ethanporcaro/eric-fulltext-meta huggingface dataset:
Views of Elementary Education Students at Tertiary Level about the Methods and Techniques Used in Atatürk&apos;s Principles and Revolution Course
Author: Sariçoban, Gülay
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teachers,Student Attitudes,Teaching Methods,Teacher Education Programs,Teacher Educators,Gender Differences,Age Differences,Undergraduate Students,Instructional Program Divisions

This study examines elementary education department students' view about the methods and techniques generally preferred by their instructors in teaching The History of Atatürk's Principles and Revolution I and II courses. For the purpose of the study, the questionnaire (r=0.90), investigating the methodological and technical skills of instructors, developed by Çelikkaya and Kus (2009) has been administered to 1st (n=105) and 4th (n=123) year elementary education students in the faculty of education at a public university. Descriptive statistics has been used to analyze the data about the views of the elementary education students who participated in the study about The History of Atatürk's Principles and Revolution I and II courses in terms of use of methods and techniques used by the instructors. Relying on the findings obtained at the end of the study, the participants reported generally negative views about their instructors' methods and techniques in The History of Atatürk's Principles and Revolution course, however, they draw attention to the points such as use of technological aids, students' presentations, feedback, opportunity projects, opportunity for students asking and answering questions both by the instructor and their peers, forming group works, and letting discussions in the classroom about the topics under discussions.
Reading under Investigation: Dispositions of University Students in an EFL Setting
Author: Dislen Daggöl, Gökçe
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Reading Strategies,College Preparation,Language of Instruction,Reading Habits,Problem Solving,Student Attitudes,Teaching Methods,Learning Processes,Foreign Countries

Metacognitive awareness in reading has been subject to much concern in various language levels and learning environments. This study aims to explore university students' metacognitive awareness of reading strategies in English as a foreign language from both qualitative and quantitative aspects. The study adopted a mixed method approach to explore the reading dispositions of 187 preparatory class students who were enrolled in Adana Science and Technology University. Students' metacognitive awareness for reading was investigated under Global Reading Strategies, Problem-Solving Strategies, Support Strategies, and General Reading Tendencies sub-categories. Data obtained from the study revealed students' various reading habits which provided insights from their perspectives and implications for the learning and teaching processes in the context of preparatory programs at university level.
The Effectiveness of Schoology to Teach Writing Viewed from Students&apos; Creativity
Author: Masyhudianti, Ummy Khoirunisya'
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Instructional Effectiveness,Writing Instruction,Secondary School Students,Grade 10,Student Characteristics,Foreign Countries,Writing Skills,Integrated Learning Systems,Visual Aids,Educational Media,Teaching Methods

This is a quasi-experimental research with a 2x2 factorial design that was conducted at even semester of tenth grade students of a Secondary School at Central Java, Indonesia in the academic year of 2017/2018. The sample of this research was two classes, namely, experimental class taught using Schoology (S1) and control class taught using Picture Series (P2). Each class consisted of 26 students, so the total sample is 52 students. The sample was obtained by using cluster random sampling technique. Each class was divided into two groups each of which consisted of 13 high creativity students (H) and 13 low creativity students (L). The data of this research were obtained from a writing test to find out students' writing scores. Then, the data were analyzed by using 2x2 Multifactor Analysis of Variance ANOVA and Tukey test. The results show that the mean scores of HS1 is 85, HP2 is 73.62, LS1 is 72.31, and LP2 is 72.69. As a result, the research findings reveal that: (1) Schoology is more effective than Picture Series to teach writing; (2) High creativity students have better writing skill than low creativity students; and (3) There is an interaction between teaching media and students' creativity in teaching writing.
Visible Language-Covert Policy: An Investigation of Language Policy Documents at EMI Universities in Turkey
Author: Karakas, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Policy Analysis,Educational Policy,English (Second Language),Second Language Learning,Official Languages,Native Language,Standard Spoken Usage,Language Variation,Language of Instruction,Academic Language,English for Academic Purposes,Foreign Countries,Language Attitudes,College Faculty,College Second Language Programs

As universities attempt to change their medium of instruction from the local languages to English and become more international by recruiting international students and teaching staff, their academic English language policies and practices appear to be more prominent. The use of English in higher education as the medium of instruction and the increasing cultural and linguistic mixture on campuses make English-medium instruction (EMI) universities a fruitful ground to explore issues of language policy and practice. This paper explores the academic English language policies and practices of three EMI universities in Turkey. Applying a combination of qualitative content analysis and negative analysis, I seek to find out institutions' overall orientation to English in their policy documents. The analysis shows that English is overtly pronounced as the official language of the institutions, yet the kind of English required remains considerably covert. However, the analysis of policy mechanisms further indicate that each university orients to a particular standard (native) English by implication as the appropriate kind of academic English. Additionally, such normative orientations seem to be guided by several dynamically intertwined ideologies. These results suggest that language-wise, universities' academic language policies are in need of immediate and drastic revision.
Parental Involvement in English Language Education: Understanding Parents&apos; Perceptions
Author: Kalayci, Gülce
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Second Language Learning,English (Second Language),Parent Attitudes,Elementary School Students,Demography,Parent Teacher Cooperation,Parents as Teachers,Parent Influence,Homework

