ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Transdisciplinarity on Sight Translation Training in Scientific and Technical Domains
Author: Saienko, Natalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Professional Identity,Interdisciplinary Approach,Languages for Special Purposes,Language Processing,Language Usage,Second Languages,Professional Education,Generalization,Teaching Methods,English for Special Purposes,Ukrainian,Scientific Research,Undergraduate Students

The paper aims to explore the impact of interdisciplinarity on sight translation training in scientific and technical domains. The authors concentrate on the distinctive features of transdisciplinarity and explain the concept of &quot;weak&quot; (used as a practical means) and &quot;strong&quot; transdisciplinarity (complex impact through several levels of reality). 80 future translators/interpreters took part in the research. The results of educational process observations during sight translation classes are presented. Three levels of competences in translating and interpreting (high, medium and low) are identified to conduct the quantitative and qualitative analysis of experimental data during sight translation training. The theoretical and practical analyses, generalisation and mathematical statistics methods were used to stipulate the impact of transdisciplinarity on sight translation training. This research has clearly shown that application of a transdisciplinary approach gives future translators/interpreters opportunity to receive cross-sectorial training in specific fields. Transdisciplinary in sight translation trainings has a positive impact on the development of students' professional identity.
The Effect of Direct Instruction in Formulaic Sequences on IELTS Students&apos; Speaking Performance
Author: Goncharov, Gennadiy
Date: 2019-00-00
Type: Journal Articles
Subjects: Phrase Structure,Language Fluency,Speech Communication,English (Second Language),Language Tests,Second Language Learning,Second Language Instruction,Teaching Methods,Intensive Language Courses,Oral Language,Pretests Posttests,Audio Equipment,Computer Software,Scores,Direct Instruction,Test Preparation,Foreign Countries,Armed Forces,Military Training,Universities

In the light of previous research into the correlation between the acquisition of formulaic sequences and language learners' fluency gains, this study aims to investigate the extent to which an intensive course of direct instruction in preselected targeted formulaic sequences can improve IELTS students' oral fluency. In achieving this purpose, the researcher explores criteria for selecting formulaic sequences for intensive instruction as part of an IELTS speaking preparation course, and outlines principles for selecting and developing tasks and activities for the acquisition of formulaic sequences. The methodology for our intensive instruction course was quantitatively and qualitatively assessed using a group of five intermediate second language learners of English who had not received IELTS training before. A body of empirical data was gathered in pre- and post-course speaking tests conducted in full accordance with the IELTS format, with the test takers' performance being audio recorded. Recorded data were imported into Praat speech processing software to examine the temporal characteristics of the participants' speech. Analysis of the pre- and post-test recordings using a number of temporal measures revealed a significant increase in the number of targeted formulaic sequences used by the study participants after four weeks of intensive direct instruction. Analysis of the empirical data collected suggests a beneficial effect of formulaic sequence acquisition on both IELTS students' speaking performance and on their overall Speaking scores. The findings obtained are used to hypothesise to what extent formulaic sequences acquired through the course of direct instruction can influence test-takers' IELTS Speaking scores.
Teaching Ukrainian as a Non-Native Language to National Minorities in Ukraine: Challenges for Evidence-Based Educational Policies
Author: Zabolotna, Oksana
Date: 2019-00-00
Type: Journal Articles
Subjects: Ukrainian,Minority Group Students,Language Minorities,Teaching Methods,Second Language Learning,Second Language Instruction,Educational Legislation,Language of Instruction,Foreign Countries,Ethnic Groups,Underachievement,Evidence Based Practice,Educational Policy,High School Students,Student Attitudes,Parent Attitudes,Curriculum Design,Bilingual Education,Romance Languages,Native Language

