ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perception on the Relationship between Change Leadership and Organizational Commitment
Author: Savas, Ahmet Cezmi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Transformational Leadership,Organizational Culture,Predictor Variables,Principals,Questionnaires,Factor Analysis,Multiple Regression Analysis,Statistical Analysis

The aim of this survey is to analyze the perception of teachers regarding the relationship between change leadership and organizational commitment. The study sample is 221 teachers working in the schools of Gaziantep, Sanliurfa and Mardin during the 2014-15 educational year since it is easier to reach them. The sample choice of our study has been made by applying the disproportionate cluster sampling method. According to the linear regression analysis results; change leadership predicts organizational commitment in a positive way. Also, multiple regression analysis results indicate that change-selling behaviors of change leadership predict organizational commitment significantly. It is beneficial for principals who want to increase the organizational commitment of teachers to exhibit change leadership behaviors in schools.
Incorporating Intercultural Communication Activities in English Language Classes
Author: Velasco, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Integrated Activities,Class Activities,Student Surveys,Student Satisfaction,College Second Language Programs,Control Groups,Experimental Groups,Enrichment Activities,Foreign Countries

Intercultural Communication has become a relevant focal point within a variety of fields--science, psychology, politics, journalism, economics, and education, to name a few. Yet, current university students may not even be aware of Intercultural Communication's role in these fields, as well as their studies and future careers. A survey was first conducted to show the absence of Intercultural Communication in higher education, as well as the need for incorporating exercises and activities that stress the importance of communicating to people from different cultures, and respecting their differences. Two classes involving intercultural communication activities were then given to two groups of Japanese students who were studying English in a Japanese university. Results from another survey revealed a majority of the students felt the exercises helped them with self-reflection, as well as evaluating their beliefs and biases, thus supporting the notion of incorporating more Intercultural Communication exercises and activities in English language classes.
Effects of Second Step Curriculum on Behavioral and Academic Outcomes in 5th and 8th Grade Students: A Longitudinal Study on Character Development
Author: Top, Namik
Date: 2016-00-00
Type: Journal Articles
Subjects: Behavior Modification,Program Effectiveness,Intervention,Prosocial Behavior,Academic Achievement,Longitudinal Studies,Grade 5,Grade 6,Grade 7,Grade 8,Control Groups,Experimental Groups,Comparative Analysis,Grades (Scholastic),Student Characteristics,Observation,Student Records,Rating Scales,Charter Schools,Statistical Analysis,Scores

School-based programs designed to reduce problem behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. This longitudinal study investigated effects of such a program, called &quot;Second Step&quot;, on observed problem behaviors, observed prosocial behaviors, and school grades across 4 school semesters for 5th to 8th grade students. A sample of 5,189 from 35 schools (16 control and 19 treatment schools) in an open-enrollment charter school system participated. Results from a three-level longitudinal growth model analysis indicated that students in the treatment schools (with &quot;Second Step&quot; curriculum) attained higher school grades and exhibited fewer problem behaviors than students in the control schools across 4 school semesters. Students in the treatment schools also exhibited more prosocial behaviors, but this increase was marginally significant or approaching significance. The findings have implications for promoting a positive classroom or school climate that supports engagement and achievement.
An Analysis of Textual Metafunction in Thai EFL Students&apos; Writing
Author: Arunsirot, Sudrutai
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Proficiency,Writing Skills,Grammar,Global Approach,Documentation,Undergraduate Students,Majors (Students),Content Analysis,Language Usage

