ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Mobile Augmented Reality Assisted Stem-Based Learning on Scientific Literacy and Students&apos; Achievement
Author: Wahyu, Yuliana
Date: 2020-07-00
Type: Journal Articles
Subjects: Computer Simulation,Instructional Effectiveness,STEM Education,Scientific Literacy,Science Achievement,Foreign Countries,Elementary Education,Preservice Teachers,Scientific Attitudes,Technology Integration

This study aims at describing the effectiveness of Mobile Augmented Reality (MAR) Assisted STEM-Based Learning on Scientific Literacy and Students' Achievement. This Quasi-Experimental research employed posttest-only control group design. It was conducted at the fourth-grade students of the Elementary School Teacher Program of Saint Paul Educational College Ruteng, Indonesia. The sample was taken using a random sampling technique from the intake classes, which consists of three parallel classes. Then, the students from class A and B was treated as an experimental group, and two other classes (class C and D) were considered as the control group. The experiment group students were taught using MAR Assisted STEM-Based learning, while the control group, students were taught applying a conventional method of learning. In collecting the data, the study employed a science achievement test and a scientific literacy test. The results revealed that: 1) The application of STEM-based learning assisted by Mobile Augmented Reality is quite effective in increasing students' scientific literacy. 2) The application of STEM-based learning assisted by Mobile Augmented Reality is effective in improving students' achievement. 3) There is a difference in the results of the students' scientific literacy and achievement between the students who are taught using STEM-based learning assisted by mobile augmented reality and students who are taught applying conventional learning.
Transforming Pedagogical Practices through Collaborative Work
Author: Insuasty, Edgar Alirio
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Language Teachers,Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Teacher Attitudes,Educational Change,English (Second Language),Team Teaching,Classroom Techniques,Reflective Teaching,Communicative Competence (Languages),Diaries,Native Language,Language Usage

This article reports on the first three phases (exploration, identification, and planning) of a collaborative action research study whose main objective was to transform the pedagogical practices of teachers of a Colombian school of foreign languages. A methodology of collaborative action research and techniques, such as direct observation, completion of a reflection journal, and surveys and interviews with teachers and students was employed. Findings showed that the participants managed to identify some of the major problems they faced within their pedagogical practices and to design and implement courses of action to overcome them. Upon completion, favorable perceptions about the impact of collaborative action research on the transformation of the participating English language teachers' pedagogical practices could be evidenced.
The Power of Openness to Experience, Extraversion, L2 Self-Confidence, Classroom Environment in Predicting L2 Willingness to Communicate
Author: Fatima, Irum
Date: 2020-07-00
Type: Journal Articles
Subjects: Personality Traits,Anxiety,Speech Communication,Extraversion Introversion,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,State Universities,Affective Behavior,Correlation,Teaching Methods,Learning Processes,Communication (Thought Transfer),Self Esteem,Likert Scales,Foreign Countries,Undergraduate Students,Classroom Environment

In learning English as a foreign language (EFL), classroom is a primary source where learners find opportunities to make communication in the English language and enhance their L2 WTC and L2 communicative abilities. Keeping in view the pivotal importance of classroom environment in shaping EFL learners' WTC, the present research unravels the impact of personality factors (e.g., openness to experience, and extraversion), affective factors (e.g., perceived communicative confidence (PCC), and L2 speaking anxiety), and English classroom environment on L2 WTC. The adopted questionnaire was administered to 234 randomly selected public university students. A three-level hierarchical regression modeling was performed in SPSS (version, 24). The findings showed that affective factors in the study accounted for 33% of the variance in leaners' L2 WTC. Both personality factors and English classroom environment caused significant changes in L2 WTC model e.g., ([delta] R2= 0.16) and ([delta] R2= 0.09) respectively. The findings also revealed the interrelationship of the six variables and presented the account of L2 WTC in a different EFL social context. The findings have some implications for teaching and learning in an EFL context.
Re-Signifying Teacher Epistemologies through Lesson Planning: A Study on Language Student Teachers
Author: Ubaque-Casallas, Diego F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Lesson Plans,Private Colleges,Language Teachers,Student Teachers,Epistemology,Personal Narratives,Student Teacher Attitudes,Practicums,Foreign Countries,Teacher Education Programs,Knowledge Base for Teaching