Underachievement among national minority group students in places of their compact residence in Ukraine makes them vulnerable to educational failure. This problem is noticeable in Chernivtsi Region of Ukraine where the multicultural character causes peculiar behaviour in politics, migration, economic and cultural activities as well as in educational strategies. Owing to the fact that in some districts (Hertsa and Novoselica) the Ukrainian Language is not the mother tongue for most residents who are ethnical Romanians and Moldavians, about 60% students fail in Independent External Testing after secondary school. This issue was taken into account in Article 7 of Ukrainian Law on Education (2017) which presupposed gradual significant growth in school subjects with Ukrainian as the language of instruction. The issue raised the research question: What approaches can be applied to teaching Ukrainian as a non-native language to national minorities in sites of their compact residence (where more than 80 % of the population speak Romanian in their everyday life)? This actualised the need for formulating evidence-based language policies in Ukraine. With the purpose of answering the need, Ukrainian Educational Research Association designed and carried out a public perception survey using in-depth interviews with high-school students and their parents, school teachers, local and regional policy-makers in education, local authorities, and national cultural societies. Based on the research, the authors give recommendations on approaches which should be used in design of curriculum and syllabus of Ukrainian as a non-native language. The authors emphasise the importance of the gradual introduction of the Ukrainian language starting from learning it as a foreign language at initial stages, with further switching to second language teaching strategies, and leading to bilingual education.
Foreigners&apos; Integration and Language Learning in Adult Education in Canada: Experience for Ukraine
Author: Busko, Mariia
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Ukrainian,English (Second Language),French,Adult Education,Immigrants,Foreign Students,Doctoral Students,Student Attitudes,Social Integration,Social Values,Acculturation,Program Implementation,Program Effectiveness,Foreign Countries

The article deals with the research of special features of foreigners' integration and language learning in Canada as an integral part of adult education. The paper outlines a complex of basic scientific approaches such as system, structural and functional, andragogical, axiological, intercultural, and competency-based approaches. The study analyses a number of programmes for immigrants' integration in Canada, as well as language learning by adults. Critical overview allowed assuming that &quot;Language Instructions for Newcomers to Canada&quot; is the most popular programme among immigrants in this country. Taking into account the lack of similar programmes for foreign students in Ukraine and positive experience of Canada in this sphere, Lviv Polytechnic National University developed an elective course for international PhD students aimed at their adaptation in Ukraine. The article focuses on the features of the course which is based on the &quot;Language Instruction for Newcomers to Canada&quot; programme. Its content component is based on the demands, individual needs and involves the acquisition of language skills and acquaintance with the culture of the country. At the end of the course, the PhD students took part in a survey. The results of the survey showed that in spite of some difficulties, it appeared to be quite effective and informative.
Serious Games in Higher Distance Education
Author: Celestini, Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Game Based Learning,Educational Games,Technology Uses in Education,Teaching Methods,Student Motivation,Learner Engagement,Behavior Theories,Cognitive Processes,Constructivism (Learning),Learning Theories,Networks,Design,Behaviorism

Games have been socially entrenched throughout history as a form of entertainment. Current rapidly changing technological advances have permitted an increasingly prominent means of utilizing these entertainment sources in an instructional capacity for educational purposes. As a result, serious games focus on engaging learners in activities which are not developed solely for enjoyment purposes. Goal oriented pursuits based in either an authentic or fictitious scenario can be designed to improve motor and cognitive abilities or learner knowledge (de Freitas &amp; Jarvis, 2006; Lamb et al., 2018; Protopsaltis et al., 2011). Serious games promote intentional, active, and mobile learning that can be successfully used as a supplemental educational tool to facilitate a situated understanding of specific content (Admiral et al., 2011; Gee, 2005). This paper is a brief overview of game-based learning, or serious games, as an innovative instructional strategy in higher distance education.
Impacts of COVID-19 on the Ethiopian Education System
Author: Mengistie, Tilahun Adamu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Barriers,School Closing,Disease Control,Educational Technology,Technology Uses in Education,Access to Education,Elementary Secondary Education,Postsecondary Education,Access to Computers,Internet

