ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of an English Preparatory Program at a Turkish Foundation University
Author: Bayram, Ilknur
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Program Evaluation,Foreign Countries,College Preparation,Language of Instruction,Student Attitudes,College Students,Teacher Attitudes,College Faculty,Homework,Assignments,Portfolios (Background Materials),Speech Communication,Language Tests,Pictorial Stimuli,Program Improvement,Extracurricular Activities,Instructional Materials

This mixed-methods study aims to evaluate the English Preparatory Program (EPP) offered at the Department of Foreign Languages (DFL) at an English-medium foundation university in Turkey during 2017-18 academic year to discover the strengths and weaknesses of the program. Participants of the study were 241 students and 26 teachers. The data were collected from the &quot;Program Evaluation Survey&quot; designed by the researchers and focus group meetings with students and teachers. The results revealed that the strengths of the EPP included homework assignments, exams and the program while the extracurricular activities and online programs were found to be the main weaknesses of the EPP. It was also found that student and teacher perceptions of the EPP showed statistically significant difference. Finally, students and teachers suggested some improvements in terms of the pacing of the program, course books and supplementary booklets, number of the portfolio assignments and the picture description part in the Speaking Exam. It is hoped that the findings of the study will contribute to the improvement of the existing program and lead to better learning opportunities for students in the coming years.
Intangible Cultural Heritage Elements in the Visuals of the 6th Grade Turkish Textbook
Author: Gülden, Bahadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Turkish,Textbooks,Cultural Traits,Native Language Instruction,Cultural Education,Secondary School Students,Photography,Freehand Drawing,Illustrations,Visual Aids,Printed Materials,Graphic Arts,Food,Historic Sites,Handicrafts,Puppetry,Games,Gender Differences,Violence,Content Analysis,Nonverbal Communication,Foreign Countries

The cultural elements are significant for native language teaching, so it is unavoidable that the Turkish textbooks include cultural elements. The aim of the research is to determine the presence of intangible cultural heritage elements in the visual materials (painting, photography etc.) in the secondary school 6th grade Turkish language textbook, and to examine the distribution of them according to their types. As a consequence of the study, 277 visual materials were determined as 125 photos, 98 digital drawings, 23 drawing, 15 illustrations, 4 banners, 3 table, 2 brochure, 2 graphics, and 2 sketches. Visuals that have intangible cultural heritage elements are found in photos which are Turkish coffee, Turkish delight, kemenche, horon, Mardin, Zeibek traditional, Palace of Ishak Pasha, tarhana soup, the making of tarhana, weaving, javelin game; digital drawings which are Nasreddin Hodja, Karagöz and shadow puppetry and drawings that are Chinese whispers, handkerchief game, kissing someone's hand. Gender apartheid or violent elements has not been detected in the visuals and they are appropriate for the grade level and text content. The visuals have properties of enhancing aesthetic sensitivity; however, the drawings are incomplete in terms of facial expression and emotion.
The Investigation of the Relationship between Turkish EFL Teachers&apos; Technological Pedagogical Content Knowledge Skills and Attitudes towards Technology
Author: Kozikoglu, Ishak
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Technological Literacy,Pedagogical Content Knowledge,Educational Technology,Technology Uses in Education,Teacher Attitudes,Language Skills,Gender Differences,Training,Teaching Experience