This paper reports the findings of a narrative study on language student teachers' epistemological reconfigurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal-local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant's experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.
Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal
Author: Cárcamo, Benjamín
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Written Language,Classification,Comparative Analysis,Teaching Methods,Instructional Improvement,Instructional Effectiveness,Second Language Learning,Second Language Instruction

Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students' writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.
Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction
Author: Levy, Ian P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,School Counseling,Intervention,Self Disclosure (Individuals),Action Research,Cultural Background,Music,Urban Youth,Inclusion,Peer Relationship,Physical Environment,Audio Equipment,Educational Facilities Design,High School Students,Student Attitudes

Literature on the physical design of counseling spaces suggests that calm and comfortable school counseling offices support students' emotional disclosure. However, many counseling environment design studies fail to consider the perspectives of clients. Scholars have called for school counselors to invite youth to co-create interventions as a means to promote cultural responsiveness and honor students' cultural knowledge. The goal of the current exploratory action research was to bring visibility to the experiences of students who participated in a classroom-based school counseling intervention in which they co-created a hip-hop studio as a social and emotional support space. Specifically, focus groups on the value of the co-creation of a hip-hop studio for urban youth were employed. Results suggested students experienced the studio as a shared space for inclusivity, comfort, and belonging; a place to make their own design choices; and a practice space to garner peer support, engage in personal self-development, and support others.
A Survey into the Cultural Background of Emerson&apos;s Educational Thought
Author: Yang, Jing
Date: 2020-02-00
Type: Journal Articles
Subjects: Educational Philosophy,Confucianism,Cultural Background,Educational Change,Educational History,Correlation,Educational Theories

As an avid advocator of education reform in the 1850s, Emerson was long neglected in the history of American educational thought. This paper, through the investigation from four aspects, namely the Transcendental Educational Thought, the Puritanical Educational Thought, the Romantic Educational Thought, and the Confucian's Educational Thought, attempts to figure out the cultural background of Emerson's education thought, tries to work out the connections between his ideas and his contemporaries, such as Thoreau, Fuller, and Alcott, and points out the significant role it plays in the history of American education thought up to day.
An Investigation into the Relationship between Willingness to Communicate and Classroom Environment in a Turkish EFL Context
Author: Öksüz Zerey, Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Student Attitudes,Interpersonal Communication,Language Usage,Classroom Communication,Gender Differences,Classroom Environment,College Students,Cooperation,Power Structure

Theories of second/foreign language (L2) learning attach great significance to meaningful communication both inside and outside language classrooms. In this respect, it is vital that language learners use the target language. However, they substantially differ from one another with regard to how much they talk. This difference has been partly justified by willingness to communicate (WTC) in the second/foreign language. Over the past years, WTC and its relation with a number of social, personal and affective factors have been researched in various settings. Nonetheless, little research has been carried out to investigate L2 WTC in speaking inside the classrooms, specifically in Turkey. Besides, though language classrooms are the main platforms for the majority of learners, WTC has gone unnoticed in conjunction with classroom environmental factors thus far. Thus, this study aimed at investigating Turkish preparatory school students' WTC levels, their perceptions of language classrooms and the relationship between the two variables. In addition to that, gender differences were investigated to find out how male and female students differ in terms of their WTC and their perceptions of classroom environments. To these ends, two different questionnaires were employed. The results unraveled that the students were somewhat willing to communicate in English. Besides, regarding classroom environments, the students reported having positive perceptions. As for gender, females were found slightly more willing to communicate than their male counterparts; however, no significant difference was obtained concerning perceptions of classroom environments. Lastly, correlation analyses indicated that the level of L2 WTC was significantly and strongly related to the classroom environment. In other words, the more positively the students perceive their language classrooms, the more willing they are to communicate.
Making the Most of Student Teaching: The Importance of Mentors and Scope for Change
Author: Goldhaber, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Placement,Teacher Education Programs,Preservice Teacher Education,Proximity,Teacher Effectiveness,Teacher Recruitment

