ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Optimism and Happiness of Physical Education Teachers&apos; Candidates: The Mediator Role of Life Satisfaction
Author: Bayköse, Nazmi
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Physical Education Teachers,Preservice Teachers,Life Satisfaction,Foreign Countries

The aim of this study is to examine the mediating role of life satisfaction in the relationship between optimism and happiness levels of physical education teacher candidates. The research group consists of 278 physical education teacher candidates who were trained in the formation education program opened at Akdeniz University in the 2018-2019 academic year. Optimism Scale, Happiness Scale and Life Satisfaction Scale were used to collect research data. In the process of analyzing the data, Pearson correlation analysis was used first to determine the relationships of variables with each other, and PROCESS macro regression analysis was used to determine the mediating effect of life satisfaction between optimism and happiness. As a result, it can be said that life satisfaction has a mediating role in the relationship between optimism and happiness levels of physical education teacher candidates. In line with this information, considering that life satisfaction is an important psychological factor in physical education teacher candidates, it is extremely important to keep the life satisfaction levels of physical education teacher candidates, who have a primary effect on the healthy upbringing of future generations. In this context, it is recommended that relevant rule makers or managers who want to increase the quality and quality of education take this information into consideration.
Use of Digital Assessments How to Utilize Digital Bloom to Accommodate Online Learning and Assessments?
Author: Husain, Farhat N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Taxonomy,Assessment Literacy,Student Evaluation,Test Reliability,Test Construction

As there has always been a concern regarding creation of reliable online assessments by educators, this academic article provides an idea for creating of online assignments for the inexperienced assessment literate teachers. This proposed model will show how to utilize Bloom's model to create digital online assignments using ICT tools. The inspiration of this proposed model is taken from a combination of Benjamin Bloom's Taxonomy and Andrew Churches Digital Bloom's Taxonomy, as both focuses on the teaching and learning environment. Due to the pandemic 2020 approximate estimation of 87% of world's student's population (McGee, 2013; UNESCO, 2020) faced the issue of school closure, which gave a rise to online teaching, learning. Therefore, this paper examines the need of creation of reliable assessments which caters to the different students' abilities. By this proposed model and with the Integration of Information and Communication Technology with Benjamin Bloom's Cognitive Domain, this article will add a new dimension towards the online assessment. The main objective of this article is to utilize the common language and the terminology from the Blooms taxonomy for assessing the students depending on their needs and abilities to achieve the targeted learning outcomes. [Note: The citation year (2020) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
A Qualitative Analysis of Language Textbooks from Students&apos; Perspectives
Author: Guldenoglu, Bilge Nur Dogan
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Turkish,Textbook Content,Student Attitudes,Grade 5,Language Arts,Native Language Instruction,Illustrations,Pictorial Stimuli

The aim of this study is to examine the Turkish language textbook in terms of students' perspectives in a holistic approach. The participants consisted of 25 fifth-grade students who were selected according to the maximum diversity sampling method. Data were collected through semi-structured interviews with students by an interview form. During the semi-structured interviews, instead of focusing on specific characteristics of the textbook, both design-related and content-related characteristics of the Turkish language textbook are investigated holistically. An inductive approach with a content analysis method was used to analyze the data. According to the results obtained in the study, it was determined that students are aware of the strengths and weaknesses of the textbook and how it affects their educational process. In the discussion section, the findings obtained from students' opinions about the language textbook and its reflections on their educational processes are discussed in detail in terms of the basic features found in a textbook.
Psychological Well-Being of Senior Secondary School Students in Relation to Gender and Academic Achievement: An Empirical Study
Author: Bhat, Bilal Ahmad
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Mental Health,Secondary School Students,Gender Differences,Academic Achievement,Interaction,Psychological Patterns

