ethanporcaro/eric-fulltext-meta huggingface dataset:
A Model Proposal Regarding the Effect of Adolescents&apos; Psychological Endurance on Internet Addiction and Intermediary Role of Self-Esteem among Related Variables
Author: Sert Agir, Meral
Date: 2019-01-00
Type: Journal Articles
Subjects: Adolescents,Resilience (Psychology),Internet,Addictive Behavior,Self Esteem,Foreign Countries,Models,High School Students,Grade 9,Grade 10,Grade 11,Self Concept Measures

This research is conducted in order provide a model proposal for supporting the youth's efficient and productive use of education processes by preventing the misuse of information technologies. In this regard, the main purpose of this research is to reveal the effect of psychological endurance on internet addiction and intermediary role of self-esteem among related variables via a proposed model. Research hypotheses was developed based on the research model: H[subscript 1]: As much as the psychological endurance increases in adolescents, self-esteem increases. H[subscript 2]: As much as the psychological endurance increases in adolescents, internet addiction decreases. H[subscript 3]: Regarding the negative relationship between psychological endurance and internet addiction in adolescents, self-esteem has an intermediary function. In order to test the research model, data of 528 students among 540 students, 288 males and 240 females, from 9th, 10th and 11th grades were analyzed from public high school in Kadiköy district of Istanbul. The research is based on structural equation model. CFA analysis was performed with the software AMOS 21.0 and factor structures were analyzed. According to the results of SEM analysis, the students' perception of Family Support negatively affects the Self-Esteem level (B=-0.294, p&lt;0.05) and the students' Peer Support perception negatively affects the Self Esteem (B=-0.259, p&lt;0.05). The dimension which meets all three criteria of Baron and Kenny for intermediation test is the Determination to Struggle. According to the SOBEL test results, Self Esteem has a meaningful intermediary role in the effect of Determination to Struggle dimension on Internet Addiction (SOBEL=1.984, p&lt;0.05).
Augmented Reality to Teach Human Heart Anatomy and Blood Flow
Author: Nuanmeesri, Sumitra
Date: 2019-01-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Anatomy,Human Body,Teaching Methods,Educational Technology,Technology Uses in Education,Biology,Science Instruction,Foreign Countries,Elementary School Students,Elementary School Science,Instructional Effectiveness

This research aimed to develop the augmented reality (AR) in teaching human heart anatomy and blood flow has been designed and developed an AR to study the anatomy of the heart. The AR was evaluated by five experts, who analysed its content consistency by using the Index of Item Objective Congruence (IOC). The content was rated at 0.8. Simultaneously, via Diffusion of Innovation (DOI), the arithmetic mean was determined to be 4.04 with the standard deviation of 0.35; indicating that the AR can be used for publicizing the innovation at a high level. Subsequently, diffusion of the AR teaching tool was tested by sample group of thirty students. These subjects were evaluated pre-test and post-test by the five experts via the content validity index (CVI), with a score of 0.83. Furthermore, when the learning results of the sample groups was evaluated after the training, it showed that the learning result received higher ratings when compared with the ratings prior to using AR tool. The before and after AR learning results were for statistical significance at p value &lt; 0.001 with the use of a TTest. Then, the effectiveness of the tool was evaluated by users focusing on the acceptance of the AR for teaching the anatomy of the heart; the evaluation of which was based on the theory of Unified Theory Acceptance and Use of Technology (UTAUT) in which the results of the arithmetic mean and the standard deviation were 4.38 and 0.49, respectively. It showed that the users generally accepted the AR for teaching about the heart at a high level. Moreover, when there was a comparison of the learning results of the thirty students who learned about the heart from using hardcopy media, pictures, and videos, and the thirty students using the AR received better scores. The learning results of the two sample groups, tested by the statistical test called T-Test, were statistical significant at p value &lt; 0.001. Hence, it could be concluded that, the AR for teaching heart function can promote more effective learning proficiency while being unanimously accepted by the users.
School Autonomy in France According to TALIS 2013: The Importance of Educational Leadership
Author: Ortega-Rodríguez, Pablo Javier
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Autonomy,Principals,Administrator Responsibility,Public Schools,Private Schools,School Administration,Decision Making

In recent years, school autonomy in France has become a central issue for the improvement of students´ outcomes. French principals, who have a significant responsibility for learning tasks, play an active role in decision-making. The purpose of this study is to explore the correlation between the type of school (publicly or privately-managed) and the significant responsibilities of French principals which participated in TALIS 2013. The sample consisted of 174 participants. Descriptive data were generated for all variables (percentages and means). Pearson's chi-square test was used to determine if there is an association between the type of school and principals´ responsibilities for some tasks. All analyses were carried out using SPSS, version 22. Findings suggest a significant correlation between the type of school and principals´ responsibilities for dismissing teachers and establishing teachers' salaries. This study adds to a growing body of research that school-based management has an influence on principals´ responsibilities for deciding which courses are offered and choosing learning materials.
The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children
Author: Sadighi, Firooz
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Speech Acts,Preschool Children,Oral Language,Communication Skills,Native Language,Pragmatics,Indo European Languages,Language Usage