As teaching English as a foreign language, it has become obvious that an average Thai is considered to have very low English proficiency. As a result, Thailand may find herself at a disadvantage because of inferior English skills towards globalization and forming of ASEAN community. Thus, the study is devoted to the exploration of English writing skill which sets out to obtain some concrete information on the students' problems in writing English supported by Systemic Functional Grammar. The result reveals that five problems of the Theme in terms of Theme selections and Thematic progression patterns were found: the problem of empty Theme, the problem of the brand new Theme, the problem of overuse of constant progression, the problem of empty Rheme, and the problem of confusing selection of textual Theme. It is hoped that the current study would be a contribution to the development of linguistic studies. This study will provide not only Thai EFL learners with a better understanding of problems in order to help them improve their writing performance, but will also provide Thai teachers with information that will help to develop English teaching materials and practical tools for Thai EFL learners, especially for teaching writing in EFL classroom.
Self-Policing in the English as a Foreign Language Classroom
Author: Amir, Alia
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Classroom Techniques,Classroom Environment,Monolingualism,Educational Policy,Video Technology,Content Analysis,Code Switching (Language),Interaction,Language of Instruction,Compulsory Education,Educational Practices,Grade 8,Grade 9

The present study explores how classroom participants invoke a monolingual target-language policy in an English as a foreign language (EFL) classroom, specifically focusing on one method of doing language policy through self-initiated language policing sequences, which I have called &quot;self-policing.&quot; Language policing refers to the mechanism deployed by the teacher and/or the pupils to (re-)establish the normatively prescribed medium of classroom interaction (Amir &amp; Musk, 2013; cf. Bonacina &amp; Gafaranga, 2011). The data comes from sequential analyses of 20 hours of video recordings in grades 8 &amp; 9 of an international compulsory school in Sweden between the years 2007-2010. Drawing on Auer (1984) and Gafaranga's (1999) organisational code-switching framework, this study sheds light on how teachers and pupils self-initiate a switch to English in their interactions. As will be demonstrated, both teachers and pupils, while orienting to the English-only norm, use a three-step sequence for language policing.
Action or Reaction, Learning or Display: Interactional Development and Usage-Based Data
Author: Huth, Thorsten
Date: 2013-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Language Usage,German,Transcripts (Written Records),Pretests Posttests,Interaction Process Analysis,Interaction,College Second Language Programs,Second Language Instruction,Metacognition,Cognitive Ability,Data Analysis

This paper investigates how instances of language use can serve as analytic anchors for insight into interactional development over time. I present a usage-based, longitudinal study of multi-turn sequences underlying telephone openings in order to specify if and to whom &quot;language learning&quot; may be relevantly ascribed. Two successive analyses of the same data segment are conducted, once in terms of distributed cognition and a second time in terms of individual cognition. Both analyses produce different results. Ultimately, this paper specifies opportunities and constraints in usage-based studies focusing on interactional development over time in second language learners. The results call for more cross-disciplinary research that encompasses both the social and the cognitive.
A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures
Author: Navaz, Abdul Majeed Mohamed
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Language of Instruction,Teacher Student Relationship,English (Second Language),Classroom Techniques,Classroom Environment,Undergraduate Students,Performance Factors,Mixed Methods Research,Questionnaires,Student Surveys,Teacher Surveys,Teaching Methods,Questioning Techniques,Barriers,Foreign Countries

This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students' content (lecture comprehension) and language development. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers' behaviour in class, and their perception of that behaviour. Students' lecture comprehension and classroom interaction were influenced by their language proficiency, though the students considered the lecturers' lecture delivery style to be more important than their own language proficiency. This study also revealed that a culturally-embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students.
Linguistic Error Analysis on Students&apos; Thesis Proposals
Author: Pescante-Malimas, Mary Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Proposal Writing,Theses,Student Writing Models,Grammar,Syntax,Linguistic Competence,Form Classes (Languages),Punctuation,Teaching Methods,College Students,Content Analysis,Error Patterns,Foreign Countries

