ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading APPRAISAL: Mexican Health Science Majors&apos; Evaluation of and Ideologies about Different APPRAISAL Patterns in Scientific Texts
Author: Perales-Escudero, Moisés
Date: 2021-00-00
Type: Journal Articles
Subjects: Majors (Students),Health Sciences,English for Academic Purposes,Mexicans,Guidelines,Language Attitudes,Language Usage,Spanish Speaking,Native Language,Undergraduate Students,Reading Processes,Research Reports,Task Analysis,Student Attitudes,Attitude Measures,Language Styles,Second Language Learning,Second Language Instruction,Scientific Research,Audience Awareness,Interpersonal Communication,Comparative Analysis,Foreign Countries

The goal of this paper is to describe a group of adult Mexican English learners' ideologies about different APPRAISAL patterns in English-language scientific texts. APPRAISAL is a descriptive framework of the linguistic resources used to convey feelings and attitudes (Martin &amp; White, 2005). This topic is particularly interesting in EAP (English for Academic Purposes)/EFL (English as a Foreign Language) contexts where L1 academic language ideologies proscribe the use of APPRAISAL features in scientific prose and where such proscriptions are followed in some disciplines and national contexts. Spanish-speaking countries often exemplify this. Forty Mexican undergraduate EFL students majoring in Health Sciences read two versions of the same short paragraph with different APPRAISAL resources. They were asked to say which of the two versions corresponded to a published research article and why. Evaluation patterns in their answers were analyzed using the attitude system of the APPRAISAL framework (Martin &amp; White, 2005). The prevalent types of attitudes were valuation and complexity. While most students preferred the more personal text, a minority chose the more impersonal one. The latter group's attitude constructs a language ideology that equates scientific rigor and technicality with impersonal prose; they also show less awareness of the relationship between APPRAISAL resources and writing for specialized audiences.
Rethinking Under-Represented Ethnicities in ELT Materials through a Critical Discourse Analysis-Oriented Model
Author: Durand, Sergio
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Disproportionate Representation,Ethnic Groups,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Materials,Power Structure,Teaching Methods,Language Teachers,Material Development,Learning Activities,Models,Postcolonialism,Content Analysis,Textbooks,Task Analysis,Social Discrimination

English Language Teaching (ELT) materials are not only pedagogical sources, but they also actively build a vision of reality, often reproducing, legitimizing and perpetuating certain hegemonic discourses. Even if injustice and inequalities are denounced in some materials, global issues are just mentioned rather than problematized and discriminated ethnicities are commonly represented as passive entities with no voice or agency on their own issues. In this article, a model and its operationalization are proposed in order to depict how language teachers can write materials to fight back passive constructions embedded in ELT textbooks and build, through activities based on critical discourse analysis techniques, strong and combative representations of discriminated minorities. The model seeks to critically engage learners in discussing social inequalities and encourage further analysis on how, through language, underrepresented minorities resist and debunk power. First, some examples are given of how weak representations of minorities are portrayed in ELT materials. Secondly, the model, based on Gee's (2011) three-level definition and Macgilchrist's (2016) generative perspective of discourse analysis, is explained. Finally, two examples of the model are presented in order to show how passive constructions could be dismantled by giving a voice to silenced ethnicities that are either challenging power or fighting for recognition through text or talk.
Exploring Pre-Service Teachers&apos; Beliefs about Language Teaching and Learning: A Narrative Study
Author: Mateus, Catalina Herrera
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Undergraduate Students,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Personal Narratives,Practicums,Attitude Change,Teaching Experience,Task Analysis,Sociocultural Patterns,Foreign Countries

Pre-service English teachers' beliefs about learning and teaching delineate how they plan, design, and perform in the classroom. The objective of this article is to report pre-service teachers' beliefs about learning and teaching and how those beliefs continued, changed, or disappeared once pre-service teachers faced English classes. This narrative study was implemented in an undergraduate program in language teaching with fifteen pre-service teachers. Data were collected using observation tasks and autobiographical narratives. The findings show they construct their beliefs based on their previous experiences as learners; most beliefs are maintained after the practicum with some changes and others appear when teachers face new situations in the classroom.
The Experiences of Classroom Teachers on the Homework Process in Teaching Mathematics: An Interpretative Phenomenological Analysis
Author: Ergen, Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Homework,Teacher Attitudes,Mathematics Instruction,Feedback (Response),Elementary School Mathematics,Foreign Countries,Elementary School Teachers

