ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Students&apos; Gender and Their Use of Politeness Strategies in the &quot;Results and Discussions Section&quot; of PhD Dissertations
Author: Koozhzad, Arezoo
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Correlation,Doctoral Dissertations,Doctoral Students,Foreign Countries,English (Second Language),English Instruction,Native Language,Academic Language,Writing (Composition),Intercultural Communication,Cultural Differences,Communication Strategies,Language Usage,Discourse Communities,Prosocial Behavior

The researcher analyzed the Result and Discussion Sections of 10 dissertations of Iranian PhD students and 10 British PhD students by aiming to investigate their use of politeness strategies using Brown and Levinson's (1987) taxonomy and its relationship with the gender of the authors. The results proved that Iranian writers most frequently used negative politeness strategies, followed by positive politeness strategies. British writers, like Iranians, used negative politeness strategies more than the others. The next frequent strategy was positive politeness strategies. Moreover, there was a significant difference between the frequency of politeness strategies used by Persian and British writers. Considering the gender, there is a significant difference between the positive strategies used by male and female Iranians. In fact, unlike the Male Iranian authors who used more positive strategies, the female Iranian authors used fewer strategies and this difference was significant. However, that there was no significant difference between the positive strategies used by British male and female participants. Also, there was a significant difference between the negative strategies used by male and female Iranians. In fact, the results show that the female Iranian authors used fewer strategies and this difference was significant. Moreover, there was a significant difference between the negative strategies used by British male and female participants.
An Investigation of Turkish Novice EFL Teachers&apos; Perceptions of Lesson Study
Author: Bayram, Ilknur
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Language Teachers,English (Second Language),Second Language Instruction,Faculty Development,Communities of Practice,Teacher Attitudes,Program Effectiveness,College Faculty

This paper aims to investigate how three novice EFL teachers perceived Lesson Study, a Japanese professional development (PD) model, and its implications for their PD. This study was designed as a qualitative case study. The case in this study was three novice EFL teachers, who carried out Lesson Study during 2016-2017 fall term at the Department of Foreign Languages of a Turkish foundation university, and their implementation of the model. Data were collected using eight teacher reflective reports and audio recordings of 24 meetings. Data were analyzed through conceptualizing, coding and categorizing. Findings revealed that Lesson Study aroused teachers' enthusiasm for conducting research and it also encouraged them to focus more on learning than teaching; however, the model was deemed demanding by the teachers who struggled to get accustomed to the pace of it. They suggested that a mentor would facilitate the process. In terms of its contribution to PD, teachers noted that Lesson Study encouraged them to pursue PD and reflect on their classroom practice. Findings of this study suggest that Lesson Study might be integrated into the PD of novice EFL teachers with minor adaptations and the help of a facilitator. The model might address the PD needs of novice EFL teachers who seek to work in collaboration to reflect on their classroom practice.
State-of-the-Art of Language Testing and Assessment in Non-Formal Education: The Case of English Language Schools in Turkey
Author: Kavakli, Nurdan
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Nonformal Education,Foreign Countries,English Curriculum,English Instruction,English (Second Language),Educational Certificates,Standards,Private Schools,Evaluation Criteria,Benchmarking,Language Teachers,Educational Practices,Administrators,Audits (Verification),Teacher Attitudes,Administrator Attitudes

Purveying insights from a mixed-method research design, this study aims to enlighten the exploitation of the European guidelines in language testing and assessment practices in non-formal educational settings. Accordingly, three non-formal English language schools renowned for quality in Turkey were taken to in-depth analysis in order to offer a general paradigm from a sample of leading professionals on the utilization of the European benchmarks in language testing and assessment practices. The results have yielded that (1) there is a need for a more practical curriculum molded with a real auditing system for the enhancement of the current language testing and assessment practices; (2) there is a request for the validation process for language certificate examinations implemented in non-formal educational settings; (3) there is a demand for cooperation amidst the allies for the standardization process in language testing and assessment practices. The results are laced with some recommendations and implications for language testing and assessment.
English Language and Literature Students&apos; Perceptions towards English Language Teacher Identity
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: English Teachers,Literature,Professional Identity,Student Attitudes,Evening Programs,Day Programs,Gender Differences,Age Differences,College Students,Teacher Education Programs,Attendance,Foreign Countries,Public Colleges,Universities

