ethanporcaro/eric-fulltext-meta huggingface dataset:
Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture
Author: Kontas, Hakki
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Middle School Students,Mathematics Education,Self Concept Measures,Self Efficacy,Likert Scales,Factor Analysis,Goodness of Fit,Test Reliability,Pretests Posttests,Statistical Analysis

The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura's theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indices; X[superscript 2]/sd = 2.25, RMSEA = 0.06, CFI = 0.98, NNFI = 0.97 and SRMR = 0.05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience a = 0.86, vicarious experience a = 0.75, social persuasions a = 0.94, physiological state a = 0.91. Also the reliability coefficient estimated by split-half was found; mastery experience a = 0.81, vicarious experience a = 0.73, social persuasions a = 0.92, physiological state a = 0.89. Deciding on stability of the scale test-retest applied to 36 students for 16 days interval. Results showed that mastery experience r = 0.67, vicarious experience r= 0.48, social persuasions r = 0.63, physiological state r = 0.41. These values indicated that this scale is a reliable instrument for Turkish sampling. In conclusion, Sources of Mathematics Self-Efficacy Scale is a valid and reliable instrument to measure sources of mathematics self-efficacy for middle school students in Turkish culture.
Cultural Literacy Based Critical Reading Teaching Material with Active Reader Strategy for Junior High School
Author: Damaianti, Vismaia S.
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Critical Reading,Instructional Materials,Reading Materials,Reading Strategies,Junior High School Students,Reading Comprehension,Reading Instruction,Reading Material Selection,Instructional Material Evaluation,Summative Evaluation

This article describes the findings of a study aimed at producing a set of cultural literacy-oriented critical reading teaching material. This material is developed as a countermeasure to the increasingly thin sensitivity of society, especially the students toward noble values of religion, custom, and culture. With this material student get a significant critical understanding of the discourse with the content of noble value of Indonesian culture. The understanding is attained by students through active reader strategy. There are four important principles developed in understanding the text through this strategy, namely 1) building basic understanding of the text, 2) conducting reading activities in chronological order of the text, 3) identifying the style and language of the text, and 4) critically deepening the understanding of the text. The emphasis on cultural critical understanding became the focus of this research. Thus, critical reading question technique 501 is required. With this technique student can predict causation, establish logical and emotive understanding, and predict the implications of ideas. The implementation of development of this teaching material is based on the stages of Design Based Research. Data is obtained through expert scales and trials to junior high school students in Bandung. The result of this research is a critical reading textbook based on cultural literacy with active reader strategy that is effective to be used for junior high school students. The implication of this research is the acquisition of students' sensitivity toward noble values of religion, custom, and culture that can be internalized in their lives.
Factors Associated with Motorcycle Risk Behavior in Thai University Students, Khon Kaen
Author: Puratmaja, Yudha
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Motor Vehicles,Risk,Student Behavior,Safety,Gender Differences,Statistical Analysis,Questionnaires

The aim of this research was to assess motorcycle risk behavior (MRB) among Thai students in Khon Kaen University. The research used a cross sectional study. Fifty Thai students recruited using purposive sample technique and the chi-square test was used to analyze relationship between characteristic associated with MRB. The most common MRB were making U-turn (38%), sometimes driving above the speed limit (36%), driving with more than two passenger (48%) and sometimes not wearing helmet (36%). The result showed that sex and riding history associated with MRB (P[subscript sex] &lt; 0.05; P[subscript riding history] &lt; 0.05). Sex and riding history were significantly associated with MRB. Improving knowledge is important to decrease risky motorcycle driving behavior. Additionally, the need to provide intervention programs, promotion, and awareness related to student's safety riding behavior could be recommended, from this information.
Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning
Author: Priyambodo, Erfan
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Media,Instructional Materials,Chemistry,Science Instruction,Foreign Countries,Indigenous Knowledge,Student Motivation,High School Students,Science Teachers,Scientific Concepts,Secondary School Science

Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry's teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers' assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School' students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.
Challenges of the English Teacher in the Engineering Faculty
Author: Astrid, Ramirez Valencia
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Language Teachers,English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Innovation,Teaching Methods,Instructional Materials

Changes experienced in recent times focus their attention on new and multiple challenges that must be assumed by the English teacher, in the engineering context, which becomes a challenge against the demands by the current world from the English teacher in Colombia. This situation needs to be analyzed and studied. This article addresses the challenges of teaching English in the engineering context in Colombia, in order to glimpse actions in terms of perspectives, reflecting on how these aspects promote this new teacher, in the new century in which we are living.
Investigating Pre-Service EFL Teachers&apos; Self-Concepts within the Framework of Teaching Practicum in Turkish Context
Author: Yilmaz, Cevdet
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Self Concept,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Practicums,Case Studies,Diaries,Interviews,Language Attitudes,Language Usage,Native Language,Foreign Countries,Communicative Competence (Languages),Teaching Methods,Classroom Techniques

