ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Curriculum Evaluation Studies Conducted in Foreign Language
Author: Özüdogru, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Second Language Learning,Second Language Instruction,Sample Size,Statistical Analysis,Content Analysis,Classification,Databases,Educational Research,Elementary Secondary Education,Higher Education,Research Methodology,Teaching Methods,Turkish,English,Research Reports,Second Language Programs,Literature Reviews

This study aimed to analyze curriculum evaluation studies conducted in foreign language education between the years 2005 and 2016 in terms of the levels the studies were conducted in, sample groups, sample size, research methods and curriculum evaluation models via descriptive content analysis. Searching various data bases, 87 studies, which are comprised of 32 articles, 39 master?s theses and 16 Ph.D. dissertations and were conducted between the years mentioned, were accessed. The studies which were accessed were analyzed through descriptive content analysis by utilizing &quot;Paper Classification Form&quot; developed by Sözbilir and Kutu (2008). The data were analyzed through SPSS 22.0 program and presented using descriptive statistical methods. Having analyzed the research findings, it was found that studies were mostly published as master?s theses or articles. Besides, most of the studies focused on the evaluation of elementary school programs, language course programs and preparatory school programs. However, post-graduate degrees, secondary school programs and distance foreign language teaching programs were evaluated in very few studies. Also, sample size between 31-100 was preferred the most frequently and sample size between 1-10 and 1000 and above were preferred the least frequently. The findings also indicated that most studies were done as mixed research. Besides, in quantitative research, questionnaire was mostly preferred and in mixed research, questionnaire and interview were widely preferred. For data analysis descriptive statistics were used more than the inferential statistics and among descriptive statistics, descriptive analysis (f, %) was widely used. Furthermore, it was determined that more than half of the studies did not utilize a curriculum evaluation model.
Comparing the Life Quality of the Students in the Faculty of Sports Sciences and the Faculty of Education
Author: Kiliç, Tahir
Date: 2018-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Quality of Life,Athletics,Foreign Countries,College Students,Questionnaires,Physical Education,Physical Education Teachers,Life Satisfaction,Physical Activities,Physical Activity Level,Gender Differences,Measures (Individuals),Schools of Education,Statistical Analysis

Objective of this study is to compare the life quality of the students in the Faculty of Sports Sciences and the Faculty of Education in Akdeniz University for the education year 2017-2018. The sample of the research study was composed of 895 students (448 female, 447 male) from Akdeniz University, Faculty of Sports Sciences and the Faculty of Education. The life qualities of the students were evaluated according to the Turkish brief questionnaire (WOQOL-BREF TR) of WHOQOL life quality scale. WHOQOL life quality scale was developed by WOQOL group. WOQOL-BREF, a shorter form of this test, which involved 100 items, was developed by the same group and it was interpreted into Turkish afterwards, by Fidaner et al. (1999). Originally composed of 26 items, this scale's Turkish version was comprised of 27 items. The data was analyzed via SPSS package program. In order to determine the differences in socio-demographic features of the participant students, one-way variance analysis (ANOVA) was used, and for observing the group differences, Tukey HSD and Independent Sample T Test were used. When the results of the Life Quality Scale of the students were analyzed, it was observed that there was statistically no significant difference in any sub-dimension of the life satisfaction, including the life satisfaction total points.
The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy
Author: Evain, Christine
Date: 2018-08-00
Type: Journal Articles
Subjects: Electronic Publishing,Comparative Analysis,Educational Technology,Technology Uses in Education,Second Language Learning,Blended Learning,Elementary Education,French,English (Second Language),High Schools,Higher Education,Undergraduate Study,Adult Education,Business Administration Education,Business English,Foreign Countries

This article is a comparative study of five pedagogical experiments that involved the use of the digital eZoomBook tool. An &quot;eZoomBook&quot; is a customized multi-level document incorporating links among the different layers that are accessible by tabs in a menu. eZoomBooks include a zooming in and out function allowing readers to navigate easily among the different layers. Each of the five experiments is examined in light of six classroom variables. We aim to demonstrate that the eZoomBook editor facilitates a blended, eclectic approach adaptable to a variety of pedagogical contexts and highly motivating for its users.
FIRST Framework Design and Facilitate Active Deep Learner Experience
Author: Bahgat, Mohamed
Date: 2018-08-00
Type: Journal Articles
Subjects: Models,Active Learning,Adult Students,Learning Theories,Experiential Learning,Educational Games,Cooperative Learning,Student Experience,Adult Learning,Learning Experience,Group Dynamics,Transformative Learning,Learner Engagement,Qualitative Research