This phenomenological study aimed to explore a group of classroom teachers' experiences with homework assignment in teaching mathematics. The participants of the study were 27 classroom teachers who were selected using the criterion-based sampling technique. The research data were collected with a semi-structured interview form developed by the researchers and subjected to interpretive phenomenological analysis. The results showed that the teachers plan the homework they would assign the evening before the class and use resources available on the internet while planning it. It was also revealed that they assign mathematics homework for various purposes such as ensuring comprehension of the subjects, knowledge retention and use of the learned subjects in daily life. They reported that they check and provide feedback on the assigned homework during the classes that the assigned homework is sometimes done by the family members of the students and that both preparing and checking the homework take an extensive amount of time. As a solution to these problems, they suggested communicating and negotiating with the parents, getting support from school counselors and reducing the number of the themes in the primary mathematics curriculum.
The Influence of Teacher Educational and Technological Factors on Video-Based Pedagogical Responses in Jordan: An Integrative Mixed Methods Study
Author: Ajloni, Mosah S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Integration,Secondary School Teachers,Teacher Characteristics,Value Judgment,Usability,Positive Attitudes,Internet,Technical Support,Public Schools,Private Schools,Teaching Experience,Creativity,Intellectual Disciplines,Instructional Program Divisions,Role Perception,Influences,Foreign Countries

This study examines the extent of influence educational and technological factors have on the level of engagement of the video-based pedagogical responses, and by extension the level of acceptance and use of video technology in teaching, in the context of secondary school teachers in Amman city, Jordan. Educational factors considered were type of school, teaching experience, teaching grade and subject been taught. Technological factors considered were access to the internet and whether teacher has IT support. An integrated mixed method approach was used incorporating both quantitative and qualitative techniques. The ANOVA statistical analysis method was used for the quantitative analysis component. Results from this study were then viewed through the lens of the Technology Acceptance Model theoretical framework for additional insight. It was found that not all the educational and technological factors considered have a statistically significant influence on teachers? level of engagement of the video-based pedagogical responses. The only factor that has a statistically significant influence over all components of the video-based pedagogical responses is the subject being taught, in particular, science-related subjects. In other words, teachers who taught science-related subjects were found to engage in all components of the video-based pedagogical responses. Therefore, according to the interpretation of the Technology Acceptance Model framework in this study, teachers who teach science-related subjects will likely lead to acceptance and use of video technology by both teachers and students due to usefulness and ease of use being perceived. Acceptance and use of video technology will likely lead to an enhanced pedagogical outcome.
What Makes Learning Enjoyable? Perspectives of Today&apos;s College Students in the U.S. and Brazil
Author: Seemiller, Corey
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Positive Attitudes,Learning Motivation,Generational Differences,Young Adults,Student Interests,Relevance (Education),Teacher Effectiveness,Interaction,Comparative Education,Mastery Learning,Foreign Countries

The purpose of this article is to uncover what makes learning enjoyable for Generation Z college students (born 1995-2010) in the United States (U.S.) and Brazil. Qualitative data from 1,282 participants in the U.S. and 775 participants in Brazil were analyzed independently and for comparison using content analysis and thematic coding. The results of this study show both similarities and differences between these two populations. Both groups enjoy learning that is interesting, inspiring, relevant, and engaging. U.S. students enjoy knowledge acquisition, learning for societal impact, and having instructors who are competent and relatable. Brazil students, on the other hand, enjoy peer learning. While these results align with previous research findings on preferences for learning and cultural nuances, it is important to note that studies on Generation Z college students and learning are sparse. Thus, understanding this generational cohort in higher education is paramount for both informing and supporting individual pedagogical practices and shaping training initiatives on teaching and learning in higher education. In addition, given the impact of globalization on technology, commerce, entertainment, and information, uncovering the similarities in how young people from different cultures perceive learning may have global implications on research, training, and individual instruction in a more macro and universal way.
A Noteworthy Next Class: Making Learning Objectives Work for You
Author: James, Amy B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Educational Objectives,Information Literacy,Library Instruction,Taxonomy,Instructional Design,Librarians,Student Centered Learning,Academic Libraries,Curriculum Development