The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated in a case study research paradigm using journal entries and in-depth interviews. The major themes derived from the analysis of the data were indicative of pre-service teachers' self-beliefs which profoundly affected their EFL self-concept development. These included the passion for English, the use of L1 and L2 in language teaching, and the critical experiences that the pre-service teachers had during the practicum. It was shown how the practicing teachers' EFL self-beliefs can at once be dynamic and also stable, depending on the type of beliefs investigated. The study concludes by suggesting the need to help EFL pre-service teachers to form positive but realistic self-concepts within the framework of EFL teacher training.
A Corpus-Based Study of Modal Verbs in Chinese Learners&apos; Academic Writing
Author: Yang, Xiaowan
Date: 2018-00-00
Type: Journal Articles
Subjects: Verbs,Computational Linguistics,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Study Abroad,Academic Discourse,Language Usage,Comparative Analysis,Writing Skills,Curriculum Design,Teaching Methods,Foreign Countries,Native Speakers

While more Chinese students are going abroad to persue their further academic study, how to help them improve academic writing competence has received wide attention. Modality, as one of the complex areas of English grammar, reflects the writer's attitude and is extremely important in academic written discourse. Therefore, it is necessary to investigate how Chinese learners of English use modal verbs. For this purpose, a learner corpus (LC) with Chinese learners' academic writing has been compiled and compared against a professional corpus (PC) which consists of published research articles. With the help of software Antconc 3.2.4w, the use of nine core modal verbs in both corpora has been explored. Findings indicate that compared with professional writers, Chinese learners tend to use modal verbs more frequently; they also tend to overuse can, will, could and would and underuse may. Based on an analysis of the two corpora, this study proposes possible reasons that account for these differences. This study provides some insights into the use of modal verbs by Chinese learners of English and thus informs teaching of modal verbs in the English classroom and contributes to the academic writing curricula design.
Oral Communication Apprehension among International Doctoral Students
Author: Amiri, Fatemeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Graduate Students,Doctoral Programs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Anxiety,Communication (Thought Transfer),Qualitative Research,Observation,Interviews,Student Attitudes,Evaluators

Communication apprehension has been identified as a major factor which inhibits an individual's willingness to communicate and his/her ability to develop effective communication skills. While many prior studies have investigated oral communication apprehension among undergraduate students, there has been little research exploring this phenomenon among doctoral students. This study applied qualitative methodology via observation and interviews. The research subjects were international doctoral students from several Malaysian universities. The experiences of the students in communicating with examination panel during academic presentations (e.g. proposal and viva) are analysed and the factors contributing to their oral CA are explored.
The Effectiveness of Andragogically Oriented Teaching Method to Improve the Male Students&apos; Achievement of Teaching Practice
Author: Rismiyanto
Date: 2018-00-00
Type: Journal Articles
Subjects: Andragogy,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Language Usage,Statistical Analysis,Pretests Posttests,Academic Achievement,Comparative Analysis,Gender Differences,Foreign Countries,Teaching Skills,Teacher Effectiveness,Teacher Education Programs,Language Teachers

Students at universities are still frequently found to have low independency in learning. Besides, lecturers also still have tendency to treat students as if they were young learners, or in other words, the lecturers still use pedagogically oriented teaching methods (POTM); although they claimed themselves to have applied methods of teaching orienting to the characteristics of adult learners or andragogically oriented teaching methods (AOTM). This also happens to the students at English Education Department of Muria Kudus University (EED MKU), and affects their achievement of language leaning, in particular theirs of teaching practice. Some schools in which the students conduct teaching internship consider that the students' achievement of teaching is still less satisfactory, and they tend to be less creative and less independent in preparing the teaching, particularly related to the use of instructional skills of teachnig, such the use of classroom language and the use of things neeeded in teaching as media of teaching. This is a quantitative study involving 87 students joining &quot;Speaking for Instructional Purposes&quot; (&quot;SIP&quot;) classes at EED MKU. The instruments used are pre and post tests of teaching practice in SIP classes.This study aims to compare the effectiveness of implementing AOTM and POTM to improve the female and the male students' achievement of teaching practice. The results reveal that AOTM is more effectively implemented to improve the male students than the female ones.
University Indigenous Students&apos; Perceptions towards Kichwa, Spanish and English
Author: Armijos Monar, Jacqueline Guadalupe
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Language Attitudes,American Indian Students,American Indian Languages,Spanish,Indigenous Populations,English (Second Language),Second Language Learning,Qualitative Research,Questionnaires,Statistical Analysis,Native Speakers,Interpersonal Relationship,Accuracy,Language Proficiency,Foreign Countries,College Students,Multilingualism

