ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Verbal Argumentative Interaction (OVAI) in an Online Science Class during the COVID-19 Pandemic
Author: Archila, Pablo Antonio
Date: 2022-12-00
Type: Journal Articles
Subjects: Persuasive Discourse,Verbal Communication,Online Courses,Science Instruction,COVID-19,Pandemics,Interaction,Undergraduate Students,Student Attitudes,Program Effectiveness,Foreign Countries,Student Centered Learning

As we begin the third decade of the twenty-first century, argument and debate are not habitual practices of university science education. This can be explained by the hegemony of instructor-centered traditional approaches in many of these practices. The COVID-19 pandemic has not only pushed university education online but also seems to provide an unforeseen opportunity to develop deep educational transformations. Here, we report on the case of a university online science course that, because of the COVID-19 crisis, used online verbal argumentative interaction (OVAI) to provide students with explicit opportunities to co-construct reason-based and/or evidence-based arguments and counterarguments in an undergraduate-centered science learning environment. The written arguments and counterarguments co-constructed by forty students (20 females and 20 males, 19-24 years old) during OVAI sessions were analyzed to determine their quality. Also, students' opinions about the use of OVAI in times of COVID-19 were documented. The results indicate that the students co-constructed high-quality arguments and counterarguments in the OVAI sessions. Most importantly, participants showed positive impressions about the use of OVAI in university online science education. The outcomes carry important educational implications considering the growing university online science courses in the pandemic and post-pandemic eras.
Effects of Cognitive Load Level on Students&apos; Attitude towards the Gamified Course
Author: Topu, Fatma Burcu
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Student Attitudes,Gamification,Undergraduate Students

The aim of this study was to examine the effects of cognitive load level on students' attitude towards the gamified course. It was also found out the students' views regarding the 14-week gamified course. Participants consisted of 66 undergraduate students. 40 of them had low cognitive load level and 26 of them had high cognitive load level. According to the results, gamification enabled students to have a positive attitude towards the course, even though they had different cognitive load levels. Furthermore, it was determined a negative and medium significant correlation between the cognitive load and attitude of students with low cognitive load. The gamified course had a positive effect on the &quot;Valuing&quot; and &quot;Positive Effects&quot; sub-dimensions of the attitude in favor of students with low cognitive load. The positive views of many students in qualitative findings strengthened these results. While the gamified course had a negative effect on the &quot;Resisting&quot; sub-dimension in favor of students with high cognitive load, it did not have any significant effect on the &quot;Cost Belief&quot; sub-dimension. A few negative views of students in qualitative findings supported the items in these dimensions of attitude scale. Consequently, this study will strengthen the few studies examining both cognitive and affective effects of a gamified course on students. However, further studies need to confirm these results. For this reason, it is recommended to carry out such studies that reveal all the situations which can affect the attitude in the gamified course in order to achieve positive outcomes of students with different cognitive load levels.
Examining the Impact of Subtle Cultural Differences on Rhetorical Variation in EFL Essays
Author: Schenck, Andrew
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Differences,Rhetoric,Language Variation,English (Second Language),Second Language Learning,Essays,Foreign Countries,Persuasive Discourse,Cross Cultural Studies,Writing Strategies,Power Structure,Individualism,Language Usage

Past research of rhetoric has relied on simple binary comparisons between groups that either do, or do not, possess a cultural trait. While countries like Korea and the UAE may share cultural values such as an acceptance of unequal power relationships (power distance) and a preference for group action (collectivism), these traits vary in degrees of intensity. To understand how these similar cultural traits may manifest differently within rhetoric, three separate corpora of persuasive essays written in English were compiled from female learners with Arabic, Korean, and English L1s. Next, frequencies of rhetorical devices from three categories (pronoun deixis, modals, and epistemic stances) were tallied and statistically compared using Friedman's Two-Way Analysis of Variance. Results did not reveal statistically significant differences for average frequencies, yet analysis of specific rhetorical devices within each category exposed some notable disparities between corpora. Emirati (Arabic) learners, who have a strong cultural preference for power distance, tend to lessen authority of propositions and avoid a direct connection with the reader, making an argument less personal (increasing power distance). Korean learners tend to use more direct and authoritative rhetorical strategies (decreasing power distance), while simultaneously hedging with epistemic stances to maintain some degree of power distance. Hedging also appears to support Korean collectivist values that promote conflict reduction and group cohesion. Ultimately, more research of cultural influences on rhetoric is needed to develop culturally responsive pedagogy that promotes better intercultural communication.
Examination of Digital Game Addiction Levels of Adolescent Mainstreaming Students
Author: Sivrikaya, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Games,Video Games,Addictive Behavior,High School Students,Vocational Schools,Psychological Patterns,Foreign Countries