India, one of the fast growing and developing nations of the world, is doing well in growth, but it is not up to the mark in some fields. In science and technology, it is doing at par with other developed nations, and markable achievements are being touched. But in health or human growth, most of the population is not clear about the importance of health and human potentials. Many portions of the population are not aware of the positive aspects of human beings that can help them to flourish. The study has been done to find the psychological well-being of academic achievement and gender. For the study, a sample of 519 senior secondary school students from different senior secondary schools of Kulgam and Anantnag districts of Kashmir valley were selected. The sample was drawn by using a multi-stage stratified sampling technique. The tools of data collection were Psychological Well-Being Scale (PWBS) developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) and academic achievement as the marks obtained by senior secondary school students in the board examination conducted by JKBOSE. The data obtained from these students were then analyzed using appropriate statistical techniques with the help of SPSS version 22. The paper also makes some suggestions, keeping the findings of the study in mind to enhance the psychological well-being of our budding human resource.
Higher Education Languages of Instruction in Morocco and Their Impact on the Receptive Vocabulary Size of Moroccan EFL Master Students
Author: Agrram, Abdelaziz
Date: 2020-12-00
Type: Journal Articles
Subjects: Receptive Language,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Instructional Effectiveness,Native Speakers,French,Semitic Languages,Performance Factors,Graduate Students,Masters Programs,Foreign Countries

Having a clear vocabulary profile of Moroccan master students might reveal where these participants stand compared to other countries. Therefore, the study aims to investigate the effect of languages of instruction in Morocco (e.g., Arabic vs. French) on the receptive vocabulary size of EFL Moroccan master students (e.g., departments of letters, science, and law). To this end, Meara's (2010) Yes/No test was used as an instrument to measure the overall vocabulary size of these participants. A total of 325 EFL master students took the aforementioned test. The main research question is: Does the medium of instruction have any effects on the receptive vocabulary size of these students? Descriptive statistics were employed to calculate the overall receptive vocabulary size of test-takers. It was found that Moroccan EFL master students have a total of (M= 2293) lemmas. An independent samples t-test was run to check for any statistical significance. The t-test statistic reveals that the significance level is less than the p-value (t=-4.068, p&lt; 0.05, df= 323). Thus, it was concluded that there was a statistically significant difference between the French group and the Arabic group. The results of this study confirm that students who were instructed in French (M= 2417, sd= 903, N=185) outperformed the other students who were taught in Arabic (M= 2058, sd= 903, N= 140). In the current study, among various suggestions, it is proposed that the volume of 30 hours in the English module is not sufficient and should be complemented with vocabulary-based activities.
Perception of the English Phonotactics by Saudi English Majors: A Comparative Study
Author: Alshehri, Awad H.
Date: 2020-12-00
Type: Journal Articles
Subjects: Auditory Perception,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Undergraduate Students,Foreign Countries,Language Proficiency,Phonology,Pronunciation,Phonemes,Semitic Languages,Native Language,Decision Making,Gender Differences,Advanced Students,Novices,Scores,News Reporting,Television Viewing,Listening Skills,Transfer of Training

This paper investigates the perception of phonotactics by Saudi English majors, beginners and advanced. Due to the significance of pronunciation of consonant clusters, which are almost absent from Arabic, this work attempts to find the extent to which beginner and advanced English majors accept or reject permissible and impermissible sounds combinations in the onset position. It also attempts to find whether there are any intervening factors that could influence students' perception of English phonotactics. The focus was on the consonant clusters occurring in onset position. These clusters included two-sound and three-sound clusters starting the word. Most of the words were pseudowords, and the focus was on whether the students would accept or reject these sounds, and whether there was a significant difference between beginner and advanced students, male and female. The paper also considered some intervening factors that could have influenced students' performance. To this end, the researcher conducted a survey to test the perception and rejection of certain sounds in some carefully selected pseudowords. The findings showed that most advanced students scored better in permissible sounds while the results were close in the impermissible sounds. There were some factors that could have had some impact on the results, such as living in an English-speaking community, watching English TV, and listening to the news in English. Suggestions for further research would include sounds in the coda position.
Student Teachers&apos; Development of Reflective Practice Concerning Teaching Philosophy and Peer Observations
Author: Almusharraf, Asma Mansour
Date: 2020-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Electronic Publishing,Portfolios (Background Materials),Practicums,Preservice Teachers,Preservice Teacher Education,Reflective Teaching,Females,Secondary Education,Reflection,Language Teachers,Beliefs,Peer Evaluation