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners' first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students' beneficial experience in their L1.
Effect of Reflective Teaching Practices on the Performance of Prospective Teachers
Author: Zahid, Madiha
Date: 2019-01-00
Type: Journal Articles
Subjects: Reflective Teaching,Preservice Teachers,Preservice Teacher Education,Student Teaching,Single Sex Colleges,Females,Instructional Effectiveness,Listening,Teaching Skills,Teacher Improvement,Microteaching

The present research aims to examine the effect of reflective teaching practices on prospective teachers' performance. Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An experimental study within an action research was conducted by the researchers. All prospective teachers of sixth semester in a women university's teacher education program were the population of the study. From total 40 students, 20 students were taken as experimental group and the rest of 20 students were taken as the control group. During the action research, a cyclic process of producing a module, training teachers for the reflective practices and then observing them during their practicum for replication of reflective practice was done by the researchers. The researchers used a set of tests and a rubric for assessing prospective teachers' performance before, during and after their training as well as their teaching practice. Finally, the module was modified with the help of findings. It was found that the training had improved the skills and performance of teachers during training as they revised and modified their teaching strategies through reflective practice. However, they were not able to practice all of the reflective skills in their practicum. The training module was revised in the light of findings and microteaching strategies were further improved. The study has implications for teacher training programs to include reflective practice training modules as part of their course work for refining their practicum.
The Effectiveness of Indirect Written Corrective Feedback as Perceived by Teachers and Students of a Public University in Vietnam
Author: Linh, Ðàm M?
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Feedback (Response),Grammar,Language Usage,Writing Skills,Writing (Composition),College Faculty,Undergraduate Students,Teaching Methods,Error Correction,Second Language Instruction,English (Second Language)

The current study investigates the effectiveness of indirect written corrective feedback (WCF) on five different aspects of writing (grammar, language use, mechanic use, content and organization) as perceived by teachers and English-major sophomores in a Vietnamese public university. Specifically, it provides an insight into the effectiveness of this feedback pattern as perceived by the teachers and their students. To fulfill the stated aims, this research utilizes two main instruments, namely questionnaire and in-depth interview. The data from the questionnaire was analysed using statistical procedures. Meanwhile, the data from the interviews was processed using qualitative analysis. With regards to the findings, teachers and students agree that given feedback suits students' understandability, but somewhat exceeds their self-correction ability. Teachers and students' perceptions match on the efficacy of indirect WCF for the treatment of grammatical errors and its inefficacy for the betterment of content. Both parties also remain neutral about the correction efficiency of this feedback pattern regarding lexical and mechanical errors. Finally, organization is the aspect on which the perceptions between two sides mismatch the most. Teachers and students also share several reasons in accounting for their perceptions. The findings implicate that changes should be made to feedback-giving practices of teachers and feedback-handling practices of students to enhance the effectiveness of indirect WCF.
Integrating a Computer-Based Flashcard Program into Academic Vocabulary Learning
Author: Altiner, Cennet
Date: 2019-01-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Computer Assisted Instruction,Instructional Materials,College Students,Dictionaries,Instructional Effectiveness,Outcomes of Education,Computer Software,Language Tests,Language Proficiency

The main goal of this study is to investigate the extent to which a computer-based flashcard program, Anki, can help college-level ESL learners improve their vocabulary as well as the learners' perceptions about the program. The vocabulary targeted for the study consisted of Coxhead's (2000) &quot;Academic Word List&quot;, including the most common words in university textbooks. An academic vocabulary dictionary which encompasses 210 academic words was designed for the study and thirteen students coming from two ESL classes used the Anki dictionary for ten minutes every day during the three week intervention process. Pretest and posttest scores of students were compared to evaluate the effectiveness of the learning process. Learners` perceptions about the training were investigated by means of surveys, interviews and observations. The results present the benefits that might be gained from the integration of flashcard programs into a language classroom, as well as the perceptions of learners about the process.
Syntactic Complexity on Extroverted and Introverted Indonesian Language Learners&apos; Written Products
Author: Ginting, Siti Aisah
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Extraversion Introversion,Syntax,Difficulty Level,Writing (Composition),Sentences,Indonesian,Second Language Learning

The objective of this study was to examine the significance of difference between introverted and extroverted learners in terms of syntactic complexity (Simple Sentences [SS], Compound Sentences [CpdS], Complex Sentences [CpxS], and Compound Complex Sentences [CCS]). The data were collected from written products of 30 introverted and 30 extroverted language learners in the Faculty of Languages and Arts, Universitas Negeri Medan, Indonesia. SPPS (Version 21) was used to analyze the data. It was found that there was a significant difference between introverted and extroverted learners' written product in terms of syntactic complexity. The introverted learners wrote more SS than extroverts did. In contrast, extroverts wrote more CpdS and CCS than introverts did in their written products. On the other hand, there was no significant difference between the groups in CpxS. To sum up, language learners wrote different kinds of sentences in their written products.
The Relationship between Empathy and Responsibility Levels of 5th Grade Students: A Sample from Turkey
Author: Yontar, Alper
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Empathy,Grade 5,Student Responsibility,Gender Differences,Social Studies,Academic Achievement,Socioeconomic Status,Correlation,Elementary School Students