This study aims to examine the digital game addiction levels of adolescent mainstreaming students in terms of various variables. 157 adolescent mainstreaming students between the ages of 12-18 who attend secondary school, Anatolian High School, Vocational and Technical Anatolian High School, and Vocational Education Center in Düzce province participated in the research. Data were collected using the Demographic Data Form and the Digital Game Addiction Scale in the study, which is designed with the single survey model. As a result of the research, the digital game addiction levels of mainstreaming students among adolescents were found to be low in general. While there was no significant difference between digital game addiction levels of adolescent mainstreaming students according to grade level, type of disability, and degree of disability, there was a significant difference according to gender and type of school attended. Suggestions for further research and applications are included.
Examining Attitudes and Online Distractors in Turkish EMI Context during Emergency Remote Teaching
Author: Keskin, Firat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,School Closing,Online Courses,Barriers,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Gender Differences,Technological Literacy,Access to Computers,Language Skills,Educational Technology

This study aimed to examine the attitudes of students enrolled in an English preparatory program of a Turkish state university towards the use of emergency remote teaching as a mode of distance education in the 2019-2020 COVID-19 outbreak and to reveal online distractors students experienced throughout this process. A total of 270 EFL students participated in the study; 93 of these participants were female, and 177 were male. The study employed an explanatory sequential design, in which firstly quantitative data were collected using a scale ([alpha] = 0.871), and then qualitative data were gathered through open-ended questions followed by semi-structured ones. The quantitative data were analyzed through descriptive and inferential statistics using SPSS software while the qualitative data were analyzed through a thematic analysis conducted by the researcher and two other experts ([kappa] = 0.70). The results showed that the students held partially positive attitudes towards the use of emergency remote teaching as a mode of distance education. There were significant differences between the students' overall attitudes and their gender, digital literacy, technological accessibility, and perceived language success. The relationship between the online distractors students experienced during Emergency Remote Teaching and their attitudes was also discussed. The conclusions were made in the light of the findings, and implications and suggestions for further research were stated.
Enhancing Students&apos; Reading Comprehension through Venn Diagram Strategy and KWL (Know, Want, Learn) Strategy
Author: Katemba, Caroline V.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Teaching Methods,Visual Aids,Reading Instruction,Grade 10,Secondary School Students,Foreign Countries,English (Second Language),Second Language Learning,Gender Differences

The aim of this study is to compare how well students who learn the Venn diagram technique and those who learn Know, Want, Learn (KWL) chart method perform in terms of their reading comprehension. This study measured pre- and post-test performance using a quantitative research method and comparative design. 64 Grade X students from Lembang in Bandung Barat participated in the study. Two groups were created out of them. While the students in the other group obtained the Venn diagram, the students in the first group acquired the K.W.L chart. A descriptive test was utilized as the study instrument. The findings of this study demonstrate that there is no significant difference in reading comprehension improvement between students who learned the Venn diagram and those who learned K.W.L, and there is also no difference in reading comprehension development for the gender group.
Are TEFL vs. Non-TEFL Graduates Teachers&apos; Experience, Creativity, Mindfulness, and Instructional Competency Different?
Author: Tohidifar, Fatemeh
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Experience,Creativity,Metacognition,Teacher Competencies,Language Teachers,Teacher Qualifications,Foreign Countries,Predictor Variables,Teacher Background,Teacher Effectiveness,Higher Education

Recent advancement in educational systems have fostered the significance of language teachers' responsibilities to improve their qualities and competences since students' development is directly related to teachers' qualities and profession. The current study aims at finding the interrelationships between TEFL graduates vs. Non TEFL graduates EFL teachers' Teaching Experience, Sense of Creativity, Sense of Mindfulness, and their Instructional Competency. 318 EFL teachers were selected through convenience sampling from different institutes. Participants filled three questionnaires of Teaching Creativity Quotient, Five Facet Mindfulness Questionnaire, and Instructional Competency Questionnaire by using both paper-based and online methods. To analyze the data, two models for interrelationships among the variables of the study for the two groups of TEFL and Non- TEFL graduates were proposed and tested using path analysis. The findings showed that the proposed model in TEFL group perfectly fit with the data. In non-TEFL group the goodness of fit indices was not within the acceptable range. Moreover, there was a significant difference between the two groups (TEFL and Non-TEFL teachers) regarding instructional competency. This study can be beneficial for teachers, learners, and supervisors.
English Language Teacher Candidates&apos; Pedagogical Beliefs during COVID-19 Pandemic
Author: Çetin Köroglu, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Beliefs,COVID-19,Pandemics,Student Teachers,Student Teacher Attitudes,Foreign Countries,Teacher Effectiveness