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El-Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.
Teacher Candidates&apos; Dispositions toward English Learners: The Impact of Field Experiences
Author: Shultz, Ronald M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Tutoring,Practicums,Student Teaching,English Language Learners,Multicultural Education,Language Proficiency,Prior Learning,Teacher Student Relationship,Reflective Teaching,Feedback (Response)

This article explores the experiences of seven elementary teacher candidates and their participation in varied field experiences during the last year of their teacher preparation program in response to the question: In what ways does a one-on-one tutoring practicum with an English Learner (EL) and a semester-long student teaching experience in a linguistically diverse classroom impact the dispositions of elementary teacher candidates and their efforts to support ELs in the mainstream classroom? As is characteristic of an interpretivist approach to a collective case study inquiry, data sources included three semi-structured interviews, a tutoring portfolio, several classroom observations, and various artifacts from the student teaching experience. The study confirmed the significant value of field experiences for teacher candidates, particularly as they were given opportunity to develop meaningful relationships with the EL students, practice planning and implementing effective learning experiences, and gain increased confidence in their ability to support ELs in their learning through critical reflection, feedback, and modeling. The study revealed the benefit of cross-cultural learning and second language proficiency for enhancing the dispositions of teacher candidates in preparation for working with ELs.
Language Maintenance and Language Shift among Keralites in Oman
Author: Veettil, Roy P.
Date: 2020-12-00
Type: Journal Articles
Subjects: Language Maintenance,Language Skill Attrition,Oral Language,Native Language,Parent Attitudes,Foreign Countries,Language Attitudes,Second Language Learning,Code Switching (Language),Writing Skills,Migrants,Multilingualism,Semitic Languages,English (Second Language),Indo European Languages,Alienation,Cultural Maintenance,Foreign Workers,Dravidian Languages,Parent Child Relationship

This study explores the current status of language maintenance (LM) and language shift (LS) among Keralites, popularly known as 'Malayalees,' living in Oman. It analyses the leading factors that affect language maintenance and language shift: a particular focus is given to identifying the various domains in which language maintenance is facilitated; the attitudes held by the Keralite parents and their children towards their first language (L1), the initiatives taken by parents, religious and cultural organizations; and the role of educational institutions in promoting language maintenance. Data for this study have been gathered from semi-structured interviews and participant observation of Keralites who have lived in Oman for more than ten years. Analysis of the data indicates that while parents value their mother tongue as their first language and take various measures to maintain it, second-generation children are not keenly attached to L1. Instead, their first language oracy is strikingly marked with code-switching and code shifting, and their writing skills in L1 are diminishing. Refuting the previous findings, the present study reveals that language shift is a temporary phenomenon, and it does not take place at the cost of L1. On the contrary, various factors contribute to the maintenance of their heritage language. Also, the migrant Keralites, as a result of their living abroad, acquire two or three more new languages: English, Hindi, and Arabic depending on their study and work domains, thereby making them a multilingual society. Language shift can gradually result in linguicide, which can have various effects such as alienation from and the loss of culture and cultural values. It is expected that this study will unveil if there is a language shift of a severe nature among the Keratitis in Oman.
What Teacher Candidates Have to Say: Analyzing Perceptions of Program Effectiveness across 14 Universities
Author: Gunpinar, Yasemin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Program Effectiveness,Teacher Education Programs,Teaching Methods,Educational Environment,Professionalism,Parent School Relationship,English Language Learners,Academically Gifted,Special Education,Mental Health

