ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Writing Course Design Based on 5E Learning Model on Writing Skill Instruction and Development
Author: Seçer, Sule Yüksel Ertugrul
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Design,Instructional Effectiveness,High School Seniors,Essays,Writing Achievement,Boarding Schools,Constructivism (Learning),Models,Foreign Countries,Writing Improvement,Cognitive Style,Measures (Individuals),Writing Skills,Skill Development,English (Second Language)

This study aims to investigate the effect of 5E Learning Model-based Essay Writing course design and implementation on the achievement level of 12th grade high school students in Essay Writing Course. The teaching and development of writing skills in foreign language education is very important, but it is a known fact that our foreign language education presents problems even in the level of middle and higher education in the foreign language education system. In this respect, the development of writing skills and the improvement of the lessons are very important. The study is a case study with mixed method in which both qualitative and quantitative data collection procedures and instruments such as achievement tests, peer feedback form, students' progress check form, and teacher performance observation form are employed together. In the present study, qualitative data, collected by means of peer evaluation, student progress check and teacher performance observation, is subjected to descriptive analysis whereas quantitative data, collected by means of Essay Writing achievement tests which are applied to twenty-two 12th grade students before and after the instruction and implementation of 5E Learning Model-based Essay Writing Course as pre- and post-test, is analyzed by paired sample t-test. According to the results of the analysis, it can be said that the implementation of 5E Learning Model-based Essay Writing course has a positive effect on the achievement level of students in Essay Writing Course.
Examination of Health Science University Students&apos; Level of Readiness for E-Learning
Author: Ibili, Emin
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Education,College Students,Learning Readiness,Electronic Learning,Gender Differences,Individual Differences,Academic Achievement,Handheld Devices,Predictor Variables,Foreign Countries,Internet,Computer Use,Computer Mediated Communication,Self Control,Student Motivation

In this study, the e-readiness levels of university students studying in the field of health sciences were examined in terms of different variables. In this context, whether the level of e-readiness differs according to gender, department, class level, type of education, device ownership, working status and economic level has been examined. In addition, the relationship between e-readiness level and academic success was investigated. The research sample consists of 923 health science students studying in different departments. The results of the research show that gender, learning type, device type and income level are important factors on the e-readiness level. In addition, the e-readiness levels of the nursing department students, normal (daytime) teaching, 1st year students were found to be low in the study. As the difficulty level of the courses increased, the level of e-readiness was found to be an important factor on academic achievement. The results obtained from this research provide important clues for academicians as well as institutions and organizations providing services in the field of health sciences who want to switch to distance education. In addition, some suggestions were made in the light of this research results.
Towards Intercultural Competence: Models and Frameworks for Developing ESOL Learners&apos; Intercultural Competence in Ireland
Author: Nagy, György
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Teaching Methods,Immigrants,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Social Integration,Instructional Materials,Cognitive Ability,Models,Guidelines

Without the study of culture, second language acquisition is not complete (Kramsch, 1993). Teaching about culture raises the learners' awareness of the target culture and compares it with the home culture, providing an intercultural competence (Ibid). Due to the growing number of immigrants in Ireland (CSO Ireland, 2017), there is also an increasing number of immigrant learners in the English for Speakers of Other Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish society depends on the successful development of their intercultural competence. This paper aims to provide insight into the models and frameworks for developing intercultural competence through the use of English language teaching materials in an Irish context. The paper involves presenting four models-based frameworks. The frameworks consider increasing content knowledge, sharpening mental skills, fostering attitudinal skills and increasing awareness which constitute the four fundamental components of intercultural competence. The paper endeavours to contribute to the vibrant global conversation among professionals about how to develop intercultural competence. Most significantly, however, it attempts to support teachers in incorporating cultural elements into their teaching materials effectively and appropriately.
For What Purpose Do the Student Teachers Use DGS? A Qualitative Study on the Case of Continuity
Author: Bülbül, Buket Özüm
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teachers,Geometry,Problem Solving,Mathematics Education,Misconceptions,Mathematical Concepts,Calculus,Instructional Effectiveness,Courseware,Middle School Mathematics,Public Colleges,Foreign Countries,Visualization,Computation,Graphs,Technology Integration