The technology has entered our life day by day and the effects of this are felt in English language teaching and learning, as well as it does in the education. This study aims to investigate the relationship between Turkish EFL teachers' technological pedagogical content knowledge (TPACK) skills and attitudes towards technology. This research also examined whether Turkish EFL teachers' TPACK skills and their attitudes towards technology differs according to the gender, FATIH project training and professional experience. This research was conducted with 721 Turkish EFL teachers working in 81 provinces of Turkey. Correlational survey model was used in this study. &quot;TPACK Implementation Scale&quot; and &quot;Attitude Scale towards Technology&quot; were used as data collection tools. Arithmetic mean, standard deviation, t test, ANOVA and Pearson Product Moment Correlation Coefficient were used in data analysis. As a result of the study, it was determined that Turkish EFL teachers' TPACK skills and attitudes towards technology were at high level. While the attitudes of Turkish EFL teachers towards technology did not show a significant difference according to gender, FATIH project training and professional experience, the female teachers and the teachers who got the FATIH Project training had higher TPACK skills. However, it was found that TPACK skills of the teachers did not differ significantly according to the professional experience. In addition, it was concluded that there is a low, positive and significant relationship between teachers' TPACK skills and attitudes towards technology.
Progressive vs Modular System in Preparatory School English Language Teaching Program: A Case of System Change at a State University in Turkey
Author: Erarslan, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Educational Change,State Universities,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language of Instruction,College Preparation,Departments,Student Placement,Language Tests,Language Proficiency,Educational Practices,Program Descriptions,Program Evaluation,Student Motivation,Undergraduate Students,College Faculty,Educational Planning,Instructional Effectiveness,Content Analysis

Due to its importance in almost all significant fields such as science, technology, education and trade, English language is offered as a compulsory course in all levels of formal education in Turkey. In the higher education context, most universities offer one-year compulsory English preparatory education for students enrolled in departments whose medium of instruction is in English. Commonly, the two systems existing in preparatory programs known as modular system and progressive system enact the legislation and organization of courses as well as the assessment, classroom procedures and material design. In progressive system, English education is offered throughout the year based on learners' level of English according to the placement test given at the beginning of the education year; on the other hand, in modular system English is taught in different modules at the same time allowing learners to move forward or fall behind their current levels. Because of the poor English levels of the preparatory class students at a state university in Turkey, a system change from a progressive system to a modular one took place which started to be implemented from 2015-2016 academic year onwards. For the purpose of evaluating both systems, English language instructors' views related to strengths and weaknesses of the modular and progressive systems were gathered through a semi-structured opinion form. The data were gathered from 23 participants who actively taught English in the both systems and were analysed through inductive content analysis. Findings of the study show that the participants found the modular system effective and efficient since students were placed in their correct levels of English unlike in the progressive system and since they were assessed based on their current level of English, Additionally, the participants favoured the modular system due to well-planned placement system in each module although they reported that modular system caused confusion on the part of the instructors because of the frequent exams and quizzes applied within a limited period. Besides, delivering English in more than one module at a time also caused the instructors to feel under pressure and a burden. As for progressive system, it was found that it was practical in terms of planning and organization in spite of decreasing student motivation. These findings indicate that although instructors find modular system effective and efficient, it needs a good planning and organization.
Students&apos; Attitudes towards Blended Language Courses: A Case Study
Author: Karaaslan, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Blended Learning,College Students,Second Language Learning,High Achievement,Low Achievement,Language Proficiency,Personal Autonomy,Foreign Countries,Student Experience,Expectation

In an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study, which focuses on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students' attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang &amp; Chaw, 2013). Students' responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. Highachievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process.
The Foreign Language Anxiety in Learning German and the Effects of Total Physical Response Method on Students&apos; Speaking Skill
Author: Oflaz, Adnan
Date: 2019-00-00
Type: Journal Articles
Subjects: German,Second Language Learning,Anxiety,Speech Skills,Teaching Methods,Perceptual Motor Learning,Gender Differences,Instructional Effectiveness,Foreign Countries,College Students,Second Language Instruction