Even though there has been a significant advancement in human rights, social justice and social practices around the world; some Ecuadorian indigenous students still struggle against many social and linguistic limitations, especially in Chimborazo province. This research was carried out with 30 Ecuadorian indigenous students who studied English as a compulsory subject for five months. The aim of the study is to explore the general attitudes of indigenous university students about Kichwa, Spanish and English languages in the Universidad Nacional de Chimborazo, at the Political and Administrative Science College. It also aims to find out which language demands more of their attention. Quantitative and qualitative data were collected into three-time stages by applying a questionnaire asking for students' attitudes towards Kichwa, Spanish and English. Participants were asked about their language exposure in each of the mentioned languages. Answers were tabulated using the Statistical Package for the Social Sciences (SPSS) program. The outcomes revealed a substantial difference in the students' attitudes in favor of Spanish language. Students showed a high exposure and attitude percentage towards Spanish language through social interaction with native speakers. Additionally, they listened and read information in Spanish with the most accuracy. The participants have been exposed to Spanish more than 20 years, as well. Conversely, students do not show a significant attitude towards English or Kichwa. Additionally, their social and academic contexts do not demand that the students to speak Kichwa and English, as a priority in students' daily communication.
An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons
Author: Nuruzzaman, Mohammed
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nonmajors,Foreign Countries,Error Patterns,Writing (Composition),College Students,Grammar,Semantics,Comparative Analysis,Language Proficiency,Punctuation,Error Analysis (Language),Qualitative Research,Content Analysis

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &amp;Translation at King Khalid University, Saudi Arabia in the academic year 2016-17. The findings reveal that the common errors the Saudi EFL students make in writing English paragraphs fall under four categories namely grammar, lexis, semantics and mechanics. Then it compares the categories, types and frequency of errors committed by these three groups of students. Among these categories, grammar has been observed as the most error-prone area where students commit errors the most. The study also posits that among the three groups, the students of the College of Medicine make the minimum errors in all the types and the highest number of errors is committed by the students of Engineering College. The College of Computer Science is in the second position in making errors. The frequency of error types is also found different among these three groups.
A Flipped Writing Classroom: Effects on EFL Learners&apos; Argumentative Essays
Author: Soltanpour, Fatemeh
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Instructional Materials,Pretests Posttests,Blended Learning,Essays,Persuasive Discourse,Writing Instruction,Conventional Instruction,Instructional Effectiveness,Interrater Reliability,Collaborative Writing,Video Technology,Statistical Analysis

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners' quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.
Assessing Moroccan University Students&apos; English Learning Motivation: A Comparative Study
Author: Omari, Otmane
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Foreign Countries,Institutional Characteristics,Private Colleges,Scores,Gender Differences,Learning Motivation,Measures (Individuals),Undergraduate Students,Student Attitudes,College Choice,Comparative Analysis,Statistical Analysis

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students' English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students' motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students' motivation.
Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique
Author: Purba, Rodearta
Date: 2018-02-00
Type: Journal Articles
Subjects: Writing Improvement,Writing Instruction,Pretests Posttests,Interviews,Diaries,Qualitative Research,Student Attitudes,Scores,High School Students,Action Research,Statistical Analysis,Writing Tests,Literary Genres,Text Structure,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Observation

The objective of this study is to find out whether discussion starter story significantly improves the achievement on narrative text of the first grade students of Senior High School. This study was conducted by applying Classroom Action Research (CAR). The subject of this study is the first grade students of SMA Negeri 2 Pangururan in academic year of 2016/2017. The sample of this study is the students X-4 consisting 30 students. There were two kinds of collected data, quantitative and qualitative data. The technique for collecting the quantitative data was writing test while with qualitative data were gathered through interview, diary notes, and observation sheet. Qualitative data showed the students were interested in discussion starter story technique. Based on quantitative data it is found that students' writing achievement improved from pre-test to post-test cycle I and post-test cycle II. It can be seen from the students' mean scores and the percentage of the students who got score up to 75. The mean of the students' scores who got score up to 75 for pre-test is 51.4, for the post-test cycle I is 74 and post-test cycle II is 80.2. There was an improvement of the application of discussion starter story technique to teach writing narrative.