The outbreak of COVID-19 at the end of 2019 lifted 2020 of the world in turmoil. Now, the world is absolutely in a unique environment. In all corners, today, the scientific world accompanies huge consequences from the novel coronavirus. The economic, social, educational, and political aspects of the world get into the abnormal conditions. This paper aimed to provide the current stance of Ethiopia's poorly equipped educational system, by focusing on the impacts of the novel Coronavirus in the provision of education and the government measures to alleviate problems, obstacles, challenges, and opportunities to adapt current reality.
Linguistics and Cultural Studies Integration into Social and Political Science Course
Author: Pomykalo, Wojciech
Date: 2019-00-00
Type: Journal Articles
Subjects: Political Science,Language Proficiency,Interdisciplinary Approach,Political Issues,Social Problems,Problem Solving,Majors (Students),Linguistics,Discourse Analysis,Comparative Analysis,Critical Thinking,Audiences,Vocabulary,Language Usage,Political Attitudes,Cultural Awareness,Second Language Learning,Second Language Instruction

This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country's social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students' political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.
Canoe as Teacher
Author: Nahanee, Larry
Date: 2021-00-00
Type: Journal Articles
Subjects: Canada Natives,Indigenous Knowledge,Teaching Methods,Culturally Relevant Education,Land Settlement,Transportation,Recreational Activities,History,Cultural Influences,Natural Resources,Holistic Approach,Experiential Learning,Place Based Education,Lifelong Learning,Cooperation

This article is about the Squamish Ocean Canoe Family and is based on stories shared by the Skwxwú7mesh Chiaxten (&quot;Protocol Keeper&quot;), Wes Nahanee, and the President of the Squamish Ocean Canoe Family, Larry (Shucks) Nahanee. The article tells the story of a revival of the Skwxwú7mesh ocean-going canoe and traditions, particularly through the annual Tribal Canoe Journeys. Through the stories, reflections, and teachings shared by Wes and Shucks, this paper looks at the &quot;canoe as a teacher&quot; and how Indigenous Pedagogies are attained through Canoe Journeys, particularly in the urban Indigenous context where this canoe resurgence means cultural continuity and healing.
Revealing Students&apos; Responses on the Use of Flipgrid in Speaking Class: Survey on ICT
Author: Syahrizal, Trisnendri
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Video Technology,Teaching Methods,Public Speaking,Technology Uses in Education,Speech Skills,English (Second Language),Second Language Learning

Along with the development of the 4.0 era, the use of ICT media is not a new thing in the world of education. Many previous studies have integrated various technology-based media (ICT) with language learning including speaking lessons. One of the platforms that is, currently, being widely used is FLIPGRID. The main objective of this research is to reveal how students respond to the use of FLIPGRID as an ICT-based media that focuses on Speaking. The research method used is qualitative method. The instruments used in this study were questionnaires and interviews. From the results of the study, it was found that there were 26 respondents of positive responses from the accessibility, internet connectivity, psychological fulfillment, the interactive features and 16 respondents of negative responses of students to the use of the Flipgrid application ranging from competitiveness, equipment, and originality. The most positive responses that arise are that this application is easy to use, while the most negative responses that arise are difficulties or the upload process is quite long. It can be concluded that the FLIPGRID application has more positive responses than negative responses, so that this application can be used by teachers and lecturers in the speaking class.
Advocacy Duty of School Psychological Counselors from the Viewpoint of School Principals and Teachers = Okul Müdürleri ve Ögretmenlerin Bakis Açisi Ile Okul Psikolojik Danismanlarinin Hak Savunuculuk Görevi
Author: Tarhan, Sinem
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Secondary School Teachers,Secondary Schools,Advocacy,Administrator Attitudes,Teacher Attitudes,School Counselors,Counselor Role,Justice,Student Rights,Teacher Role,Administrator Role,Student Role,Secondary School Students,Foreign Countries