Over the past decades, Learning &amp; Development has become an area of growing interest and constant research. As a result, there is an abundance of studies and models that target the development of educators. However, the professional development of educators should be built on a comprehensive framework of research-based instructional strategies that help train them on how to understand, experience, practice and leave a sustainable impact on learners. This paper presents our own &quot;FIRST Framework&quot;, a holistic framework designed on the basis of renown models and theories, such as: experiential learning; Gamification and game-based learning; facilitative learning, 6Ds model, positive psychology, experience economy and neuroscience. It is an engaging framework that helps educators bridge theory and practice to create high-quality learning environment in their classrooms. FIRST Framework consists of 5 domains with 15 principles that help leave sustainable impact on learners through promoting Active Deep Learner Experience.
English Teachers&apos; Understanding of the New English Language Teaching Program and Their Classroom Implementations
Author: Gürsoy, Esim
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Elementary School Teachers,Questionnaires,Teacher Attitudes,Teaching Methods,Foreign Countries,Grade 1,FLES,Literacy,Age,Educational Policy,Statistical Analysis

Recent changes in Turkish educational system have increased the importance of teaching English, following a global trend to introduce foreign languages at earlier stages of the language teaching program. However, putting the new language program successfully into practice can be challenging. In this regard, this study attempts to investigate teachers' understanding and their instructional practices on curriculum innovation in teaching English to young learners. For this aim, basic components of the new English Language Teaching Program (ELTP) are taken as the criteria to shed light on teachers' beliefs with reference to 4+4+4 education reform introduced in 2013 and the implementations of this reformist program in young learners' foreign language classrooms. In this way, 232 EFL teachers who taught 2nd, 3rd, 4th, 5th, and 6th grades in Turkish state schools participated in the study. The data were collected through a questionnaire composed of three parts in an attempt to find teachers' opinions about the starting grade for language instruction, their understanding about the new language teaching program and the implementations of this program while teaching YLs. Results indicate that teachers share almost the same opinion that foreign language instruction should start at the first grade of the education system. Despite the fact that they have mostly developed theoretically appropriate beliefs about TEYL, teachers, regarding their understanding about the new ELTP, cannot transfer their beliefs into their practices, especially with reading and writing skills in question.
Immersion vs. Construction: The Portrayals of Culture in Indonesian EFL Learning Paradigm
Author: Morganna, Ruly
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Official Languages,Language Role,Interviews,Teacher Attitudes,Definitions,Cultural Awareness,Language Teachers,Correlation,Cultural Influences,Postmodernism,Communicative Competence (Languages),Teaching Methods,Qualitative Research

&quot;The status quo&quot; of English as the world lingua franca (Choi, 2016; Fang, 2017; Kusumaningputri &amp; Widodo, 2018; Liu &amp; Fang, 2017), the increasing role of English as an additional language for nowadays Indonesian generation (Lauder, 2008), and the nature of Indonesian EFL students as multicultural people (Hamied, 2012; Sukyadi, 2015) became the bases sensitizing the role of culture in Indonesian EFL learning. Accordingly, this study focused on two objectives pertinent to how Indonesian EFL teachers defined culture and conceptualized language-culture relationship, and how the portrayals of culture were nuanced in their paradigm of EFL learning. Fifteen EFL teachers were engaged and interviewed. As revealed, five varieties of culture-related definitions were shared. They referred to culture as social products, social knowledge, ways of living, communicative behaviors and a communicative discourse construct. Four indicators of language-culture relationship were subsequently conceptualized into language to express culture, language as the cultural symbol, language framed by culture, and language as a cultural mediator. In turn, ten teachers holding modernist perspective and five teachers holding postmodernist perspective provided diverse portrayals of culture in Indonesian EFL learning. The last, the given recommendation supported the latter instead of the former perspective for Indonesian EFL learning.
Bilingual Acquisition of English and Turkish Languages: A Case Study of a Turkish Infant
Author: Seker, Emrullah
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Infants,Language Acquisition,Turkish,Linguistic Input,Multilingualism,Longitudinal Studies,Contrastive Linguistics,Case Studies,Linguistic Theory,Language Dominance,English (Second Language),Second Language Learning,Native Language,Verbs,Morphology (Languages),Foreign Countries,Family Characteristics,Language Usage