This study identified and analyzed the common linguistic errors encountered by Linguistics, Literature, and Advertising Arts majors in their Thesis Proposal classes in the First Semester 2016-2017. The data were the drafts of the thesis proposals of the students from the three different programs. A total of 32 manuscripts were analyzed which was based on the actual number of groups. Results showed that of the three kinds of errors, namely grammatical, syntactical, and mechanics/substance, grammar as a main concern in writing competency was the most common linguistic error among these students. Moreover, the prevalent grammatical errors were: disagreement between the pronoun and antecedent, wrong usage of tense, and disagreement between the verb and subject. In the area of syntax, the most problematic areas were: fragments and run-ons. Lastly, in terms of mechanics, the top errors were: punctuation and spelling. This study recommends that an intensive refresher writing course that focuses on the error-prone areas be conducted to prepare graduating students for their thesis proposal writing; to consider that team teaching and other interventions be considered so linguistic problems together with content can be addressed, since form and content go together, and finally, that a thesis editing guide or writing handbook be prepared, with an abundance of examples, practice exercises and writing activities, for instructors' and students' use.
Inuit Voices on Quality Education in Nunavut: Policy Implications
Author: Fredua-Kwarteng, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Canada Natives,Foreign Countries,Educational Quality,Social Influences,Cultural Influences,Interviews,Documentation,Community Attitudes,Graduation Rate,Dropout Rate,High School Students,Educational Improvement,Community Involvement,School Community Relationship,Parent School Relationship,Culturally Relevant Education,Discipline,History,Language Usage,Indigenous Knowledge,Qualitative Research

This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.
An Analysis of the Relationship between School Managers&apos; Change Leadership Style and Multi-Factorial Leadership Styles from the Views of Teachers
Author: Ozkan, Suna
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Styles,School Administration,Administrators,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,High Schools,Multivariate Analysis,Correlation,Transformational Leadership,Administrator Behavior,Change,Foreign Countries,Questionnaires,Statistical Analysis

The aim of this study has been to identify school managers' leadership styles and levels in terms of teachers' perceptions. The focus of the study includes primary, secondary and high schools in Sahinbey and Sehitkamil districts of Gaziantep. In the study, the selection of the sample, which consists of 228 teachers, was carried out by using the disproportionate cluster sampling method. The data have been collected via change leadership scale and multi-factorial leadership scale. For analysis of data Pearson Correlation coefficients have been used. According to the research results, teachers believe that among the multi-factorial leadership styles their managers show mostly transformational, transactional and change leadership behaviors, while they show laissez-faire leadership behaviors less frequently. It was also found out that there is a moderate relation between transformational and change leadership styles; a low-level weak relation between transformational and transactional leadership; and a low-level relation between transformational and laissez-faire leadership. On the other hand, there is a respectively low and meaningful relationship between change leadership and transactional leadership; a negative and very low relationship between change leadership and laissez-faire leadership. Finally, a low level relation has been detected between transactional leadership and laissez-faire leadership.
Immigrant Parent vs. Immigrant Children: Attitudes toward Language Learning in the US
Author: Mirici, Ismail Hakki
Date: 2013-00-00
Type: Journal Articles
Subjects: Immigrants,Parent Attitudes,Children,Childhood Attitudes,Second Language Learning,English (Second Language),Language Proficiency,Interaction,Questionnaires,Parent Influence,Likert Scales,Elementary School Students,Statistical Analysis

Interlocutors who come from different cultural backgrounds often find themselves in need of a shared language in order to successfully communicate. Sometimes the language they share may be the native language of one and the second language of the other, or it may be the lingua franca of both speakers. The purpose of this study is to develop an understanding of immigrant families' attitudes toward language learning in the United States. Developing second language proficiency in English is important for both social interaction and educational achievement of immigrant children in the US whereas their parents may have a different set of linguistic needs for social interaction or professional advancement. This research investigated perceptions of immigrant parents and children about second language learning by administering an attitudinal questionnaire developed by Henry &amp; Apelgren (2008). Data were collected from both children and their parents in the Southeastern US, and analysis revealed that parents perceived their children's attitudes toward second language learning to be more positive than the children's actual attitudes.
Understanding the Reasons behind Choosing to Teach English as a Foreign Language
Author: Erten, Ismail Hakki
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,College Students,English (Second Language),Second Language Instruction,Language Teachers,Questionnaires,Content Analysis,Motivation,Altruism,Incentives,Gender Differences,Preservice Teachers,Student Attitudes,Qualitative Research