Although numerous studies have investigated how technology affects academic achievement, very few have focused on the purpose of the use of technology in mathematics education. This current study examines how student teachers (STs) benefit from GeoGebra as one of the Dynamic Geometry Software (DGS) while solving continuity problems. In order to have deeper insights and a better understanding of the intended purposes, a case study research design was adopted for this study. Participants in the study were seven mathematics STs. Six open-ended problems were used to collect data. Three themes were found to be relevant for understanding how STs use DGS in a problem solving process: visualize, verify, and calculate. The paper also shows the potential misconceptions of the STs.
Identifying University Students&apos; Perceptions of &apos;English&apos; through Metaphors
Author: Erdem, Cahit
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Attitudes,Figurative Language,College Freshmen,Public Colleges,Student Characteristics,Majors (Students),Required Courses,High Schools,Institutional Characteristics,Negative Attitudes,Positive Attitudes,Difficulty Level,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

This study aims to identify university students' perceptions of English through the use of metaphors. This is a qualitative study with phenomenological design. The data were collected from 342 first grade university students at a state university through a semi-structured form, in which the participants were asked to complete the sentence &quot;English is like… because…&quot;. The data were analyzed through content analysis method. Besides identifying positive, negative and neutral metaphors, the data were also analyzed in terms of participants' gender, faculty and high school type as well as forming categories of metaphors based on their rationales. Some of the main results of the study include; more than half of the students created negative metaphors, male and female participants' percentages of positive and negative metaphors are close to each other, the faculties with the higher frequency of positive metaphors are faculties of technology, fine arts and law while the faculties with the higher frequency of negative metaphors are faculties of medicine, engineering and veterinary medicine. 15 different categories of metaphors are formed. The results of the study are expected to guide practitioners by informing them on students' perceptions of English and help them adjust teaching-learning practices.
Investigation of the Students&apos; Opinions on Vocational Guidance Services Conducted at High Schools
Author: Ayçiçek, Burak
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Career Guidance,Foreign Countries,Public Schools,Private Schools,Vocational High Schools,Gender Differences,Expectation,Institutional Characteristics,Problems,Career Choice

The aim of this study is to analyze different views of students studying at Anatolian high school, industrial vocational high school and private high school about vocational guidance services. The sample of the study consisted of 180 high school students from three different school types. Of them, 103 were male and 77 were female. In the study, survey method was employed and the data were collected through vocational guidance service evaluation questionnaire developed by the researcher. The findings showed that some students found the vocational guidance services that provided at school insufficient. In addition, students' opinions on vocational guidance services were found to differ significantly in terms of gender and school type variables. The students stated their opinions on the importance of vocational guidance services and their main problems, expectations and suggestions related to the vocational guidance services.
Teaching English for Medical Translation: A Corpus-Based Approach
Author: del Mar Sánchez Ramos, María
Date: 2020-07-00
Type: Journal Articles
Subjects: English for Special Purposes,Computational Linguistics,Phrase Structure,Translation,Medicine,Graduate Students,Second Language Learning,Second Language Instruction,Foreign Countries,Computer Software,Student Attitudes,Management Systems,Visualization,Teaching Methods,Professional Education,Task Analysis,Vocabulary

Developing the appropriate linguistic and documentation skills in specialised domains is one of the greatest challenges in English for Specific Purposes (ESP) courses. Among other tools, corpora are intended as efficient resources students can use to improve and develop their thematic, terminological, and phraseological knowledge (Sánchez Ramos, 2020). Based on a non-experimental mixed-methods study, this paper reports the feasibility of a corpus-based approach to teaching medical translation at a postgraduate level. It analyses how a group of 40 postgraduate students at the University of Alcalá (Madrid, Spain) perceive the compilation of their own corpus and the usefulness of corpus management tools (CMTs) in solving thematic, terminological, and phraseological issues. The software LancsBox (Lancaster University) was used, which is a recently created CMT that incorporates automatic tagging, cutting-edge statistics information, and innovative visualization options. The quantitative and qualitative analyses of this data suggest that the ESP students were highly satisfied with the corpus-based approach. Our findings also reveal that postgraduate students incorporated CMTs during the whole course as documentation resources for their translation tasks, and they are willing to use them in their near future professional career. These results show the potential usefulness of CMTs and offer a way of integrating them into the ESP curriculum.
Turkish Pre-Service EFL Teachers&apos; Perceptions of Creativity
Author: Kurt, Gökçe
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Language Teachers,Creativity,Family Environment,Cultural Background,Educational Background,Task Analysis,Teaching Methods,Teacher Education Programs,Self Efficacy,Foreign Countries