Parental involvement is a significant factor influencing students' educational development. The present study explores Turkish parents' perceptions of involvement in their children's learning English in terms of their demographic characteristics. The participants of the present research include the parents of the students studying at the 1st to 4th grades of a private primary school in Ankara. This research was designed as a sequential explanatory study in which a 29-item survey was used along with a semi-structured interview. Findings suggest that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. Therefore, they have a good relation with the teachers and they get involved in their children's English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents' perceptions about parental involvement.
Inspiring a Self-Reliant Learning Culture While Brewing the Next Silicon Valley in North Wales
Author: Palego, Cristiano
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Engineering Education,Academic Achievement,Active Learning,Student Projects,Cooperative Learning,Skill Development,Group Dynamics,Undergraduate Students,Learning Modules,Instructional Effectiveness,Peer Evaluation

Practical strategies for improving individual engagement and performance within an engineering team project learning environment were applied and evaluated. While methodological refinements were required due to the structural challenges and novelty of the practice, positive outcomes such as a perceived increase in engagement and technical proficiency were recorded. Critical aspects in the current approach are the well-known issue of assessing individual contributions within group performance, and setting a proper regulatory environment to prevent peer-assessment bias or dysfunctions. A novel intra-group mark moderation approach is presented and discussed.
Pronunciation Problems of Turkish EFL Learners in Northern Cyprus
Author: Ercan, Hali
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Pronunciation,Language Proficiency,Phonemes,Vowels,Error Patterns,Turkish,Familiarity,Spelling,High School Students

This study investigated the pronunciation problems of Turkish EFL learners in state schools in Girne, TRNC. The researcher collected data through a pronunciation test and school visitations. The performance of thirty participants was video-recorded. In order to increase the validity of the results, two native raters listened to the recordings and rated the problematic sounds as correct or incorrect. Microsoft Excel was used to calculate the coded and analysed data, and SPSS (Version 20) was used to find the percentages and the frequencies of the data. The findings indicate that Turkish EFL learners have serious problems in pronouncing certain English consonants (i.e., /[voiceless dental fricative]/, /[voiced dental fricative]/, /w/, /v/, /[voiced velar nasal]/) and some English vowels and diphthongs (i.e., /[close front unrounded vowel]/, /[near-close back rounded vowel]/, /[open-mid back rounded vowel]/, /[schwa][near-close back rounded vowel]/, /[open back unrounded vowel][near-close back rounded vowel]/). Mother tongue interference seems to be the main cause of these errors since Turkish lacks most of these sounds. Moreover, a lack of sufficient exposure to target language and inadequacy in training can also be potential causes of these errors as most of the participants have never heard or practiced the correct pronunciation of these sounds. Similarly, English spelling may have played an important role in students' mispronunciation. The results of the study are thought to be useful for EFL and ESL teachers.
Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies
Author: Bruun, Jesper
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Formative Evaluation,Science Teachers,Mathematics Teachers,Foreign Countries,Teacher Collaboration,Educational Researchers,Educational Research,Partnerships in Education

In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers' formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.
Developing a Model for Teaching the Problematic Vocabulary Items by Computer
Author: Demirezen, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary,Instructional Design,Second Language Instruction,English (Second Language),Morphology (Languages),Pronunciation Instruction,Intonation,Teaching Models,Foreign Countries,Web Based Instruction

This study proposes a new design of computer-based vocabulary teaching learning and teaching activity so as to enhance opportunities for learners to expand their vocabulary knowledge. There are a lot of opportunities on the internet to compensate the hampering effect of learning vocabulary items and to improve their vocabulary by means of pronunciation, intonation, meaning of target language vocabulary items by using internet facilities with almost no expenses. In this research, a new vocabulary teaching model, called &quot;Morphological Pairing Model,&quot; is proposed using electronic dictionaries, audacity program, and text to speech labs. Some vocabulary items are really difficult to learn due to the shift of stress phonemes, internal vowel changes, intonation, and meaning variation. In this model, problem-causing words are diagnosed and then collected via diagnostic tests. Then, words are grouped in terms of morphological pairs regarding the psycholinguistic difficulties they inherit. Later, the pronunciation and transcription of them are put together in isolation for repetition by downloading them from electronic dictionaries. Finally, some sentences for each vocabulary item are written down, and while speaking robots from &quot;Text to Speech Labs&quot; read them out, they are downloaded by the &quot;Audacity&quot; program. After this, the foreign language teacher designs different types of exercises and practices them in native speaker-like pronunciation and intonation using a pre-prepared PowerPoint, which is handed over to the students at the end of the lesson after the classroom practices are over for further individual practice on their own.
Utilizing the EPOSTL for English Language Teacher Education Process: Needs and Gains
Author: Su Bergil, Ayfer
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Education Programs,Preservice Teacher Education,Foreign Countries,Teacher Competencies,Teaching Skills,Educational Resources,Lesson Plans,Teaching Methods,Independent Study,Evaluation