There are some factors affecting the development of the speaking skill in the process of learning a foreign language. One of the factors hampering the speaking process is the anxiety state of students. A student who thinks they will make mistakes in classroom activities or while talking to a person speaking that language experiences anxiety at a certain degree. They get anxious, even become afraid prior to speaking activities. This problem covers the whole language learning process in time and affects it adversely. In this study, after the anxiety levels of the students in language learning were detected, the Total Physical Response Method was employed to reduce speaking anxiety, to support language learning with actions, and to ensure learning through practice and experience. Before the applications, the speaking anxiety pretest and oral communication placement test were applied. The pre-test points for speaking skills of students in the experimental group were obtained with the application of an A2 level 3-step oral examination from Goethe Institute. Considering the speaking skill exam post-test points the students got after the application of the Total Physical Response Method, it can be seen that the lowest point was 64 and the highest was 86. It can be seen in the results of the speaking anxiety posttest and the anxiety levels that the anxiety levels of three students with a high level (112+) decreased to medium (61-111). The anxiety points of the other seven students in the experimental group decreased but their anxiety level remained the same (medium). After the applications, students were also observed to be more willing to speak German and eager to take turns to speak.
The 50 Year History of the Common Core
Author: Geer, Wil
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational History,Common Core State Standards,Educational Change,Educational Legislation,Elementary Secondary Education,Federal Legislation,Academic Standards,Program Implementation,Barriers,Equal Education,Minority Group Students,Educational Policy,National Competency Tests

The Common Core State Standards (CCSS) represent an historic shift in K-12 curricular policy. Yet,few have explicitly traced the lineage of the CCSS and linked them to the decades-old standards-based reform movement. This essay situates the CCSS within the larger historical context of standards-based reform. It concludes with a discussion of recent literature comparing them to past standards, implementation traps,and their potential for increasing equitable outcomes amongst minoritized students. One goal of this work is to serve as a reference for policy and curriculum students. Another is to provide context for and the linkages between the numerous curricular reforms many veteran educators have witnessed throughout their careers. By doing so it provides a counter narrative to common notions of disjointed reform
The Relationship between Teacher Burnout and Organizational Socialization among English Language Teachers
Author: Günes, Çigdem
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Teacher Burnout,Socialization,Foreign Countries,Influences,Beginning Teachers

This study aimed to investigate EFL (English as a foreign language) teachers' burnout and organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham's (2001) Teacher Burnout Scale and Erdogan's (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers' burnout levels; the major issues that led to burnout were pre-service education, heavy workload, poor administrative and collegial support, and students' low motivation and misbehaviors.
Test-Taking Strategies and Students&apos; Achievement in EFL Reading Tests
Author: Tunaz, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Wiseness,Reading Tests,English (Second Language),Second Language Learning,Reading Achievement,Test Coaching,Instructional Effectiveness,Electronic Learning,Independent Study,College Students,Foreign Countries,Student Attitudes

This research aims at investigating the effects of reading test-taking strategy training on EFL students' performance in English reading tests. The participants of the research were 90 prep-class students chosen randomly and divided into three groups of 30 students as face-to-face training group, online self-training group, and control group. The first group was involved in strategy training sessions for six weeks in school context (face-to-face) whereas the second group was only informed about the contend of the training sessions and directed to study through online strategy videos (online self-training). The last group was the control group the who were excluded from strategy training sessions. The reading test scores of the participants were analyzed via SPSS 16 with the aim of revealing whether or not there is an impact of strategy training. Moreover, semi-structured interviews were carried out with the participants, and the findings were analyzed through content analysis. Results of the research revealed that (a) the students' awareness of test taking strategies are in parallel with their test scores; (b) face-to-face strategy training was found to be more effective than online strategy training; (c) strategies related to 'drawing inference' and 'guessing the meaning from the context' were found to be the most effective ones while strategies such as detecting the question types, finding the main idea, skimming and scanning were other important strategies. The results suggested that strategy training on test taking might be included in the regular curriculums; students' awareness of test taking strategies should be fostered starting from the early stages of formal education; reading theories and strategies might be integrated into current reading courses with an inter-disciplinary model.
Views of University Instructors and Students on English as a Lingua Franca (ELF) and World Englishes (WES)
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Syntax,Phonology,Language Teachers,Language Variation,Teacher Attitudes,Student Attitudes,Literature,Undergraduate Students,Native Speakers,Official Languages,Foreign Countries,Language Attitudes