Identity can be defined as how an individual is perceived as an individual in any presumable setting. When the literature is reviewed, there is a limited number of studies conducted regarding English teachers' perceptions towards teacher identity. This study will shed on a light on the related area. This is a quasi-experimental study. The survey was carried out in Spring term of 2018-2019 academic year. There were 97 student participants receiving education in the English Language and Literature department of Karabük University. The age of the learners ranged from 19 and 25-over. The learners were from 2 kinds of education where students study. There were 44 students from daytime education and 53 students were from daytime education. The data obtained through the application regarding the development of Teaching Profession Attitude Scale has been transferred to SPSS. All statistical analysis was performed using IBM-SPSS (International Business Machines-Software Package for Social Sciences) Statistics, Version 23·0 (Armonk, New York). Non-parametric (Mann-Whitney-U and Kruskal-Wallis) tests were used due to the non-normally distributed data.
Academic Self Efficacy as a Predictor of Academic Achievement of Students in Pre Service Teacher Training Programs
Author: Nasir, Maliha
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Ability,Self Efficacy,Predictor Variables,Academic Achievement,Preservice Teachers,Preservice Teacher Education,College Students,Grade Point Average

The study was designed to examine relationship between academic self-efficacy and academic achievement of students in pre service teacher training programs. The study also aimed to explore difference in the self efficacy level of students enrolled in regular and self-supporting degree programs. The sample of the study consisted of 135 students enrolled in two teacher training programs in the Department of Elementary Education, Institute of Education and research, Punjab University. Survey method was used for data collection. Results revealed a significant positive correlation between academic self-efficacy and academic achievement of the students. Students enrolled in regular degree program had higher level of academic self-efficacy than students enrolled in self-supporting programs. The study revealed that over estimation of one's capabilities may deteriorate the level of performance.
Attitudes of Turkish EFL Students towards Learning English
Author: Sentürk, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Student Attitudes,Family Influence,Acculturation,Self Concept,Cultural Awareness

The study investigated the attitudes of Turkish undergraduate EFL students' attitudes toward learning English. The study was carried out with 60 students studying at Bartin University the School of Foreign Languages in the 2018-2019 academic year by conducting a questionnaire designed on a five-point Likert scale. The scales examined in the questionnaire were &quot;integrativeness, attitudes to L2 community, cultural interest, attitudes to learning Turkish, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality (promotion and prevention), and fear of assimilation&quot;. The data were analyzed by using SPSS program. The results revealed that Turkish EFL students had positive attitudes towards learning a foreign language since they need it in their lives and for their career.
A Study of Relationship between Learning Preferences and Academic Achievement
Author: Khan, Sher Afgan
Date: 2019-04-00
Type: Journal Articles
Subjects: Correlation,Preferences,Academic Achievement,High Achievement,Low Achievement,College Students,Foreign Countries,Visual Learning,Auditory Perception,Kinesthetic Perception,Measures (Individuals)

Major focus of this study was on visual, auditory and kinesthetic learning preferences of college students as given in Dunn and Dunn model (Dunn &amp; Dunn, 1993) and their relationship with academic achievement of students. The nature of study was quantitative, descriptive and correlational. All (male and female, science and arts) students enrolled in B.A. /B.Sc. and BS programs of all public sector colleges of Punjab province constituted the population of study. The study was delimited to six districts of Punjab province with two districts from each region (North, Central, &amp; South Punjab). Three-stage cluster sampling technique was used to select the sample of 1200 students. Barsch Learning Preferences Inventory (BLPI) (visual, auditory, &amp; kinesthetic) developed by Barsch (1996) was used as a research instrument. Product Moment correlation coefficient was used to find out relationship between each learning preference and academic achievement. Furthermore, differences among low achieving and high achieving students with respect to their learning preferences were analyzed by applying z-test. It was concluded that college students were predominantly visual in their learning preference. High achieving students were also more visual and kinesthetic. Further, there was also a significant relationship between auditory learning preference and academic achievement.
The Phonological Structures of Open and Close Junctures in Utterances for English Teachers
Author: Demirezen, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonology,Speech Communication,Phonemes,Acoustics,Communication Problems,Pronunciation,English (Second Language),Second Language Learning,Auditory Perception,Phrase Structure,Second Language Instruction,Language Teachers