The purpose of this study is to determine thoughts of school principals and teachers about advocacy duty of school psychological counselors. In the study, phenomenological design, one of the qualitative research methods, was used. By using criterion sampling method, 12 secondary school principals and 12 branch teachers at secondary level; 24 participants contributed to the study. The data which was collected through interview method was analyzed with descriptive analysis method. All of the school principals and some of the teachers described their school as a fair environment. Teachers stated that students complain that they confront with unjust treatments. The participants, particularly school principals, stated that advocacy should be made with the cooperation of guidance service and classroom guidance teacher. Teachers stated that rights of the student must be defended by administrator and classroom teacher, student must defend himself/herself or student should be defended by school psychological counselor. The large part of directors stated that school psychological counselor should fulfill advocacy duty whereas others implied that advocacy of school psychological counselor could harm their neutrality. Almost all of the teachers stated that they support advocacy of school psychological counselors and they emphasized that their advocacy should be limited to school environment.
An Evaluation of School Principals&apos; Instructional Leadership Behaviours from the Perspective of Teachers = Ögretmenlerin Perspektifinden Okul Müdürlerinin Ögretim Liderligi Davranislarinin Degerlendirilmesi
Author: Cansoy, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Instructional Leadership,Teacher Attitudes,School Administration,Educational Objectives,Curriculum Development,Teacher Administrator Relationship,Curriculum Design,Time on Task,Faculty Development,School Culture,Management Development

The primary aim of this study was to evaluate school principals' instructional leadership behaviours based on teachers' views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers' success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers' professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers' professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals' knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.
Opinions Regarding the Effectiveness of the Educational Activities within Which Education Supervisors Are Involved = Maarif Müfettislerinin Katildiklari Hizmet Içi Egitim Faaliyetlerinin Etkililigine Iliskin Görüsleri
Author: Kayikçi, Kemal
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development,Supervisors,Inservice Education,Administrator Attitudes,Program Effectiveness,Management Development,Foreign Countries,Educational Needs,Barriers,Program Evaluation,Planning,Job Performance,Age Differences,Educational Attainment

In this study, it was aimed to determine the views of the education inspectors about the in-service training (IST) they attended and the problems they experience during IST. Quantitative and qualitative design were used together in the study. The data were collected through the In-Service Training Assessment Scale (ISTA) and an open-ended questionnaire. The data obtained from 300 education inspectors who filled in the scale (working at 10 cities) and from 100 education inspectors among them who answered open-ended questions were evaluated. According to the results of the research, while the inspectors stated at &quot;A Little&quot; level, their IST needs have been determined, IST has been planned, the activities of IST have been evaluated and their IST needs have been met, they agreed &quot;Moderately&quot; that running process of IST is effective. The views of the education inspector differed in terms of age and graduation variables. Findings from qualitative research parallel with findings from quantitative data. Educational inspectors pointed out problems about the suitability of the course centers, utility of IST activities, the activities of the Ministry of National Education (MNE), the teaching staff in these activities and the number of IST. According to the results of the research, it could be said that the IST studies on education inspectors were not sufficient. [Paper presented at EYFOR (7th).]
Ethical Dilemmas That School Administrators and Teachers Experience: An Analysis Related to Demographic Variables = Okul Yöneticilerinin ve Ögretmenlerin Yasadiklari Etik Ikilemler: Demografik Degiskenler Açisindan Bir Inceleme
Author: Erdogan, Onur
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Moral Issues,Decision Making,Middle School Teachers,Teacher Characteristics,Principals,Assistant Principals,School Administration,Public Schools,Work Experience,Gender Differences,Age Differences,Foreign Countries

The aim of this research is to analyse the levels of ethical dilemmas that the school administrators and the teachers experience, and to document their ethical dilemmas according to demographic variables. In this study, 540 teachers, 60 principal assistants and 30 school principals who participated in the sampling were chosen from public middle schools in Ankara by stratified sampling method. The data were collected by &quot;Ethical Dilemmas Scale at Schools&quot;. The results of the research revealed that school administrators and the teachers experience ethical dilemmas mainly at medium level. Although school administrators' and teachers' ethical dilemmas do not change according to their gender, on the part of teachers ethical dilemmas change in relations to their position. Besides, the analyses pointed out that the teachers in the middle-age group experience more ethical dilemmas. According to these results, principal assistants who are mid-senior experience more ethical dilemmas related to behavioural and systemic aspects, mid-senior teachers experience more behavioural and structural ethical dilemmas. The research results are discussed in terms of the situations that cause ethical dilemmas in the context of preventing them.