandemics,Jews,Arabs,Cultural Differences,Preservice Teachers,Technological Literacy,Self Efficacy,Distance Education,Student Characteristics,Background,Personality Traits,Predictor Variables,Student Teaching,Experiential Learning,In Person Learning,Foreign Countries,Access to Computers

The goal of the current study was to examine teaching students' positions and perceptions regarding the transition to an online format for practical teaching during COVID-19, and whether differences exist between Jewish and Arab students' positions. The study also examines teaching students' technological and pedagogical self-efficacies for distance teaching and the extent of differences between the Arab and Jewish students' self-efficacies. In addition, the study examined which background and personality variables predict positions and perceptions. The findings are based on a questionnaire completed by 279 Arab and Jewish teaching students from two Israeli teacher education colleges that transitioned to online practical teaching as a result of the COVID-19 crisis. Semi-structured interviews were also conducted to gain a deeper understanding of the questionnaire findings and to expand on topics not referred to in the questionnaire. The study reveals that teaching students accept the importance of the distance teaching experience during training in order to prepare them for the changing reality. Nevertheless, this cannot fully replace field experience because of the need for support and the limited ability to learn from the distance experience about face-to-face teaching.
Analytical Reading for Students-Philologists in the English Class
Author: Verhovtsova, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Foreign Countries,English (Second Language),Reading Instruction,Second Language Learning,Critical Reading,Content Analysis,Social Cognition,Student Motivation,Skill Development,Literature,Literary Criticism

The study aims to investigate the higher education students' and teachers' perception of using literary text in the foreign language course; to evaluate learners' progress in the foreign language communicative competence throughout the experiment period; to outline the policies and strategies of using analytical reading in the English class, which lead to increasing motivation to learn foreign languages with a focus on literature. The study involves 85 Bachelor's degree students and 35 teachers from linguistics and translation departments of three universities: Igor Sikorsky Kyiv Polytechnic Institute, National Aviation University, Kütahya Dumlupinar University during the spring term in the school year 2021/2022. The students from these universities were using analytical reading in foreign language learning during this term. The quantitative research method allowed us to assess the students' progress in the development of their foreign language analytical reading skills, that included the understanding of the culture of foreign language, literary and aesthetic skills, vocabulary and foreign language skills, critical thinking and problem solving, inferential and interpretational skills. The qualitative research method was used to interpret the data of the experiment. Three questionnaires were employed as an instrument to assess teachers' and learners' perceptions of using literary texts in foreign language teaching/learning; to monitor the development of student's skills in analytical reading. The students-philologists involved in the research increased their motivation to learn English as a foreign language through literary texts and showed progress in the development of analytical reading skills up to 16%. The results obtained can be implemented into the practice of foreign language teaching as literary texts enriched the language input in the classroom and stimulated language acquisition, and analytical reading involved students-philologists emotionally challenging their imagination and creativity.