ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Financial Literacy of Grade 8 and/or 9 Economic and Management Sciences Teachers in the Western Cape
Author: Rossouw, Mareli
Date: 2020-05-00
Type: Journal Articles
Subjects: Money Management,Grade 8,Foreign Countries,Intervention,Teacher Workshops,Accounting,Faculty Development,Grade 9,Pretests Posttests,Teacher Attitudes,Correlation,Pedagogical Content Knowledge,Costs,Teaching Methods,Teaching Experience,Teacher Role,Outcomes of Education,Secondary School Teachers

The poor performance of learners in the 2017 National Senior Certificate accounting paper has raised concern. One way to improve the results in accounting over time is to ensure that the first introduction of accounting as financial literacy in the senior phase is done properly. The training of Grade 8 and/or 9 financial literacy teachers was therefore the main focus of this study. We investigated whether an intervention (a 2-day workshop aimed to improve teachers' understanding of financial literacy) could be an effective tool to improve the financial literacy of Grade 8 and/or 9 economic and management sciences teachers in the Western Cape. One hundred and two participants volunteered to write a pre-test (Test A or B) before the commencement of the workshop and 93 participants volunteered to write a post-test (a different but corresponding test to the pre-test) after the completion of the workshop. Only Grade 8 and/or 9 financial literacy teachers who attended the workshop and who completed the consent form were eligible to be part of the study. Mixed model analysis of variance (ANOVA) tests were performed on quantitative data. A generalised estimating equation model (GEE) was used for the interpretation of individual content questions and the Spearman test was performed on Likert-scale answers to evaluate correlations. The results reveal that the participants performed significantly better in the post-test. The results also show that participants were capable of defining basic accounting concepts but struggled to determine cost of sales. Future workshops based on financial literacy teachers' abilities are encouraged. Teachers with more experience could benefit from learning new teaching methodologies, while teachers with less experience will definitely benefit from a workshop where content is taught in detail.
Case Study of Isixhosa-Speaking Foundation Phase Learners Who Experience Barriers to Learning in an English-Medium Disadvantaged Western Cape School
Author: Salie, Maimona
Date: 2020-05-00
Type: Journal Articles
Subjects: Disadvantaged Schools,Language of Instruction,Language Usage,English (Second Language),Second Language Learning,Case Studies,Elementary School Students,Elementary School Teachers,African Languages,Native Language,Barriers,Teaching Methods,Learning Processes,Parent Participation,Foreign Countries

In the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosa-speaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7-9 years), 8 female Foundation Phase teachers (aged 29-56 years) and 12 parents/caregivers (aged 29-57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support.
Genre-Based Approach to Writing Instruction for Students at an English Language and Literature Department
Author: Almacioglu, Gamze
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Literary Genres,Teaching Methods,Writing Skills,Literature,Metacognition,Academic Language,Journal Writing,Portfolios (Background Materials),Teacher Attitudes,Student Attitudes,College Freshmen,Foreign Countries,Comparative Analysis,Writing Evaluation

The aim of the genre-based pedagogy is to focus on students' academic needs and enable them to read and write successfully (Martin, 1993, 2009). Therefore, it is imperative for teachers to understand the range of written genres and other writing skills that students need to use in their academic studies. This study has aimed to design an alternative and effective way of teaching writing to English Language and Literature students within the genre-based pedagogy considering their academic needs. The present study attempts to investigate the process of building metacognitive genre-awareness and show how it influences English Language and Literature students' ability to interpret and compose academic texts. The present study is designed as a case study, and mixed methods of data collection and analysis have been adopted. Several sources of data coming from both the teacher herself and the students such as classroom observation and teacher's journal, students' written texts (portfolios), students' diaries and interview with students have been used to have a deeper understanding of the process of genre-based writing instruction. The results of the study indicate that most of the students acquired, at least, metacognitive awareness of the declarative type, they seem to move their writing ability up and there is a general improvement in their writing performance.
Iranian EFL Learners&apos; Perception of the Importance and Frequency of Teachers&apos; Motivational Strategies
Author: Safdari, Saeed
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Second Language Instruction,English Teachers,Teaching Methods,Motivation Techniques,Student Attitudes,Teacher Behavior,Positive Reinforcement,Classroom Environment,Self Esteem

The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers' motivational strategies. Preceded by a few similar studies, this research study was conducted in the cultural milieu of Iran where learners have different characteristics compared to their counterparts in other areas of the world. A total of 168 students took part in the study and completed a Likert scale questionnaire on both importance and frequency of the motivational strategies in their language classrooms. The descriptive and correlational analyses revealed that there is relative congruence between what the students regarded to be important and what their teachers performed in the classrooms. Besides, the students' choice of the strategies shows that they consider the teacher as the major model and source of confidence. The results are discussed with particular attention to the cultural context of Iran.
Prospective ESL/EFL Teachers&apos; Perceptions towards Writing Poetry in a Second Language: Difficulty, Value, Emotion, and Attitude
Author: Liao, Fang-Yu
Date: 2018-00-00
Type: Journal Articles
Subjects: Poetry,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Graduate Students,Teacher Education Programs,Language Teachers,Writing (Composition),Student Attitudes,Preservice Teachers,Difficulty Level,Correlation,Teaching Methods,Guidelines,Multilingualism,Content Analysis,Writing Instruction,Foreign Students

