ethanporcaro/eric-fulltext-meta huggingface dataset:
Does the Effect of Enjoyment Outweigh That of Anxiety in Foreign Language Performance?
Author: Dewaele, Jean-Marc
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Anxiety,English Language Learners,English (Second Language),Secondary School Students,Correlation,Outcomes of Education,Academic Persistence,Individual Differences,Positive Attitudes,Language Tests,Test Results,Language Proficiency,Scores,Data Analysis,Questionnaires,Statistical Analysis

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele &amp; MacIntyre, 2014, 2016; MacIntyre, Gregersen &amp; Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants' decisions to pursue or abandon the study of the FL.
Mathematical Language Skills of Mathematics Prospective Teachers
Author: Gürefe, Nejla
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Language Skills,Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Geometric Concepts,Undergraduate Students,Teaching Skills,Qualitative Research,Foreign Countries

Effective mathematics teaching can be actualized only with correct use of the mathematical content language which comprises mathematical rules, concepts, symbols and terms. In this research, it was aimed to examine the mathematics prospective teachers' content language skills in some basic geometric concepts which are ray, angle, polygon, Pythagorean Theorem, area formula of trapezoid and surface area formula of the cone. Participants of the present study were constituted of third grade students in university. From results, it was determined that participants were not able to use the mathematical language adequately and usually not able to explain the concepts using symbols. It was also determined that there were some mistakes on the verbal level that the prospective teachers used to explain the concepts in the research.
Emotional Experiences beyond the Classroom: Interactions with the Social World
Author: Ross, Andrew S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Experience,English Language Learners,Social Environment,Cohort Analysis,College Students,Psychological Patterns,Semi Structured Interviews,Foreign Students,Data Analysis,Coding,Student Attitudes

Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.
Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?
Author: De Smet, Audrey
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Emotional Experience,Anxiety,Communication (Thought Transfer),Indo European Languages,Course Content,French,Foreign Countries,Language of Instruction,Teaching Methods,Questionnaires,Student Attitudes,English (Second Language),Language Role,Elementary School Students,Secondary School Students,Classroom Communication,Native Language,Longitudinal Studies,Statistical Analysis,Multivariate Analysis

This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the &quot;other&quot; community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils' anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Love and Enjoyment in Context: Four Case Studies of Adolescent EFL Learners
Author: Pavelescu, Liana Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Coping,Emotional Experience,Semi Structured Interviews,Classroom Communication,Qualitative Research,Student Attitudes,Teacher Attitudes,Learning Motivation,Role,Positive Attitudes,Language Attitudes,High School Students,Foreign Countries,Bilingual Education,Teaching Methods,Romance Languages,Observation

This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students' language learning process.
Metaphors of Social Studies Teacher Candidates on Democracy
Author: Tural, Aysegül
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Social Studies,Preservice Teachers,Democracy,Student Attitudes,Phenomenology,Qualitative Research,Content Analysis,Civil Rights,Social Sciences,Foreign Countries

Democracy is a form of government in which principle of equality is based, human rights and freedoms are protected. In this research, it is aimed to reveal democracy perceptions of social science teacher candidates through metaphors. Towards this aim, 105 social science teacher candidates are consulted about their democracy opinions. Study is a descriptive research, data is collected by phenomenology pattern which is one of the qualitative research methods in document examination way and collected data is resolved by content analysis. As a result of study, the results that are obtained from teacher candidates have developed valid 28 metaphors. It is seen that teacher candidates use mostly &quot;freedom, scales and water&quot; simulations while expressing democracy concept by metaphors which they develop.
Enjoyment and Anxiety in Second Language Communication: An Idiodynamic Approach
Author: Boudreau, Carmen
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,Communication (Thought Transfer),Second Language Learning,Second Language Instruction,Psychological Patterns,College Students,French,Oral Language,Task Analysis,Correlation,Video Technology,Interviews,Role,Emotional Response,Graphs,Computer Software,Foreign Countries