Junctures are specific phonemes in English language and work like what the traffic lights do in the structures of phrases at the beginning, in the middle, and at the end of the words, phrases, clauses, and sentences. They indicate both the pauses and continuation in the flow of speech in between or among the utterances some of which can be the cause of misperceptions and misunderstandings. At the word and phrase level, open and close junctures come to the stage to give hard times to the non-native speakers in perception of speech and production of speech. By nature, sounds signal pauses, segmentation, and which the listeners need them to perceive the spoken utterances. Close junctures take place in compound words while the open or plus junctures are situated in or among the phrases. They both change the meanings of utterances; therefore, they are accepted as phonemes in English. If they are not perceived by the listeners, they change the meanings of utterances and thus the listeners are misled and soon find themselves in communication breakdown.
The Effect of the Application of Learning Activities Based on Learner Autonomy on the 6th Grade Students&apos; English Achievements, Attitudes, and Learner Autonomy
Author: Orakci, Senol
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Elementary School Students,Learning Activities,Student Attitudes,Language Proficiency,Student Centered Learning,English Instruction,English (Second Language),Instructional Effectiveness,Learning Processes,Foreign Countries,Achievement Tests,Retention (Psychology),Reinforcement,Student Participation,Student Development,Positive Attitudes,Peer Evaluation,Self Evaluation (Individuals)

The study aims to determine the effects of learning activities based on learner autonomy on the English achievements, attitudes, and learner autonomy of 6th grade students by allowing students to choose activities to be conducted in English language teaching. The study was conducted on experimental and control groups. Research data were collected through the use of achievement tests, the scale of attitudes toward English lesson, learner autonomy scale, interviews and observation based on researcher's journal form. The study results showed that the achievement levels of the experimental group that used learning activities based on learner autonomy learning and those of the control group that used the activities within the framework of the curriculum prescribed by the Ministry of National Education increased. However, the experimental group was seen to be more successful than the control group. There were significant differences between students in experimental and control groups with respect to achievement, attitude, and learner autonomy scores but all the differences were in favor of the experimental group. As a result of the content analysis method, it was reached that learning English with various classroom activities based on learner autonomy was effective because of the fact that it facilitated, reinforced and retained students' learning process. Also, this learning process enhanced cognitive, affective, and self and peer assessment skills of students.
Developing a Modular In-Service Training Program to Improve Teaching Skills of Primary School Teachers of English in Turkey
Author: Aksoy, Erdem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Inservice Teacher Education,Teacher Competencies,English (Second Language),Second Language Instruction,Language Teachers,Program Development,Teaching Skills,Language Skills,Pronunciation,Computer Software,Technology Uses in Education,Evaluation Methods

This study aims to determine the needs of primary school teachers concerning their expectations from an in-service program to foster their English language teaching competencies and develop such an in-service program draft. Data were collected from 10 primary school teachers working in schools in Ankara where there are currently no appointed English language teachers and from 3 academics working in the field of English language teaching. For data collection, an in-depth interview was used to determine the needs of primary school teachers from an in service program; and a structured questionnaire was used to identify the opinions of the academics on the suitability of the proposed program. The results demonstrate that primary school teachers are in need of such an in-service training program and they specifically need training on teaching methods and techniques of English, basic pronunciation patterns, use of thematic instruction, use of software to teach English and alternative assessment methods. Considering these needs of the primary school teachers who teach English, an in-service training program was developed and finalized by the opinions of the academics. With the dissemination of this program, an important need of classroom teachers can be met in the short run.
Students&apos; Learning Styles in Vocational Education
Author: Kamisli, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Vocational Education,Undergraduate Students,Preferences,Cooperative Learning,Competition