The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida's (2012a) analytical framework in examining EFL students' perceptions toward writing haiku in English, this current study investigates 18 prospective ESL/EFL teachers' perspectives through the lens of difficulty, value, emotion, and attitude. In order to validate the coding of the interviews, the intraclass correlation coefficient (ICC) test was computed among three interview coders including the primary researcher, which yields a great agreement rate at .86. The results indicate that while these prospective ESL/EFL teachers understand writing poetry in a second language involves various difficulties, they acknowledge the values of utilizing poetry writing in second language classrooms. The results also show that writing poetry in a second language contains both positive and negative emotions, but positive ones are more frequently addressed. Most importantly, the data suggests that writing poetry in a second language is considered as an applicable practice in ESL/EFL language classrooms.
Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context
Author: Saglam, Asli Lidice Gokturk
Date: 2018-00-00
Type: Journal Articles
Subjects: Testing Problems,Second Language Learning,Second Language Instruction,English (Second Language),College Preparation,Language Usage,Higher Education,Teacher Attitudes,Language Teachers,Foreign Countries,High Stakes Tests,Classroom Observation Techniques,Teaching Methods,Test Content,Teacher Role,Language Proficiency,Language of Instruction,Undergraduate Students,Classroom Communication,Teacher Student Relationship,English for Academic Purposes,Language Tests

This article reports a mixed-method study that examined the washback effect from a locally-produced, theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context. The aim was to explore the extent to which washback on teaching was induced by an integrated theme-based English proficiency test designed to reflect authentic language use in the tertiary education context in Turkey. The data collection involved classroom observations and focus group interviews with 14 instructors from the Preparatory English Language Program (PEP). Classroom observations were conducted using the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Spada &amp; Frohlich, 1995), and data was qualitatively and quantitatively analyzed. Inductive analysis of the transcribed interview data was also used. The findings indicated that both positive and negative test effects were exerted on teaching. In addition to positive washback on materials, this study also found negative washback in the form of narrowing of the curriculum. Findings also implied that although the test had varying amounts and types of washback depending on the particular teacher involved, both content and methodology in teaching are affected. The article concludes by interpreting these results in the light of recent studies on learner washback, discussing implications for teachers, and providing suggestions for further research.
Motivational Orientations of Secondary School EFL Learners toward Language Learning
Author: Yetkin, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Learning Experience,Secondary School Students,Self Concept,Prediction,Foreign Countries,Learning Processes,Student Attitudes

This study aimed to examine to what extent Turkish EFL learners' L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5th, 6th, 7th and 8th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants' level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students' intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.
Motivational Factors in Multilingual Students&apos; Learning Additional Languages: The Case of English and Turkish
Author: Dincer, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Multilingualism,Correlation,Anxiety,Turkish,English (Second Language),Second Language Learning,Communication (Thought Transfer),Learning Motivation,Student Attitudes,Language Attitudes,Learning Processes,College Students,Foreign Students,Second Language Instruction,Foreign Countries,Comparative Analysis

The current study examined the relationships among motivational factors (i.e., motivation types and motivational strength, and language anxiety) in the simultaneous learning process of additional languages. A mixed-methods design was conducted with 86 multilingual learners learning both English and Turkish. The data were collected using a survey and follow-up open-ended questions about the motivational factors. There were three major findings of the study. First, the motivational factors in one language were positively correlated with the same factors in another. Second, although the learners' motivation (i.e., intrinsic, extrinsic and integrative) and motivational strength to continue their education showed no differences in both languages, their L2 anxiety towards learning additional languages was statistically different, in that learners were less anxious when learning English language than learning Turkish language. Third, multilingual learners' interest in learning other languages and willingness to integrate in the target language culture, the status quo of the target language in the global world and the level of unfamiliarity of the target language seem to play a role in the learners' beliefs of motivation, feeling in learning additional languages and intention to study languages. Overall, the study highlighted the role of multilingualism in learning English and Turkish. It also shed light on understanding L2 affective factors learning distinct L2s.
New Beginnings: Trials and Triumphs of Newly Hired Teachers
Author: Dimitroff, Andrea
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Selection,Beginning Teachers,Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,Masters Programs,Barriers,Professional Identity,Undergraduate Students,Teacher Education Programs,Work Environment,Cultural Background,Adjustment (to Environment),Social Support Groups,English (Second Language),Teacher Characteristics