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.
Student Perceptions on Collaborative Writing in a Project-Based Course
Author: Deveci, Tanju
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Student Attitudes,Collaborative Writing,Foreign Countries,Mixed Methods Research,Instructional Design,Teamwork,Student Satisfaction,College Freshmen,Gender Differences,Comparative Analysis,Cooperative Learning,Writing Instruction,Student Surveys,Critical Thinking,Thinking Skills,Technology Uses in Education

The traditional view that writing is an individual activity often translates into the teaching of it as an individual task. Rarely do students engage in extensive dialogue with their peers when writing. However, much writing in the workplace takes place in collaboration with others. Although, on the surface, many authors may not seem to write with others collaboratively, the truth is that they engage in intensive intrapersonal community affected by interpersonal communication. They also communicate with them through incorporating ideas from other authors and by following requirements set by publishers and teachers. Collectively, these entail that writing instruction at college be tailored towards students' current and future needs. In addition, the collection of student perceptions of such an instructional design is necessary for curriculum designers and teachers to better cater to student needs. It is also useful to identify student perceptions related to gender in gender-segregated learning environments commonly encountered in Arab nations. Motivated by these factors, this study investigated sixty-four first-year Emirati university students' (thirty-one males &amp; thirty-three females) views on collaborative writing in a Project Based Learning (PBL) class on a gender segregated campus. Quantitative and qualitative data were collected using a survey and a discourse completion task. Results revealed that the students believed that collaborative project writing was compatible with the Emirati culture. As well, their overall satisfaction with their collaborative writing experience was positive. They were particularly happy that it contributed to general skills that included the use of technology and critical thinking skills. They were also positive about its effects on their English language and teamwork skills. Promotion of active learning and innovation was also agreed upon as a positive attribute of collaborative project writing. Results also showed that the female students were overall more content with their experience, with particularly positive opinions about its effects on English and teamwork skills. Results are discussed, and recommendations are made to enhance learning environments compatible with the principles of collaborative learning.
Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities
Author: Al Hazmi, Adnan Nasser
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,General Education,Intellectual Disability,Special Needs Students,Mainstreaming,Inclusion,Disabilities,Equal Education,Federal Legislation,Educational Legislation

The issue concerned with enhancing support to the intellectually disabled students for enabling them to access the general education has gained significant importance in the recent years all over the world. The intellectually disabled students suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain and slow down the learning abilities and proper development of an individual. The presence of intellectual disabilities affects both the mental and physical well-being of the students by causing issues for them to understand, think logically, speak, remembering things, and find solutions to the problems. Many research studies are conducted across the world for finding the ways and designing innovative models that can help in increasing the access to general education for these students with special needs. The universal design for learning framework also aims at providing support to the intellectually disabled students for gaining access to general education by enhancing their intellectual functioning and ability to adapt.
Identifying Contradictions in Science Education Activity Using the Change Laboratory Methodology
Author: Kornelaki, Athina Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Qualitative Research,Science Education,Teaching Methods,Science Laboratories,Foreign Countries,Educational Change,Learning Activities,Inservice Teacher Education,Elementary School Teachers,Preschool Teachers,Interviews,Principals,School Counselors,Students,Parents,Prior Learning

The study is based on an implementation of the basic steps of the Change Laboratory methodology (Engeström, Virkkunen, Helle, Pihlaja &amp; Poikela, 1996) at the University of Ioannina. It was derived by a discussion with master's students during a course about science education curricula in pre-school and primary education and their effectiveness in the current educational system. Students' engagement in Science Education is a multifaceted and complex process. Under a socio-cultural approach it constitutes an activity system which consists of several elements and as a whole, is interconnected and interacting with more activity systems which interfere in the process. The element that connects all the above systems is the shared object which in the case we are studding is the enhancement of teachers' confidence in teaching science education. The developmental work research methodology (Virkkunen &amp; Newnham, 2013; Engestrom, 2015) was chosen in order the participants to reflect on the current activity, to identify the contradictions of the activity and propose solutions forming a new model. Within this implementation Engestrom's triangular model of the Activity system (2001) is deployed and qualitative research methods are applied to analyze the content of the CL sessions occurred among participants. The findings of this study attempt to examine the challenges of the participating teachers in teaching science education and how their confidence can be enhanced and furthermore, the CL methodology as a tool in professional development.
Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute
Author: Ahmed, Ejaz
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Professional Autonomy,Faculty Development,Observation,Peer Groups,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Trust (Psychology),Faculty Workload,Teacher Qualifications,Meetings,Teaching Methods,Teacher Education,Institutes (Training Programs)