The pandemic has been affecting every side of our lives in a negative way unfortunately. Teacher training has also been affected from the pandemic and student teachers have been taken their courses through digital environments. Unlike traditional courses they have to study the entire courses online. As it is known that teachers' beliefs have a profound impact on their classroom practices, decisions on their teaching strategies, their styles and even how they implement curriculum. For this reason, the current study aims to investigate whether COVID-19 pandemic has an effect on student teachers' beliefs positively or negatively. The research was carried out in 2020 spring term of academic year when the pandemic first started. The research was designed as a qualitative study and to collect data a case and an interview administered to participants. Totally, 74 student teachers participated in the study that participants were third and fourth graders of ELT department at a state university, Turkey. The results indicate that participants have negative perspectives towards taking all courses through digital environments and tools. However, their beliefs have not been affected negatively from COVID-19 pandemic.
Development of Prospective EFL Teachers&apos; Questioning Skills in Classroom Discourse: Interdisciplinary Approach
Author: Yeremenko, Tetiana
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Language Teachers,Questioning Techniques,Skill Development,Classroom Communication,Interdisciplinary Approach,Teaching Methods,Graduate Students,Foreign Countries

The research is devoted to the problem of mastering pre-service EFL teachers' specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers' questioning skills, encouraging them to work out their own teaching strategies in the future professional activity. The authors substantiate the possibility of improving MA students and pre-service EFL teachers', questioning skills via suggested teaching scheme actualising interdisciplinary connections between the practical course (&quot;English Communication in Academic Discourse&quot;) and theoretical-practical course (&quot;Theory and Practice of Speech Communication&quot;) and students' teaching practice that are majors of the Master's degree curriculum. The emphasis is laid on the content level -- EL classroom discourse acquisition. The experiment was conducted involving 90 MA students, pre-service EFL teachers, of South-Ukrainian National Pedagogical University named after K. D. Ushynsky to clarify the efficiency of the suggested teaching scheme. Data were obtained and analysed via pre-experimental assessment stage, experimental teaching (implementation of the suggested teaching scheme), post-experimental assessment stage employing quantitative and qualitative research methods. Data collection procedures included pedagogical observation, analysis of the students' results, self-assessment questionnaire, student's opinion questionnaire, statistical and mathematical processing of obtained data. The findings of the research indicate that the suggested teaching scheme using interdisciplinary approach helps students become more proactive in constructing their knowledge of questions linguodidactic potential, to transform the acquired knowledge to new ways of verbal behaviour, to model successful communication in the EL classroom through appropriate questions, and to modify their teaching styles. The authors come to the conclusion that it is mandatory to include special consecutive training covering initially purely practical courses with a gradual shift to theoretical-practical ones, and finally -- teaching practices as a closing step to improve students' proficiency in using questions effectively in the EL classroom school and university discourse.
Development and Evaluation of a Professional Development Program on Designing Participatory Action Research Projects for Basic Education Teachers
Author: Pineda, Hedeliza
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Design,Participatory Research,Action Research,Junior High School Teachers,High School Teachers,English (Second Language),Second Language Instruction,Mathematics Instruction,Science Instruction,Gamification,Vocabulary Development,Program Proposals,Teacher Attitudes,Attitude Change,Program Development,Program Implementation,Program Evaluation,Foreign Countries