Mitigation of challenges in a new workplace is one of the struggles encountered by newly hired teachers. This article presents the findings of a survey of various teachers in new work contexts. Most participants were surveyed after the completion of their TESOL MA or related master's programs, as well as undergraduate degrees and acquisition of teaching certificates. This qualitative data was gathered through the use of an online survey that included questions about participants' self-identified cultural backgrounds, teacher and/or educational training, work experiences, support networks, and adaptations in the workplace. As the data was analyzed, ideas of teacher identity and challenge mitigation were also explored. Findings include challenges faced by teachers, modes of adaptation, and practical tips for effectively adapting to the new work environment. The practical implications of this research include how teachers should strive to learn and adapt in each new context by relying on their teacher training and seeking assistance from sources of support in the new context.
Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey
Author: Aksoy, Erdem
Date: 2018-00-00
Type: Journal Articles
Subjects: Intensive Language Courses,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Communicative Competence (Languages),Foreign Countries,Educational Change,Secondary School Teachers,Language Teachers,Teacher Attitudes,Faculty Development,Authentic Learning,Instructional Materials,Educational Policy,Language Proficiency,Barriers,Educational Benefits,Case Studies

In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers' opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.
Examining Turkish University Students&apos; Sense of Achievement, Motivation, and Anxiety: A Comparison of the English- and French-Medium Education Systems
Author: Uçar, Hülya Fidan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Anxiety,Language of Instruction,English (Second Language),French,Second Language Instruction,Context Effect,Private Colleges,Public Colleges,Learning Motivation,Student Attitudes,Undergraduate Students,Language Proficiency

Foreign language-medium instruction at tertiary level is receiving great attention in our decade. Thus, this study examines the significance of the following psychological factors for Turkish students enrolled in tertiary education: (i) sense of achievement, (ii) motivation, and (iii) anxiety. In particular, it focuses on the perceptions of Turkish students receiving tertiary education by an English-medium instruction (EMI) or a French-medium instruction (FMI). The study also focuses on the impact of context on students' perceptions. To collect data, students enrolled in an EMI (N = 144) and FMI (N = 214) were administered a five-point Likert scale survey. Seventeen students were also interviewed for this study, and they represented one Turkish public university and two private universities. The study revealed that the students in both contexts had a higher sense of achievement, motivation, and low level of anxiety whilst receiving foreign language as the medium of instruction. Regarding the contextual difference, however, although the EMI and FMI students both perceived themselves successful, the former was found to be more motivated, whereas the latter was found to be more anxious. This paper discusses the implications of these findings as well as giving suggestions for further research.
Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components
Author: Erarslan, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Curriculum Development,Elementary Education,Communication Skills,Language Skills,Program Effectiveness,Teacher Education Programs,Preservice Teacher Education,Course Content,Evaluation Methods,Educational Change

Today, the ability to communicate in English is a need brought about by the globalization process encompassing developments in many fields such as science and technology. To address this need, English language teaching programs in Turkey (henceforth ELTP) underwent substantial changes within the larger curriculum reform movements taking place in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education system. In these ELTPs, major differences were based on primary school English language teaching and learning. However, there is a growing claim that these ELTPs did not achieve the intensions in equipping primary school students with the necessary communicative skills in English. Thus, this integrative literature review study aims to explore the results of the evaluation studies so as to understand the strengths and weaknesses of each ELTP regarding such program components as aims and outcomes, content, materials, and testing and assessment. In line with this, studies conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly, and their findings were identified for the analysis. The analysis of the studies showed that problems with the ELTPs under evaluation included not carefully written aims and outcomes failing to include all domains. It also reveals problems with the selection and design of the content and materials which failed to be adequate and effective. Lastly, reliance on paper-based assessment even failing to include productive skills is seen to be another problem. All these issues seem to be persistent over all the ELTPs, thus they call for careful consideration and action for the improvement of further program changes.
The Present State of the Aspect Hypothesis: A Critical Perspective
Author: Thane, Patrick D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Verbs,Linguistic Theory,Grammar,Second Language Learning,Morphemes,Native Language,Transfer of Training,Syntax,Teaching Methods,Instructional Materials,Morphology (Languages),Accuracy,Language Proficiency

Early research on the Aspect Hypothesis yielded a rigid developmental sequence for the acquisition of grammatical aspect, in which developing L2 learners applied morphemes to mark aspect in accordance with the inherent lexical aspect of verbal prototypes. While studies from a variety of L2 backgrounds have amassed evidence for this hypothesis, some recent research has questioned its generalizability (i.e. Comajoan, 2005; Izquierdo &amp; Collins, 2008; Liskin-Gasparro, 2000; López-Ortega, McManus, 2013; Salaberry, 2011). The present analysis of literature reviews the key tenets of the Aspect Hypothesis in order to examine how subsequent studies have demonstrated that L1 influence, syntactic similarities between L1 and L2, the role of inherent lexical aspect, and the use of pedagogical materials in classroom-based instruction may have implications for its accuracy in predicting learners' use of temporal morphology. Such implications may affect the degree of accuracy with which this model predicts the acquisition of aspectual morphology in L2 learners, principally at early and advanced stages of proficiency. Lastly, this critical analysis identifies potential directions for future research that would strengthen or modify the recent claims that question the predictive accuracy of the Aspect Hypothesis.