This study set out to identify the learning styles of second year university students who received vocational education in order to contribute to the design of learning environments and activities. The study used a survey research design. The sample consisted of 651 second year university students. The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was used in this study as data collection instrument. The scale is a 5-point Likert type scale and consists of 60 items. The GRSLSS has six subscales (Independent, Dependent, Participant, Avoidant, Cooperative, and Competitive), each of which has 10 items. In this study, the Cronbach's alpha coefficient was found to be 0.83 for the total scale. In the process of analyzing the data, mean scores on the GRSLSS were calculated to identify students' preferred learning styles and the results were analyzed according to the range of mean scores (low, moderate, and high) for each learning style. Finally, the distribution of the number of students across the six learning styles was analyzed. This study set out to identify the dominant learning styles of second year university students and found that competitive and cooperative learning styles were predominantly preferred by the students.
Tension between Keyword Method and Root Analysis in Teaching Vocabulary Recall: Addis Kidam General Secondary and Preparatory School in Focus, Awi Zone, Amhara Region, Ethiopia
Author: Mengistie, Solomon Melesse
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,English (Second Language),Second Language Instruction,Vocabulary Development,Recall (Psychology),Grade 11,High School Students,Instructional Effectiveness

The present study aims at investigating the tension between Keyword methods of teaching to root analysis in teaching EFL students' vocabulary recalling. Since the design of the study is quasi-experimental, pre-test and post-test, two intact groups that comprised a total of 80 students participated in the study. Grade 11 section 'C' Students (n=40) were assigned as the experimental group and grade 11 section 'D' students (n=40) were assigned as a control group by a lottery technique. The researchers used teacher-made tests as a main data gathering tool. A quasi-experimental research design is held via administering pre-test for both the control and experimental groups to see the students' background similarity. Students' score in the pretest witnessed that the two groups were similar. Then, treatment was given for 48 hours for each group by arranging an extra class. The experimental group was taught through keyword teaching method whereas the control group was taught through the traditional teaching method that is root analysis in a context in the textbook. In the end, post-test was administered to gauge the effect of the keyword method on improving the vocabulary proficiency of the learners. The data were analyzed quantitatively through the independent samples t-test and paired samples t-test. The result of the research work revealed that participants in the experimental group who were taught through keyword method outperformed participants who were taught through the traditional vocabulary teaching method. From this, the researchers conclude that keyword method had a significant effect on promoting the vocabulary recalling proficiency of the students than the traditional method. Therefore, teachers and concerned bodies should play their role so that the keyword method could be used as a better alternative vocabulary teaching method in the future in our country.
A Study on the Qualities of Effective EFL Teachers from the Perspectives of Preparatory Program Turkish EFL Students
Author: Hismanoglu, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,English (Second Language),Second Language Learning,Language Teachers,Pedagogical Content Knowledge,Teacher Effectiveness,Student Attitudes,Teacher Characteristics,State Universities,Self Esteem,Teacher Attitudes,Teaching Methods,Teacher Student Relationship,Language Proficiency,Classroom Techniques,Foreign Countries,Second Language Instruction

The purpose of the present study was to investigate the characteristics of effective EFL teachers from the perspectives of preparatory program Turkish EFL students. To achieve this purpose, 93 preparatory program Turkish EFL students from the Foreign Languages School of a state university located in the west part of Turkey participated in the study. The questionnaire designed by Salahshour &amp; Hajizadeh (2013) was utilized in this study by the researcher with some minor modifications on it. The findings of this study showed that being enthusiastic and lively, having interest in his/her job and feeling responsibility for teaching, being creative and spontaneous, being self-confident, having a loud and clear voice and having patience with students were the prominent personal traits of effective EFL teachers. The findings also revealed that the majority of the students viewed their teacher as an effective EFL teacher because s/he presented the topic via a variety of examples, had adequate level of linguistic knowledge, pedagogical knowledge and communication skills and dealt with them individually and s/he was patient to them. Lastly, the findings of this study regarding (a) command in English, (b) teaching methodology, (c) evaluation method, (d) amount of teacher's emphasis on different language skills, (e) mastery over teaching, (f) teacher-student relationship and (g) classroom management were in line with those of previous studies conducted by other researchers in the related literature.