This is a longitudinal and naturalistic study of the bilingual acquisition of English and Turkish languages simultaneously by a 28-month old Turkish infant. The emphasis is on empirical findings collected from a two-year period of observations beginning from the subject's birth and lasting until his 28-month old linguistic status. The study is based on careful distributional analyses of the performed data and the findings contrasted and compared as per two languages. The results revealed that two languages are acquired as a single linguistic system at least until the age of 28 month-old, perhaps due to the fact that syntactical operations have not started yet. In addition, the findings prove that the extent to which acquisitional differences between the two languages which bilinguals receive depends on factors such as variation in the amount of input and the quality rather than the quantity of time spent with the exemplar. The data obtained in this longitudinal observational study are expected to contribute not only to the bilingual and multilingual linguistic studies but first language acquisition studies as well in that the study is important in terms of its scope.
Intertextuality in Albert Camus&apos;s Philosophy: &quot;Let Us Imagine Sisyphus Happy&quot;
Author: Tasdan, Tugçe Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Philosophy,Literature,Role,Mythology,Comparative Analysis,Psychological Patterns,Authors,Literary Criticism,Essays

Intertextuality, the term defining the relationship and the similarity of a newly-produced text with previous ones, has provided a broad array of subjects to be studied especially in social sciences. Firstly, literary works have been analyzed within the framework of intertextuality, and striking similarities have been found among literary texts. Nevertheless, the world cannot be limited to the literature since there are numerous ways and possibilities for human beings to express themselves. Philosophy, for instance, is the deepest version of humans' self-expressions and understandings; therefore, it has been inevitably influenced by external sources such as myths, literature, politics, economics or society. Although the intertextuality in philosophy has been mostly analyzed through the written philosophical works, there is a more basic and evident relationship in philosophers' perspectives: the intertextuality in the philosophy itself. Accordingly, this study aims to illustrate the role of the intertextual references in the formation of philosophical approaches. For this purpose, the study will focus on Albert Camus's &quot;absurd&quot; philosophy, and the intertextual relationship between Camus's philosophy and the myth of Sisyphus will be examined from a comparative perspective. By this way, it is aimed to demonstrate how our happiness is dependent on our desire to &quot;imagine Sisyphus happy&quot;.
Accuracy and Speed in the Interpretation of Implied Meanings in English: Turkish Teacher Trainees versus Native Speakers
Author: Çetinavci, Ugur Recep
Date: 2018-00-00
Type: Journal Articles
Subjects: Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Native Speakers,Benchmarking,Foreign Countries,Multiple Choice Tests,Comparative Analysis,Teaching Methods,Computer Assisted Testing,Semantics,Preservice Teacher Education,Language Processing,Figurative Language,Pragmatics,Language Tests,Statistical Analysis

This study aims to investigate how Turkish Teacher Trainees of English as a Foreign Language (EFL) interpret implied meanings, which is an integral but lesser-studied component of pragmatic competence. The conduct of the study began with the development of an online multiple-choice discourse completion test (MDCT) through two piloting phases. Next, the test was given to a group of 144 1st year teacher trainees and a group of 127 native speakers of English, who served as the comparison group to provide interpretation norms as the benchmark. The results revealed a significant difference between the native speakers and teacher trainees in favor of the former in terms of both accuracy and speed at the interpretation of implied meanings in English. In consideration of the fact that teacher training is critical for inevitably influencing how instructional practices are used in the future, the study identified an improvable aspect in the pragmatic skills of prospective EFL teachers, which could pave way for informed instructional solutions for both EFL teacher trainees and learners.
An Investigation of Anxiety and Attitudes of University Students towards English Courses
Author: Coskun, Göksel
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,College Students,English (Second Language),Second Language Instruction,Foreign Countries,Student Attitudes,Likert Scales,Gender Differences,Institutional Characteristics,Statistical Analysis,Instructional Program Divisions

The aim of this research is to examine the anxieties and attitudes of university students towards English language courses. It is a survey type study of quantitative research methods. The population of the study consists of students from a state university in Turkey. The sample consists of 700 students determined by stratified sampling method. In the study, as data collection tools, English language anxiety scale and English language attitude scale were used. In this study, it was concluded that students with preparatory education had less anxiety scores than the students without preparatory education. It was found that freshman students feel less anxious about English lessons than junior and senior students. It was also found that females' attitude scores towards English were higher than males' and freshman students have higher attitude scores towards English lesson.
A Suggested Syllabus for Creative Drama Course in ELT
Author: Dogan, Seçil Horasan
Date: 2018-00-00
Type: Journal Articles
Subjects: Drama,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Content Analysis,Language Teachers,Student Teachers,Nonverbal Communication,Decision Making,Teaching Skills,Workshops,Video Technology,Comparative Analysis,Intervention,Skill Development,Outcomes of Education,Program Evaluation,Teacher Education Programs,Foreign Countries,Qualitative Research,Teacher Effectiveness,Time Management,Course Descriptions,Student Teacher Attitudes