The creation of learning objectives is often considered imperative for semester-length courses, yet unimportant or irrelevant for information literacy instruction one-shot sessions. However, the Association of College and Research Libraries &quot;Framework for Information Literacy for Higher Education&quot; calls librarians into action by instructing each library and campus to develop learning outcomes in line with the six frames that make sense for their individual communities. By reviewing the recognized taxonomies and selecting one that resonates with their teaching, librarians can follow the principles of backward design developed by Grant Wiggins and Jay McTighe to create learning objectives that work for their students and for them. The process of creating learning objectives for a one-shot session does not have to be daunting. By following the steps outlined in this article, librarians can create effective and measurable learning objectives that help direct class content and keep a student-centered focus.
Assessing the Potential for Critical Thinking Instruction in Information Literacy Online Learning Objects Using Best Practices
Author: Goodsett, Mandi
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Information Literacy,Electronic Learning,Best Practices,Distance Education,Library Instruction,Scoring,Scores,Online Courses,Educational Strategies

Critical thinking, while often used as a mere buzzword, is clearly relevant to the mission and expertise of librarians who teach. Even in online information literacy instruction, critical thinking remains an important goal. This study attempts to determine the ways and extent to which online information literacy learning objects follow best practices for teaching and assessing critical thinking. In this study, the researcher evaluated a sample of information literacy online learning objects in the Association of College and Research Libraries repository of peer-reviewed instruction materials, PRIMO, using a literature-based rubric. The resulting analysis provides evidence of the extent to which information literacy online learning objects adhere to best practices for teaching and assessing critical thinking.
Perceptions of School Administrators on Their Contributions to Teacher Professional Development
Author: Karacabey, Mehmet Fatih
Date: 2020-01-00
Type: Journal Articles
Subjects: School Administration,Elementary Schools,Secondary Schools,Principals,Administrator Role,Administrator Attitudes,Self Evaluation (Individuals),Teacher Administrator Relationship,Inservice Teacher Education,Professional Development,Administrator Characteristics,Foreign Countries

The aim of the study is to determine the contribution of school administrators working in Sanliurfa to the professional development of teachers. The research was conducted according to the survey model. Data from 493 school administrators working in a primary school, secondary school and high schools during the 2017-2018 education period were collected with a form prepared on the internet. Descriptive statistics, t-test and variance analysis were used to analyze data. As a result of the research, it was determined that school administrators frequently contribute to the professional development of teachers. In Sanliurfa, 63.50% of school administrators support teachers' professional development at frequent and always levels. It was determined that the most frequent activity of the school administrators was to review the relevant sources and to inform the teachers about educational innovations. The least frequent activity was to develop an example course to develop teachers. No difference was determined in perceptions of school administrators according to gender, duty, seniority, type of school, education and branch.
The Effect of Puzzle-Based Learning on Secondary School Students&apos; Attitudes and Their Self-Efficacy Beliefs in English Lesson
Author: Derer, Özgür Kürsad
Date: 2020-01-00
Type: Journal Articles
Subjects: Puzzles,Teaching Methods,Secondary School Students,Student Attitudes,Self Efficacy,English (Second Language),Second Language Learning,Instructional Effectiveness,Grade 8,Foreign Countries,Pretests Posttests