Anchored on Evans' professional development (PD) model, this study aimed to develop, implement, and evaluate a professional development program on designing participatory action research (PAR) projects for basic education teachers. The teachers are from Junior and Senior High School teaching English, Mathematics, and Science. The PD program consisted of ten in-person training sessions and virtual consultations which happened in between training on AR problem conceptualization and methodology for a 14- week period. Using the mixed-methods sequential explanatory (QUAN [right arrow] qual) design, the study started with a professional needs assessment participated by 18 teachers from a secondary school as a basis for the planned PD program. The teachers underwent training sessions to develop a group or participatory AR proposal as evidence of their professional growth and program outcome. At the end of the program, the English, Mathematics, and Science teachers, respectively, developed and presented their AR proposals on the (a) design and evaluation of a gamified-based instruction towards improving vocabulary skill, (b) video-based instruction in teaching basic concepts of probability, and (c) investigating the effect of contextualized learning materials in developing students' conceptual understanding of atoms. The post-assessment results, supported by interviews, revealed that the teachers displayed behavioural, attitudinal, and intellectual developments in AR. Based on the Department of Education's criteria for evaluating PAR proposals, all three proposals were rated acceptable for implementation by a panel of evaluators. In conclusion, the PD design and evaluation framework were important factors that enabled the participating teachers to transform their AR competencies toward developing PAR proposals for improving teaching and research in their schools.
Distance Learning as the New Reality in Tertiary Education: A Case Study
Author: Huszti, Ilona
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,COVID-19,Pandemics,Electronic Learning,In Person Learning,Digital Literacy,Language Teachers,Literature,Synchronous Communication,Student Evaluation,Foreign Countries,Teacher Educators,Teacher Attitudes,Student Motivation

The year 2020 was a horrible shock for both educators and students worldwide because of the COVID-19 disease. The whole educational process had to undergo cardinal changes in that it was forced to transition from face-to-face to online mode. Distance learning (DL) became the new reality in no time. This unusual situation prompted us to conduct research on what challenges it meant for tutors to cope with the new requirements. The main goal of our case study was to get insights into the altered daily routines of tutors and understand how the system functioned. Another objective of our survey was to provide a brief synthesis of distance learning, based on the academic literature. We have applied the qualitative research design, using a semi-structured interview as a research instrument for collecting data from the respondents. The research sample consisted of thirty-four college tutors teaching language and literature (English, German, Ukrainian, and Hungarian). The participants were requested to reply to eleven questions either online or face-to-face. The results proved how unexpected and difficult it was to move from the classroom to distance education. They emphasized how crucial digital literacy is for both instructors and students. One of the essential implications is that teachers must develop their digital skills in every possible way. The next stage of our research will be to investigate what impact DL has on teachers' and students' physical and psychological well-being.
Teaching Writing with Wiki-Based Collaborative Writing Tasks in an EFL Context at Higher Education
Author: Gündüz, Zennure Elgün
Date: 2023-00-00
Type: Journal Articles
Subjects: Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies,College Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Foreign Countries,Writing Skills

This study explored university students' attitudes towards wiki-based collaborative writing tasks and their perceptions of the effects of these tasks on their writing development in an EFL (English as a Foreign Language) context in Turkey. A total of 40 university students participated in wiki-based collaborative writing tasks. Wiki-based collaborative writing tasks enabled students to collaborate with their peers wherever or whenever they wanted, negotiate with each other, give and receive feedback, and take responsibility during the process of writing. Qualitative and quantitative data were collected during this 5-week intervention. This included two questionnaires and semi-structured interviews. Descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that the students considered wiki-based writing activities motivating, innovative and effective in their writing development in English. The research findings are discussed in terms of their implications for foreign language writing.
Indonesian University EFL Learners&apos; Perspectives toward Self-Assessment in Writing Processes
Author: Wijaya, Kristian Florensio
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),English (Second Language),Writing Processes,Writing (Composition),Writing Skills,Student Attitudes,Second Language Learning,Foreign Countries,Graduate Students,Second Language Instruction

Concerning the sophisticated, contextual, and valid development of language learning assessment in EFL writing fields, it is highly recommended for EFL teachers to advance their learners' writing skills progression under the supervision of self-assessment. It has been a widespread belief by previous researchers that the continual utilization of self-assessment in writing learning processes can potentially breed more proficient and independent writers. Coupled with this premise, this present small-scale qualitative study was conducted to profoundly investigate Indonesian university EFL learners' specific perceptions toward self-assessment in writing learning dynamics with the help of qualitative content analysis. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were distributed to 15 English Education Master Students, Sanata Dharma University. The obtained research results unfolded that the ineluctability of self-assessment activities is pivotal in breeding more professional EFL writers capable of creating more qualified writing products. For the further advancement of this current investigation, future studies are strongly prompted to thoroughly involve ample research participants to be accompanied by more comprehensive research instruments.