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K-12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.
The Effect of the Drama-Based German Foreign Language Course Application on Motivation and Flow Experience
Author: Isigüzel, Bahar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Second Language Instruction,Teaching Methods,German,College Students,Student Attitudes,Student Motivation,Student Interests,Cultural Awareness,Classroom Environment,Social Development

The investigation of feelings, attitudes, and perceptions with regard to learning a foreign language takes an essential place for learning quality and success. In addition to traditional methods of learning a foreign language, the tendency towards more interactive and student-centered methods such as drama affects the teaching process positively. This study aims to examine the effect of the drama-based German foreign language course application on motivation and flow experience. The study was carried out with drama-based activities for 12 weeks in the &quot;Drama in German Teaching&quot; course at the Department of German Teaching of a state university in Turkey in the fall semester of the 2019 - 2020 academic year. The study was conducted with fourteen 2nd -grade students who took this course. The data were collected using the &quot;Motivation Scale for Learning German&quot; and the &quot;Flow Experience Scale-Short Form&quot; as pretest and posttest. Upon examining the average scores obtained from the scales, significant differences were determined in terms of motivation and flow experience in the drama-based German foreign language course. Accordingly, it was found that students experienced positive emotions against the drama-based German foreign language course and achieved high motivation and also had flow experience.
The Needs of Adult Immigrants in Europe for Social Inclusion through Language Education
Author: Mirici, Ismail Hakki
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Immigrants,Second Language Learning,Inclusion,Cultural Awareness,Social Influences,Teaching Methods,Educational Practices,Language Proficiency,Civil Rights,Barriers,Experiential Learning

Learning the language of the host country plays a significant role in the social life of migrants regardless of their age, gender or cultural background since it is the key to their integration into different dimensions of the social life from the labour market to education or simple daily interactions. This multi-dimensional integration may give rise to a socially cohesive and productive society. The study aimed to investigate the needs of adult immigrants in Europe for their social inclusion through language education. It was based on the survey method and adopted the qualitative research design. For this purpose, the data were collected via a structured questionnaire and a detailed review of literature. For the data analysis, after the pre-analysis, the coding system was administered. The results have revealed that learning the official language at a basic level is not enough for adult immigrants to integrate into the host society; they are actually in need of a comprehensive and multidisciplinary language teaching program comprising both in-class and out of class activities for real engagement and some personal experience in everyday situations in the new socio-cultural environment.
The Role of Phonological Knowledge and Rapid Naming in the Development of Spelling and Reading in Turkish
Author: Yilmaz Korkmaz, Yeliz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Phonological Awareness,Spelling,Reading Skills,Predictor Variables,Naming,Cognitive Processes,Elementary School Students,Grade 1,Grade 2

This study explores reading and spelling development of Turkish-speaking children in Grade 1 and 2. We examined predictors of word spelling and reading skills as well as the developmental relationship between spelling and reading abilities. Our major focus was on the role of phonological encoding skills and rapid automatized naming (RAN) in reading and spelling. Data were gathered from 71 students and analyzed quantitatively. The results showed that phonological encoding was a significant predictor of spelling skills while RAN was a strong predictor of reading skills in Turkish. Besides, phonological encoding significantly contributed to the reading skills of the second graders while it did not account for significant amounts of variance in word reading ability of the first graders.
The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers
Author: Sariçoban, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Classification,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Preservice Teacher Education,Teaching Methods