Creativity is considered one of the key 21st century skills and has received an increasing amount of attention in the field of education. How teachers perceive creativity has a significant impact on their pedagogical practices to stimulate student creativity in the classroom. The present exploratory study, based on a qualitative approach, aimed to investigate pre-service English teachers' perceptions of creativity. Analysis of data coming from a semi-structured focus-group interview with eight pre-service teachers revealed their perception of creativity as being different and unique, having extraordinary ideas and being able to produce original outcomes. The participants posited that creativity was innate to some extent and environmental factors such as family environment, cultural background and school education contributed to its development later in life. They suggested using open-ended, communicative, and collaborative tasks in English classrooms to foster student creativity. As prospective teachers, they perceived themselves creative to some extent, but felt unprepared to teach creativity. Finally, they all agreed on the facilitative role of teacher education in helping PTs teach creatively and develop an understanding of teaching creativity.
Alternative Vocabulary Assessment: Using Concordance Line Activities for Testing Lexical Knowledge
Author: Kazaz, Ilknur
Date: 2020-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Vocabulary Skills,Comparative Analysis,State Universities,College Students,Computer Software,Computational Linguistics,Teaching Methods,Writing Evaluation,Foreign Countries,Data Analysis,Instructional Effectiveness,Second Language Learning,Second Language Instruction,College Preparation,English (Second Language),Language Tests,Pretests Posttests,Grade Point Average,Writing Assignments,Student Attitudes

The last decade has witnessed a strong impact of emerging technologies on language pedagogy due to the developments in the computer technologies. The use of authentic linguistic examples through corpora and concordance based activities is defined as data-driven learning and it exposes the students to examples of more realistic language than invented or artificial examples. Therefore, this experimental study aimed to investigate the effectiveness of the use of a concordance software and concordance lines as a pedagogical tool in vocabulary assessment at a state university in Turkey in 2015 academic year. The materials used in the study were specialized corpora, a concordance software and treatment handouts. The corpora were analyzed by means of AntConc 3.2.4w. An independent samples T-test, was conducted over the students' GPAs, MANOVA and Standard Multiple Regression Analysis were conducted to see whether experimental and control groups were equivalent in terms of the knowledge of target vocabulary items. Thirdly, Independent Samples T-test for the three semi-controlled paragraph writing assessment and lastly descriptive statistics of the student questionnaire were administered. By the use of computer-generated concordances in the classroom, students explored regularities of patterning in L2. Corpus-based DDL is a great alternative since it emphasizes the exploration and discovery of learning process. By integrating technology into curricular programs, the lust of digital natives for hands-on learning is satisfied as well.
Acceptance and Belonging in New Zealand: Understanding Inclusion for Children with Special Education Needs
Author: Alesech, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Inclusion,Students with Disabilities,Positive Attitudes,Individualized Instruction,Teacher Characteristics,Teacher Effectiveness,Educational Environment,Teacher Attitudes,Educational Legislation,Student Rights

Significant movement in educational practice within New Zealand schools, particularly evident in special education, has seen schools actively encouraged to mainstream students. Central to the success of this transition, is the facilitation of a child's acceptance and belonging within the school setting. Yet, there is a dearth of literature in New Zealand and internationally that directly addresses this topic. This study sought to answer the question: &quot;How do New Zealand school settings help or hinder a sense of acceptance and belonging in children identified as having special education needs?&quot; A total of six case studies were gathered from around the Auckland region to represent a typical sample of New Zealand students, classrooms and schools. A thematic analysis of interview data collected from the child, parent/guardian, teacher, and other professionals working within the child's school, classroom observations and document review, resulted in the emergence of a model: 5 Pillars of Acceptance and Belonging in School. The 5 pillars are: attitude, an individualised approach, teacher characteristics, effective teaching and learning techniques and law. Together these pillars form the foundation for enhancing acceptance and belonging, and ultimately inclusion, for children with special needs in the New Zealand education environment.
A Model of Career Adaptability for Teachers: Emotional Intelligence, Goal Setting, and Striving for Goals
Author: Eryilmaz, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Goal Orientation,Structural Equation Models,Correlation,Teacher Characteristics,Teaching (Occupation),Adjustment (to Environment),Emotional Adjustment,Case Studies,Prediction,Teacher Attitudes,Measures (Individuals)