In the current study, it is aimed to examine the relationship between empathy and responsibility levels of fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, &quot;Responsibility Scale for Children&quot;, &quot;Empathy Scale&quot; and &quot;Personal Information Form&quot; were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.
The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang
Author: Tridinanti, Gaya
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Self Esteem,Correlation,Language Skills,Preservice Teachers,English (Second Language),Second Language Learning,Language of Instruction,Undergraduate Students

Speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. The students who have high level of anxiety, worry, fear and low level of self-confidence in foreign language classes may have difficulties in developing their speaking ability. The objective of this research was to find out whether there was a significant correlation between students' speaking anxiety, self-confidence, and their speaking achievement. The research used correlation design. The data were collected through interviews that were scored by two raters and two questionnaires that were administered to fifth semester students (n = 28) from a Teacher and Training Faculty in Indonesia. The data were analyzed using descriptive and correlational analysis. The results indicated that speaking anxiety has no significant correlation with speaking achievement. Self-confidence has a significant correlation with speech achievement (p = 0.01). That is, students with self-confidence have higher achievement. So, it is important for teachers and lecturers to encourage students and practice speaking English in front of class, especially to improve the self-confidence when the students are communicating in English.
Self-Efficacy Perceptions of Social Studies Teachers about Measurement and Evaluation in Education
Author: Ezer, Feyzullah
Date: 2018-10-00
Type: Journal Articles
Subjects: Self Efficacy,Social Studies,Teachers,Foreign Countries,Teacher Attitudes,Educational Assessment,Gender Differences,Educational Background,Tenure,Teacher Characteristics,Measurement

The study aims to determine the self-efficacy perceptions of social studies teachers about measurement and evaluation in education. In the research using quantitative research models, descriptive survey model was used. Study group of the research is composed of 122 social studies teachers in Kucukcekmece district of Istanbul province in 2018-2019 academic years. Data collection tool of this study is &quot;The Self-efficacy Perception Scale of the Teacher Candidates based on Measurement and Evaluation in Education&quot; developed by Kilinç (2011). The difference between the self-efficacy levels of the participants about measurement and evaluation and the gender variable was examined. The findings revealed that self-efficacy perceptions of the male participants about measurement and evaluation were higher than those of the female participants. In addition to this, the difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background was also examined. The research findings demonstrated that there is not any significant difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background. Another finding obtained as a result of the study revealed that self-efficacy perceptions of the History and Geography graduates of the universities' Faculty of Arts and Sciences about measurement and evaluation in education are at a lower level than the Faculty of Education Social studies teaching graduates. Finally, the finding that self-efficacy levels of the participants about measurement and evaluation showed a significant difference according to their professional seniority is obtained.
The Relationship between Iranian EFL Teachers&apos; Self-Efficacy, Their Personality and Students&apos; Motivation
Author: Sabet, Masoud Khalili
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,English Teachers,Self Efficacy,Personality,Student Motivation,Foreign Countries,Personality Measures,Teacher Influence

A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers' personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers' self-efficacy, their personality and students' motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers' Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness FiveFactor Inventory (NEO-FFI), and Students' Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers' self-efficacy and students' motivation (r = 0.591, p = 0.002 &lt; 0.05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students' motivation (r = 0.413, p = 0.040 &lt; 0.05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.
Vocabulary Coursebook for EFL Learners of Higher Education in Indonesia
Author: Basuki, Yudi
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Instructional Materials,Higher Education,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Effectiveness

Indonesian Ministry of Education decree number 36 (2001) outlines that coursebook (buku ajar) is a handbook for a course written by experts in related fields. It is written to obtain the qualifications and features of textbooks and to finally be published and distributed. In an attempt to implement the decree, the objective of this research was to develop vocabulary coursebook for the higher education students of English education program. In fact, there is no vocabulary book that meets students' needs and qualifications of the coursebook (buku ajar). This research was a Research and Development (R&amp;D) study with an industry-based development model. The subjects of the research were all active students at English education program of STKIP PGRI Trenggalek in 2017/18 and 2018/19 academic year. Data were collected using questionnaires and observation. The data collected by questionnaires were analyzed quantitatively and the data collected through observation was analyzed qualitatively. Research findings proved that the product was successful to obtain the vocabulary coursebook for the higher education students of English education program since it met the government qualification of coursebook standards and features, accommodated the students' needs and interests, provided recent theories of vocabulary learning, acquired the learning outcome of vocabulary study area as stated in syllabus, and was systematically developed in five steps development. More importantly as the result of the field-test of the product indicated supportive responses from teacher and students teaching-learning vocabulary in English education program.