The present study was undertaken through a qualitative research model in order to examine which subcategories of Pedagogical Content Knowledge (PCK) emerged during the practicum process of four novice English teachers enrolled in a teaching certificate (formation) program at a public university. The teaching sessions of four prospective teachers (PTs) were recorded and follow-up interviews were conducted with the prospective teachers. &quot;Stimulated recall technique&quot; was used in the interviews. Each prospective teacher was observed for four times and the lessons conducted by prospective teachers were recorded. The PCK categorization suggested by Moradkhani et al. (2013) was utilized. They categorized PCK in 8 macro categories with accompanying micro categories. The study was conducted throughout one semester in which the novice teachers were supposed to complete their practicum. The results indicated that knowledge of students is extremely important in the language teaching process, which is followed by knowledge of transferring knowledge and knowledge of teaching techniques. Further, findings also indicate that PTs need development in knowledge of language, knowledge of language teaching methods, and knowledge of linguistics. PTs must develop insight into how to provide effective input.
Attitudes of Sport Science Students Regarding to Gender Roles
Author: Malkoc, Nedim
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Sex Role,Athletics,College Students,Foreign Countries,Physical Education,Social Influences,Gender Differences,Age Differences,Intellectual Disciplines

Social gender is the difference that gender creates in a society, it is related to how one thinks of him or herself, how him or her interacts with others, social opportunities, professions, family roles, and the roles allowed for men and women. There is pluralist participation and a sense of justice in the philosophy of sports. In this context, all stakeholders (athletes, coaches, assistants, etc.) involved in sports activities are expected to evaluate and interpret sports activities in this context. The research was carried out using quantitative research method. A total of 318 students from the School of Physical Education and Sports (fourth grade) of Kastamonu University participated in the study. Perception Gender Scale consisting of 1 dimensions and 25 items, created by Altinova and Duyan (2013) was used as measurement tool. High average score of the scale indicates the positive perception of society gender roles. The data were found to be normally distributed and parametric test methods were used. According to results of the research conducted, the perceptions of gender of sports science students are at a medium level. In addition, gender perceptions of female sports science students were differentiated from male sports science students. The perceptions of gender did not differ among sports science students within the scope of the departments they received education. In addition, a low level of negative correlation was found between the ages of sports science students and their gender perceptions.
Education as a Social System: Present and Future Challenges
Author: Altan, Mustafa Zulkuf
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Systems,Futures (of Society),Correlation,Role of Education,Educational Change,Barriers,Educational Objectives,Neoliberalism,Economic Development,Social Influences,Environmental Influences

Education is usually considered as one of the most important social institutions. Since it builds the present and the future of each and every society, all the other institutions such as, family, politics, health, religion and economics would be meaningless and incomplete without it. As being the foremost instrument and power for creating the preferred and desired future, it is anticipated that this power should be able to raise better generations to bring the desired dreams to come true. Hence, each society has its own changing socio -- cultural / economic needs and requires an education to meet these needs. These needs should be met both deliberately and cautiously since they will shape both the present and the future of the society. This article aims to highlight the relationship between the education and the social system and point out some critical issues and challenges.
The Modularized Construction on Translation Competence for Business English Majors in China
Author: Lyu, Jie
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Bilingualism,Majors (Students),English (Second Language),Second Language Instruction,Second Language Learning,Language Processing,Business English,Foreign Countries,Schemata (Cognition),Editing,Computational Linguistics,Language Proficiency,Business Administration Education

Translation competence has been a heated topic in recent years. Yet, business English majors (BEMs), as non-translation bilingual majors, also need training in translation competence. The paper intends to construct translation competence for BEMs through four modules: schema based on business knowledge; information types; cognitive thinking and post-editing based on machine translation. By integrating these four modules, the translation competence can be improved in a relatively short teaching time for BEMs. [The paper is one of the achievements of Innovative Projects of Colleges and Universities under the Department of Education of Guangdong Province in 2019 &quot;On the modularized construction of Translation competence for Business English Majors Driven by Machine Translation&quot; (Project number: 2019WTSCX024).]