The purpose of this study was to identify common areas of strength and weakness in teacher preparation programs based on the perceptions of teacher candidates and novice teachers from 14 higher education institutions across three states. The areas investigated included perspectives on teacher preparation related to &quot;Instructional Practice,&quot; &quot;Diverse Learners,&quot; &quot;Learning Environment,&quot; and &quot;Professionalism.&quot; The Exit Survey results of 691 Elementary and 501 Secondary Teacher Candidates and the Transition to Teaching Survey results of 306 Elementary and 283 Secondary Novice Teachers were analyzed. Results across the 14 institutions demonstrated that serving the diverse needs (Special Education, English Language Learners, Mental Health, Gifted &amp; Talented) of learners, effective communication with parents and incorporating the effective use of digital technology are common challenges across teacher preparation programs. This study can help inform teacher preparation and teacher induction programs to better respond to the professional development needs of teacher candidates and novice teachers. Implications for the results, including this study's limitations and further research, are discussed.
Corpus-Based Analysis of Lexicosemantic Behaviour of Nervous System Diseases Names
Author: Lacková, Marta
Date: 2020-12-00
Type: Journal Articles
Subjects: Diseases,Computational Linguistics,Semantics,Vocabulary,Physician Patient Relationship,Phrase Structure,Grammar,Suprasegmentals,English for Special Purposes,Search Engines,Morphology (Languages),Medicine,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Neurology

Terminology represents a significant factor in healthcare communication between specialists and patients. The present paper deals with the lexicosemantic characteristics of multi-word lexical units &quot;multiple sclerosis,&quot; &quot;amyotrophic lateral sclerosis,&quot; &quot;Parkinson's disease,&quot; &quot;Alzheimer's disease,&quot; &quot;epidural abscess,&quot; &quot;Huntington's chorea,&quot; and &quot;carpal tunnel syndrome.&quot; The research questions focus on collocations, word combinations, and concordances in which they regularly appear; the first lemma to the left and the first lemma to the right from the studied lexeme demonstrate the principal positions of our interest. Simultaneously, the researcher considers their semantic restrictions, semantic prosody, and grammatical relations that influence their lexical features. The whole linguistic material is investigated in the framework of the text corpus English Web 2015 (enTenTen15) with the help of the search tool Sketch Engine. To begin the research, the frequencies of these lexical units are elaborated. The researcher also looks into the morphological classification of the studied words as these two factors affect them from the lexicological perspective. The research outcomes confirm that the nervous disease names appear in a wide range of structures, and they considerably contribute to successful communication in the medical surroundings. Moreover, the results indicate that the lexicosemantic behaviour of the terms reflects extralinguistic factors (psychological, social) of individual communication acts. The phenomenon is to be further examined and interpreted within the corpus analyses of other chosen lexical units, not only from the field of medicine. Eventually, the researcher outlines possible pedagogical implications of the research results in the process of teaching English.
Does Conferencing Feedback Improve Non-English Majors&apos; Paragraph-Writing? A Case Study in Vietnam
Author: Hung, Do Minh
Date: 2020-12-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Teacher Student Relationship,Language Teachers,College Freshmen,Late Adolescents,Dialogs (Language),Individual Instruction,Feedback (Response),Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Nonmajors,Language Proficiency,Paragraph Composition,Writing Skills,Writing Improvement,Positive Attitudes,Foreign Countries

Corrective feedback in learning English as a foreign language (EFL), especially in writing skills, has been investigated for years. Feedback is in various modes, including direct, indirect, electronic, and conferencing between teachers and students. The current study attempted to apply teacherstudent conferencing feedback to a class of non-English majors of low English proficiency levels at a local college, located in Can Tho City, South of Vietnam. The study aimed to determine: (1) &quot;Does conferencing feedback improve the target students' writing skills?&quot; (2) &quot;How do these students react to conferencing feedback?&quot; Answers to these questions are useful because they are supposed to provide more insights into the existing knowledge about the nature of conferencing feedback regarding its potential to be applied in different cultural contexts. The data-collecting instruments of pre-post tests and pre-post questionnaire surveys were employed. There were five conferences between the teacher and the participants during the intervention program. The results showed that conferencing feedback enhanced the participants' English writing performance through the intervention. It also gained their positive attitudes demonstrated in the post questionnaire. Thereby, discussions and recommendations are provided.