This study examined the structural relationship between teachers' career adaptability, emotional intelligence, striving for goals, and setting life goals. We hypothesized that emotional intelligence would predict career adaptability, and that this relationship would be mediated by striving for goals and setting life goals. A cross-sectional survey was conducted among 263 teachers, whose ages ranged from 21 to 69, with SEM and bootstrapping procedures employed. The results indicated that teachers' striving for goals and setting life goals directly predicted their career adaptability and fully mediated the effect of emotional intelligence on career adaptability. We address the possible explanations and study limitations.
Mending the Net: The Learning Zone
Author: McMaster, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,At Risk Students,Access to Education,Educational Principles,Holistic Approach,Student Centered Learning,Inclusion,Foreign Countries,Student Certification

Mending the Net: The Learning Zone considers how the principles of Whole Schooling can be incorporated into the high school setting to reach students at risk of disassociating from their learning. Whereas schools strive to create a safety net to catch students in need, there are often holes in that net some students fall through. This project was based on the desire to catch those students and to 'mend the net'. Designed to create a learning space for all, students were given the place, opportunity, skills, and community to 'learn how to learn' what they wanted to learn. This practice paper which recounts the experience of the Learning Zone (LZ), is told through brief descriptions of the students who used it and describes how they benefited from having access to this space.
Characteristics of Teachers&apos; Recommended Social Support Strategies for Primary Students with ASD
Author: Gledhill, Jamie
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Students with Disabilities,Autism,Pervasive Developmental Disorders,Social Support Groups,Teacher Attitudes,Classroom Techniques,Best Practices,Inclusion,Foreign Countries,Attitudes toward Disabilities,Play,Social Development,Nonverbal Communication,Emotional Intelligence,Technology Integration,Interpersonal Competence

This study explored teachers' perspectives of the use of social support for students with ASD through a qualitative case study. The four main themes to emerge from the interview data reflecting the teachers' recommended strategies for social support included (a) Teachers' views of students with ASD and social support, (b) Recommendations for best practice at the whole-school level, (c) Promoting acceptance, and (d) Practical classroom strategies. The final theme contained five subthemes or a range of practical classroom social support strategies teachers may use, including Routine, Developmental Play and Group Work, Explicitly Teaching Awareness of Emotions and Body Language, ICT, and Integration. Despite being limited to the views of two busy teachers, this study highlights the significant and vital need for the use of social support for students with ASD. This study directs teachers, schools, universities and pre-service teachers towards the use of positive pedagogies and approaches to inclusive education. It is recommended that all primary teachers consider the best practice of social support within their own classroom, and further research be carried out to investigate best practice in fostering and supporting the social growth and needs of students with ASD.
How Ready Are Families to the Education System Waiting for Us in the Future?
Author: Kamisli, Halil
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Literacy,Distance Education,Early Childhood Education,Readiness,Educational Change,Primary Education,COVID-19,Pandemics

The importance of the family factor in the process of providing the child with literacy skills has been demonstrated by many studies. From this point of view, family literacy level emerges as an important factor in developing the literacy skills desired to be given to the child. This importance has increased even more due to the Corona (COVIT-19) virus pandemic, which is experienced all over the world. Because of the fact that educational institutions, including primary education level, have switched to distance education, the time period spent by students with families has increased. According to education experts education system will not be the same after the pandemic. If distance education is made permanent, how ready are families? It is important to take steps towards determining this situation and eliminating possible deficiencies. In addition to the duties of educators and those responsible for education to solve the current problems, there are also preparatory tasks for the expected educational models in the future. If these tendencies are not done correctly and preventions are not taken, great problems may arise in terms of education. In this study, the aim is to determine the family literacy levels of the students' parents who are enrolled in the primary school 1st grade level and to determine how ready they are for this process. This study was designed as a survey model that aims to evaluate family literacy skills in terms of various variables. The study group of the research consists of 460 parents who have children enrolled in the primary education institutions of the first year in the 2019-2020 academic years. Family Literacy Scale was used as data collection tool. In data analysis process, the t-test and ANOVA tests were used. In line with the research, the family literacy levels of the participants were found to be medium.