This study reports on findings from an investigation into the reasons for year 1 students from the English Language Teaching Department at Çanakkale Onsekiz Mart University, Turkey, for choosing teaching as a field of study and future career. A questionnaire comprising of open-ended questions was employed to decipher the reasons of 96 participants. Content analysis of the emergent data revealed 20 reasons which were broadly categorized as intrinsic, extrinsic, and altruistic. Participants, in general, reported more intrinsic reasons than extrinsic reasons. Unlike those reported in the field, altruistic reasons were much fewer than other types of reasons. A further motivational clustering of students showed that the majority of students had a mixture of intrinsic and extrinsic factors. The data also indicated possible gender related differences. The study concludes that although student teachers are intrinsically motivated, this motivation may need to be maintained so as to be long term. Further, the study calls for measures to be taken to control possible methodological biases.
Dependent Verbless Clause: Its Structure, Function and Use
Author: Petrlíková, Jarmila
Date: 2013-00-00
Type: Journal Articles
Subjects: Verbs,Sentence Structure,Syntax,English Instruction,Language Styles

The term &quot;clause&quot; is not only applied to structures which comply with formal prerequisites, containing a subject and a predicate conveyed by a finite verb, but also to such structures which are analysable into clause elements. The verbless clause is a structure containing no verb element at all (either finite or nonfinite), usually having a covert subject, but containing other expressions which can be identified as a part of predicate (subject complement or adverbial). The verbless subordinate clause is joined to its superordinate clause syndetically or asyndetically (a supplementive verbless clause), or by the prepositions &quot;with&quot; or &quot;without&quot;. As an optional clause element, it functions as an adverbial, expressing a range of semantic roles, usually suggested by the introductory conjunction, or as an &quot;optional subject/object adjunct&quot; (supplementive verbless clauses), conveying a twofold relationship: to the predication and, at the same time, to the subject or object of its superordinate clause. Considered one of the means of sentence condensation, it is mainly used in written language.
Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England
Author: Phillips, Magdalen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Elementary School Students,Brain Hemisphere Functions,Phonology,Teaching Methods,Developmentally Appropriate Practices,Neurology,Biology,Educational History,Literacy Education,English Instruction,Phonics,Language Skills,Language of Instruction,Second Language Learning,Learning Theories,Literature Reviews,Educational Policy,Decoding (Reading),Pronunciation

The learning of modern languages in primary school (PL) was recently promoted to statutory status in the curriculum of England and Wales, but practice remains patchy. Low PL capacity amongst primary school teachers and constraints on curricular time persist. Viewed through the lenses of policy, learning theory and context, current PL practice can be problematised to find solutions. Neurobiological evidence attests to how the young brain learns language, particularly its heightened sensitivity to language phonology. Additionally, policy documents' currently eclectic approach is discussed. Activity Theory's framework is employed to interconnect such contextual and theoretical factors. The evidence suggests that without optimising the PL environment, learning may be at least ineffective, or at worst, detrimental to pupils' future language learning.
Using Learners&apos; First Language in EFL Classrooms
Author: Alshehri, Eman
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Native Language,Language of Instruction,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Teaching Methods,Foreign Countries,College Faculty,Females,Likert Scales,Vocabulary Development

This study explores the attitudes of EFL teachers towards using learners' first language (L1) in their classes. It also considers the frequency and functions of using L1 in EFL classes. A mixed-methods study using questionnaires and follow-up interviews was conducted to collect data from EFL teachers of the preparatory year at a state university in Saudi Arabia. Questionnaires were collected from 104 EFL teachers from countries such as the USA, India, and Pakistan. In addition, semi-structured interviews were carried out with five teachers to gain an in-depth understanding of their attitudes towards using L1 in EFL classes. The findings provide insight into teachers' attitudes towards the use of L1. They also show that the EFL teachers use L1 to some extent to serve certain pedagogical functions, such as explaining vocabulary.