The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peer observation as a tool for professional development that is implemented in an English Language Institute of a Saudi Arabian university. This paper reviews literature on peer observation to develop a conceptual and theoretical understanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies a questionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information about EFL teachers' perceptions whereas semi-structured interviews provide an insight into their practices in the form of peer observation and future amendments for PD. The participants share their lived experiences who consider the current practice of peer observation a consistent professional challenge due to several factors, i.e. their lack of autonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely held pre-observation conferences due to the loads of teaching hours, observers' insufficient training and qualifications in conducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made to improve the existing peer observation system for the benefit of the EFL teachers, English language learners and the institute.
The Bologna Process Could Be at Stake: Some Thoughts from Spain
Author: Gil, Leoncio Vega
Date: 2018-00-00
Type: Journal Articles
Subjects: International Cooperation,Educational Cooperation,Student Mobility,Educational Policy,Study Abroad,Higher Education,Foreign Countries,Educational Change,Educational Quality,Quality Assurance,Teaching Methods,Educational Improvement

The arrival of the Bolognia Process, that is, the last European bold adventure in order to build both a common and strong European Higher Education Area had to mean a new chance to reset our higher education structure. Bolognia meant a new opportunity to set up a wide array of reforms with the focus in raising the quality assurance. Bolognia process was supposed to be surgery rather than just make-up. In the case of Spain the approval and development of the Bolognia Process has been little impact in the much needed turn-around of the higher education arena.
To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?
Author: Mølster, Terje
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Computer Uses in Education,Special Education,Foreign Countries,Learning Problems,Student Surveys,Teacher Surveys,Statistical Analysis,Qualitative Research,Interviews,Observation,Affordances,Student Attitudes,Teacher Attitudes,Elementary Secondary Education

The main intention of this study is to explore the relationship between information and communication technology (ICT) and inclusion. The target group is students who are conceived as having learning difficulties or special educational needs. To illuminate this issue, we draw on data collected in a recent national research project about the quality of special education in regular schools in Norway, the &quot;SPEED project&quot;. One of the results is that ICT use among students with learning difficulty is more frequent than among average students, but not as widespread as you would expect, considering the alleged affordances of ICT for these students.
Teachers&apos; Achievement Goals: A Mixed Method
Author: Demirtas, Zeynep
Date: 2018-00-00
Type: Journal Articles
Subjects: Goal Orientation,Mixed Methods Research,Foreign Countries,Factor Analysis,Achievement Need,Teacher Attitudes,Teachers,Student Behavior,Interviews

In this study, the first aim of the research is to adjust the scale of teachers' achievement goals to the Turkish culture. The second aim of the research is to get point of view about their achievement goals within the qualitative questions prepared by base on scale items. The mixed method has been used in the survey. The qualitative and quantitative data has been obtained in accordance with the aims of the research. In the first step of the survey, it has been worked on scale adaptation. In the second step, the questions of interview have been prepared by basing on scale items of the qualitative survey and asked to the teachers. In accordance with scale adaptation study, The Scale of Teachers' Achievement Goals, developed by Papaioannou and Christodoulidis in 2007, has been translated to Turkish. The Turkish form of the scale has been carried out on 235 teachers and examined via the reliability analysis and confirmatory factor analysis. The reliability co-efficient of the scale has been found as 0.73. The interview method has been used for the qualitative data in the research. In accordance with views of experts, it has been put into a final form to the interview form. Determined by maximum variation sampling, one of aimed sampling methods, 25 teachers who work in different socio-economic schools status and subjects with different demographic variables have made a working group. The data acquired in the wake of face-to-face meetings has been analyzed by using content analysis. According to views of teachers, it has been stated that student behaviors, the culture of the school, professional properties, personal and environmental factors encourage teachers to success.