The overall aim of this research was to examine the effectiveness of puzzle-based learning approach on secondary school students' attitudes and their self-efficacy beliefs in English lesson. The research employed the mixed model and quasi-experimental design with pre-test/post-test was applied. The working group was consisted of the 8th grade students who were selected from two classes and who learned at Elbistan Secondary School during the 2017-2018 academic year. The study was conducted with two groups; experimental group and control group. While lessons were taught based on puzzle-based learning approach in experimental group, in control group the lessons were taught according to the suggested methods of English lesson curriculum. At the end of the study, experimental group students' attitudes and self-efficacy beliefs in English lesson scores increased within groups and between groups. The activities which were carried out in the context of puzzle-based learning were considered as effective applications by students. Observations done during the implementation process of puzzle-based learning in experimental group revealed that the students had fun and learned, and their active participation increased during lessons.
The Implementation of an Intensive English Language Program in the Fifth Grade in Turkey: A Qualitative Evaluation
Author: Dincer, Ali
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 5,English (Second Language),Second Language Instruction,Elementary School Students,Elementary School Teachers,Program Implementation,Program Effectiveness,Barriers,Instructional Materials,Faculty Development,Educational Innovation,Teacher Attitudes,Curriculum

This qualitative evaluation study aims to investigate the implementation process of a current educational reform on teaching English to young learners in Turkey, the Intensive English Language Program in the Fifth Grade, from English as a foreign language (EFL) teachers' viewpoints. Seven EFL teachers at pilot schools in the city-center of Erzincan were interviewed twice. The results of the first round of interviews indicated that despite the challenges arising from the pilot program, the teachers had positive attitudes regarding the potential advantages of the program. However, the final interview results painted a different picture in that although the main principles of the policy were seen as beneficial for young learners, the teachers faced a variety of challenges, such as a heavy compulsory curriculum in terms of content, lack of professional development support on the new program and scarcity of suitable language teaching materials. Based on both these problems and the benefits of the program, the teachers offered several suggestions for improving the quality of the program; these targeted elements including poor design of the program and unsatisfying professional development support. This study takes a snapshot of the implementation of the current EFL reform and presents suggestions for policymakers and teachers.
Exploring the Gap between Instructors&apos; and Learners&apos; Preferences about Error Correction in ELT
Author: Inci-Kavak, Vildan
Date: 2019-01-00
Type: Journal Articles
Subjects: Preferences,Expectation,College Students,Young Adults,Language Teachers,Teacher Attitudes,Student Attitudes,Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Needs,Peer Evaluation,Foreign Countries

For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.
The Effect of Adapted Basketball Exercises on the Development of Non-Oral Communication Skills of Autistic Children
Author: Alp, Hulusi
Date: 2019-10-00
Type: Journal Articles
Subjects: Team Sports,Nonverbal Communication,Communication Skills,Autism,Pervasive Developmental Disorders,Foreign Countries,Children,Adapted Physical Education

The aim of this study was to determine the effect of adapted basketball exercises on the development of nonverbal communication skills of autistic children. Among the single-subject research models, multiple-polling inter-polling behavior was used. The population of the study consists of children with mild autism spectrum disorder in the special education center in which autistic children are educated in Isparta. The sample of the study was determined by using simple random sampling method for two (2) mildly autistic children of ten (10) years. Written consent was obtained from the parents for the selected children to participate in the study. The aim of the study is to teach selected children the skills of non-verbal communication, to the other person, to shake hands and to shake hands with the other person. The study lasted a total of seventeen (17) weeks, one week of observation and sixteen weeks of application. The same program was applied to both children during the study. The content of the program consists of teaching basic technical skills specific to basketball. These skills include ball holding, right and left hand bouncing, right and left hand dribbling, chest pass, bounce pass, overhead pass and smash techniques. The skills were adapted to the readiness levels of both children. In order to record the data, video camera, entry level data recording form and teaching process data recording forms were used. The data obtained at the end of the application were analyzed by showing on the graph. Since the number of participants was two (2), the data obtained during the seventeen (17) week period were converted to point points in accordance with the scale protocol and converted to line graphs to reveal the change. When the findings of the study were evaluated, it was seen that there were positive changes in the development of non-verbal communication skills of autistic children who extended their hands, squeezed their hands and shook hands with the other person.