The review of literature clarifies that teacher education starting from the faculty as a preservice process needs refreshment in making revisions of its boundaries, competences and classifications as providing gains for the whole system. Thus, this study provides a sample for other subject fields of teacher education since it aims to show how a new generation tool named as European Portfolio for Student Teachers of Languages (EPOSTL) can be used to define the needs of prospective English as a foreign language (EFL) teachers and foster the teacher education system with its gains. The sample of the study consists of 4th grade prospective EFL teachers studying at Hacettepe University, Department of ELT (N=38). For data collection, the adapted 5 point Likert-type scale version of EPOSTL was applied to the participants. In the data analysis process in addition to the calculations of frequencies and percentages, some parametric statistics were used. The findings of the study reveal that EPOSTL can be a new tool for describing the competences of both prospective and in-service EFL teachers which could be inspiring for other teacher education programs as well.
The Effectiveness of Project-Based Learning on Science Education: A Meta-Analysis Search
Author: Balemen, Nuri
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Physics,Chemistry,Biology,Meta Analysis,Academic Achievement,Science Education,Elementary Secondary Education,Higher Education,Instructional Effectiveness

The present study aims to demonstrate, by means of a meta-analysis, the effectiveness of Project-Based Learning in the context of academic performance and various study characteristics. For this purpose, the relevant literature was reviewed to identify studies using Project-Based Learning in the fields of physics, chemistry, biology, and science. Following the literature review, the study characteristics and the criteria for their inclusion were determined. A total of 48 studies were included and, by means of the analyses conducted, the general effect size of Project-Based Learning in science education was found to be 1.063. This is quite a large effect size by Cohen's criteria and it shows that Project-Based Learning is 86% more effective in science education compared to traditional learning approaches. Project-Based Learning was found to have a great effect size in different subjects (physics, chemistry, biology, and science), at different levels (primary, secondary, and tertiary), and with samples of various sizes (small, medium, and large). Project-Based Learning can thus be deemed more effective compared to traditional learning approaches.
The Influence of EFL Teachers&apos; Self-Efficacy, Job Satisfaction and Reflective Thinking on Their Professional Development: A Structural Equation Modeling
Author: Safari, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Social Networks,Structural Equation Models,Questionnaires,Job Satisfaction,Self Efficacy,Reflection,Faculty Development,Electronic Mail,Comparative Analysis,Language Teachers,Prediction,Foreign Countries,Student Attitudes,Lateral Dominance

This research intended to examine the influence of English as a Foreign Language (EFL) teachers' self-efficacy, job satisfaction, and reflective thinking on their professional development. Two-hundred and twelve Iranian EFL teachers from different universities, language institutes, and schools participated in the research. They were requested to answer Teachers' Sense of Efficacy Scale, The Minnesota Satisfaction Questionnaire, Reflective Thinking Scale, and Professional Development Questionnaire as the main data collection instruments. The questionnaires were submitted in three different ways: email, social networks and in person. Structural Equation Modeling on SPSS AMOS version 24 was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices suggested by the software (Normal chi-square=3.6; RMSEA=0.03; RMR=0.02; GFI=0.93; AGFI=0.90; NFI=0.92; CFI=0.93; IFI=0.93). The findings showed significant internal correlations between all the latent variables along with their sub-scales. Furthermore, multiple regression analysis showed that self-efficacy and job satisfaction positively predicted professional development, with self-efficacy exerting more predictive power compared to job satisfaction. It was further found that not only did reflective thinking not predict professional development, but, conversely, it was partly predicted by professional development. Pedagogical implications of the study have been discussed.
Does Service Quality in Education and Training Process Matters? Study of Government&apos;s Human Resource Agencies in Indonesia
Author: Budiyanti, Hety
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,Educational Quality,Satisfaction,Program Effectiveness,Motivation,Trust (Psychology),Correlation,Responses,Human Resources,Reliability,Empathy

This study aims to investigate the application of service quality theory to explain and predict the satisfaction, trust, and motivation of participants at leadership education and training programs of echelon 3 and 4 held by Human Resource Development Board Province in Indonesia. This study uses purposive sampling and survey methods to generate sampling, which consists of 480 respondents from some of the main provinces in Indonesia. The data are analyzed using Variance Based Structural Equation Modeling - Partial Least Square due to the existence of formative indicators for service quality. The result shows that five dimensions of service quality have a positive and significant effect on participants' satisfaction, which, in turn, impacts their trust and motivation. Responsiveness is one of service quality dimensions with the greatest influence on participants' satisfaction. Data collected in this study are limited to the context of leadership education and training programs of echelon 3 and 4. Thus, further research may involve other education and training programs. The results of this study may serve as a guideline for other education and training providers in other provinces or places of Indonesia to increase their service quality, which will impact satisfaction, trust, and motivation of participants.
Education towards Entrepreneurial Careers in a Czech College: An Empirical Study
Author: Berková, Katerina
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Economics Education,College Students,Correlation,Student Attitudes,Foreign Countries,Business,Risk,Educational Development,Comparative Analysis,Majors (Students)

The article presents the results of research into entrepreneurship education in economic and noneconomic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysocina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students' attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.