With an approach to teaching as a performing art, this study investigated the effects of creative drama on eight teaching skills and perceptions of 15 ELT (English Language Teaching) student teachers who took part in a 30-hour creative drama workshop. Their video-recorded teaching in a real classroom atmosphere was observed and evaluated by the researcher and two other trainers before and after the workshop to compare how their teaching skills changed based on the intervention. The results of the content analysis of observers notes on MAXQDA program showed that they improved all target teaching skills, but particularly body language, affective atmosphere, and spontaneous decision-making. Additionally, the content analysis of the reflections they kept after each drama session and the drama products including brief discussions during the sessions revealed positive perceptions on drama in teaching, design of drama sessions and video-recorded teaching. Based on these results, it was suggested that drama courses in ELT programs should be revisited.
Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers
Author: Gümüsok, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,English (Second Language),Knowledge Level,Student Teachers,Foreign Countries,Experienced Teachers,Questionnaires,Likert Scales,Theories,Data Analysis,Theory Practice Relationship,Mixed Methods Research,Content Analysis

Teachers generally raise sharp criticism about theory with respect to its (lack of) relevance and benefits to practice in both teaching and teacher education. With the purpose of having a deeper understanding of this criticism, this study aims to explore conceptualization of theory by both English as a Foreign Language (EFL) student teachers and practicing teachers. The data were collected from a group of 18 student teachers and a group of 16 practicing teachers. An open-ended questionnaire was administered to the first group while the second group was asked to complete a questionnaire with Likert-scale items. The findings revealed that both student teachers and practicing teachers regard theory from a more objective and scientific point of view. Both groups assigned various roles to theory like guiding practice; explaining ideas, concepts, issues; and generating opinions. The results indicated that both groups are able to utilize theories in their practices. In contrast to what literature suggests, not only student teachers but also practicing teachers appreciate theory in their practices. In this regard, the study offers promising results and provides suggestions for the betterment of teacher education programs.
An Analysis of Native and Foreign Language Competence of Turkish Young Learners
Author: Kiziltan, Nalan
Date: 2018-00-00
Type: Journal Articles
Subjects: Semantics,Second Language Learning,Second Language Instruction,Turkish,English (Second Language),Grade 4,Elementary School Students,Pictorial Stimuli,Content Analysis,Computational Linguistics,Language Acquisition,Writing (Composition),Native Language,Language Proficiency,Spelling,Error Patterns,Foreign Countries,Contrastive Linguistics

Language acquisition is used for the process where a language is acquired as a result of natural and largely random exposure to language, whereas the term language learning refers to the exposure structured through language teaching. Children acquire language from 18 months to puberty. The child's grammar is semantically based. Children reflect their competence through their performance. The aim of this study is to analyse their competence in both native and foreign language written texts they produced. Additionally, this study discuss if there is a significant difference between their performative competence level in Turkish and English. Therefore, 28 fourth graders were given a coloured picture representing a daily life of a family and they were asked to depict the picture in English and Turkish. Their written texts were discussed by Content Analysis and a corpus analysis. It has been found that how language acquirers write a text in Turkish and how well they reflect their foreign competence. It has been also shown that they were unable to use required foreign language competence because of lack of native language competence. Besides, they committed some spelling errors in foreign language.
An Investigation into University EFL Students&apos; and Instructors&apos; Perceptions of Using a Learning Management System
Author: Taysi, Eda
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Student Attitudes,Grades (Scholastic),Foreign Countries,Blended Learning,Gender Differences,Teacher Attitudes,Positive Attitudes,Management Systems,College Preparation,Statistical Analysis,Semi Structured Interviews,Questionnaires,Internet,Technological Literacy,Information Technology,Educational Technology,Language Teachers,College Faculty,College Students,Qualitative Research,Content Analysis

The aim of this study is to investigate Turkish EFL students' and their instructors' perceptions of using a learning management system (MyELT) in a blended learning context. The study was conducted at a state university with 129 preparatory class students, and 4 instructors of English. In order to collect data, a close-ended questionnaire was used. Semi-structured interviews were conducted with the instructors. While the quantitative data was analysed by means of SPSS, the qualitative data was analysed through content analysis. The results indicated that the students generally have positive perceptions about the practicality of MyELT though they were not as sure about its usefulness. The findings showed no significant difference between male and female students' perceptions and between students who had easy and limited access to the internet. Similarly, no significant correlation was found between students' perceptions and their average grade scores. Although the instructors believed in the pedagogical value of the MyELT, they regarded it unsuccessful in their own context due to a number of reasons such as students' lack of required ICT skills and some technical failures.