The rapid proliferation of English as a medium of communication has sparked large-scale debate on the role of English and the terminology such as ELF, WE, EIL, etc. The paradigms of English as a Lingua Franca (ELF) and World Englishes (WEs) are sometimes considered to be confusing to differentiate between, and in addition these terms are often used interchangeably. In order to obtain the perceptions of the instructors and students towards ELF and WEs, a questionnaire was implemented in a state university. The questionnaire consisted of both close-ended and open-ended questions. The participants were 44 English Instructors and 104 students of the English Language and Literature Department. The instructors of English ranged in age between 23 to 51 and the students were aged 18 to 25. The total number of participants was 148. Most of the participants stated that they want to sound like a &quot;native speaker&quot; and it would not be productive to have phonological or syntactic local varieties of English.
Student Perceptions of Difficulties in Second Language Writing
Author: Ceylan, Nuray Okumus
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Difficulties,Second Language Learning,Student Attitudes,College Freshmen,English (Second Language)

Among the four language skills, writing is considered as the most challenging and difficult skill for most of the foreign language learners (Reid, 2002). Moreover, the development of students' L2 writing can be influenced by multiple factors such as L1 writing ability, L2 proficiency, and writing experiences in both languages (Kobayashi &amp; Rinnert, 2008; Kubota, 1998). The starting point of this study was the difficulties students face in their writing process observed during the in-class writing tasks (Kobayashi &amp; Rinnert, 2008; Kubota, 1998). This study aims to find out students' perceptions of difficulties they come across during their writing process in Writing Skills I-II courses in which they are supposed to write academic paragraphs and essays.
Pre-Service ELT Teachers&apos; Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs)
Author: Bedir, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,21st Century Skills,Language Teachers,Student Attitudes,Positive Attitudes,Critical Thinking,Creative Thinking,Communication Skills,Cooperation,Technology Integration,Teaching Methods,Negative Attitudes,National Curriculum,Faculty Development,Innovation,Teacher Education Programs,Foreign Countries

This study investigated ELT pre-service teachers' beliefs and perceptions on 21st century learning and innovation skills with a special emphasis on critical, creative thinking, collaboration and communication skills (4Cs) in particular. Data were collected with a customized questionnaire including closed and open ended questions and semi-structured interviews. Results demonstrated that pre-service teachers mainly perceived 21st century learning as the integration of technology into classrooms teaching. They were also moderately aware of and involved in 4Cs though they had high positive perceptions towards them. The words and phrases they used for the definition of critical, creative thinking, collaboration and communication were associated with the ones used in the educational context although 21st century skills may have divergent or specialized meanings in different context. Pre-service teachers also held negative beliefs about emphasis of 4Cs in the national curriculum and assessment, but positive beliefs about professional development for 4Cs.
Student Questioning in Literature Circles: An Investigation of Forms of Questioning among ELT Students
Author: Andarab, Mehdi Solhi
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Literature,Teaching Methods,Questioning Techniques,College Freshmen,Cooperative Learning,Language Proficiency,Language Tests,Gender Differences,Preferences,College Preparation,Student Attitudes,Advanced Students,Foreign Countries

In this study, different types of questions (i.e., choice, product, process, metaproces) being asked by two groups of ELT freshmen while conducting literature circles, one of the most useful ways to activate cooperative learning among the students, were put under a close scrutiny. The first group comprised of thirty-seven students who had directly passed the proficiency exam of the university, while the latter consisted of the thirty-five students who studied at the preparatory school for a year. The different types of questions posed by the questioners in each circle were analyzed. According to the findings, there was no significant difference between the students who studied at the English preparatory school for a year, and the ones who directly passed the proficiency exam of the university. Nor did gender play a significant role in the participants' preference for questioning types. In both groups, product questions were the most frequent type of questioning, while metaprocess questions remained the least used types in both literature circles.