ethanporcaro/eric-fulltext-meta huggingface dataset:
Corrective Feedback, Spoken Accuracy and Fluency, and the Trade-Off Hypothesis
Author: Chehr Azad, Mohammad Hassan
Date: 2018-04-00
Type: Journal Articles
Subjects: Feedback (Response),Accuracy,Error Correction,Hypothesis Testing,Language Fluency,Metalinguistics,Control Groups,Experimental Groups,Speech Communication,Speech Skills,Correlation,Quasiexperimental Design,Language Tests,English (Second Language),Second Language Learning,Pretests Posttests,Error Analysis (Language),Foreign Countries,Statistical Analysis

The current study was an attempt to investigate the effects of different corrective feedback (CF) conditions on Iranian EFL learners' spoken accuracy and fluency (AF) and the trade-off between them. Consequently, four pre-intermediate intact classes were randomly selected as the control, delayed explicit metalinguistic CF, extensive recast, and intensive recast groups. All participants took part in spoken reproduction tasks for six sessions and their spoken grammatical errors were treated differently. Then, the data was transcribed, coded for AF, and analyzed. The results indicated that the different CF conditions had insignificant effects on spoken general accuracy. Considering fluency, there was a significant correlation between pruned and unpruned speech rates, with a large effect size; however, the different CF conditions had insignificant effects on the spoken temporal fluency. The correlations between general accuracy and temporal fluency of all groups were positive and significant with a small effect size. In addition, different CF conditions had insignificant effects on the relationship between accuracy and fluency. These findings suggest that there is no trade-off between general accuracy and temporal fluency. In addition, different CF conditions, particularly when they are focused on a specific form, have insignificant effects on the EFL learners' spoken general accuracy, temporal fluency, and their relationships.
Depicting and Outlining as Pre-Writing Strategies: Experimental Results and Learners&apos; Opinions
Author: Hung, Bui Phu
Date: 2018-04-00
Type: Journal Articles
Subjects: Prewriting,Writing Strategies,Visual Aids,Photography,Interaction,Intervention,Experimental Groups,Control Groups,Writing Tests,Performance Based Assessment,Questionnaires,Interviews,Writing Achievement,Teaching Methods,Instructional Effectiveness,Adult Learning,English (Second Language),Second Language Learning,Quasiexperimental Design,Pretests Posttests,Preferences,Participant Satisfaction,Writing Skills,Qualitative Research,Statistical Analysis,Foreign Countries

Pre-writing stage has been considered very significant as it enhances writing performance in that learners can have discussions with the teacher and/or their peers. They can also outline and organize their ideas individually to prepare themselves for writing. This study investigated the effects of using pictures and interactions in the pre-writing stage. A cross-intervention research design was implemented on two experimental groups exposed to either strategy. The data were collected from 8 tests on writing performance, 21 questionnaires and 6 case-study interviews. The findings showed that there was no big difference in the development and organization of ideas between the two groups' writing performances. In fact, the participants' writing performance depended on the assigned topics and required subskills. In detail, depicting was found to assist generating ideas, but outlining was found useful in helping organizing ideas. Regarding the participants' preferences, nearly half of the participants preferred outlining and slightly over one third preferred depicting. A small number liked both strategies equally. An implication from this study is that the choice of prewriting strategy should depend on the target skill: form (organization) or fluency (idea generation).
A Phenomenological Study of the Perceptions of Candidate Teachers about the Concepts of School, Teacher and Student in Their Dreams
Author: Yildiz, Sevgi
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Surveys,Student Role,Student Characteristics,Teacher Role,Teacher Characteristics,Institutional Characteristics,Role of Education,Interviews,College Seniors,College Freshmen,Figurative Language,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Concept Teaching,Phenomenology,Qualitative Research,Content Analysis

It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the fourth-grade) studying at the Faculty of Education of a university in Turkey. The data of the research were collected with a data collection tool developed by the researchers consisting of 3 questions and content analysis was employed. The similarities-differences between the perceptions of the candidate teachers regarding the related concepts according to the grade variable were determined by frequency analysis. The metaphors that candidate teachers produced for the concept of school in their dreams/wishes gather under 10 themes, for the concept of teacher gather under 9 themes and for the concept of student gather under 9 themes. Each theme that emerged as the result of the analysis was examined according to the grade level of the candidate teachers and it was determined that there are similarities-differences in the perceptions of the candidate teachers for school, teacher and student concepts.
EFL Learners&apos; Reading Comprehension Development through MALL: Telegram Groups in Focus
Author: Naderi, Naderi
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Reading Comprehension,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Randomized Controlled Trials,Teaching Methods,Pretests Posttests,Reading Tests,Foreign Countries,Quasiexperimental Design,College Students,Statistical Analysis,Reading Skills,Experimental Groups,Control Groups,Gender Differences

The study aimed at investigating the effect of instruction through telegram groups on the learners' reading comprehension. Moreover, it investigated that whether there is any difference between two genders of the experimental groups in reading comprehension ability. For this purpose, 147 subjects were selected. To homogenize them, a standard placement test was used and the test results reduced the number of participants to 103 learners among which 55 ones were chosen randomly as the experimental group consisting of 29 females and 26 males. The rest were assigned as the control group including 26 females and 22 males. At the first session, a researcher-made reading comprehension test was applied as the pretest. Twelve passages were taught through telegram groups for experimental groups and the same passages were taught in the classroom through the traditional way of reading comprehension instruction. In the last session, the same researcher-made reading comprehension test was administered as the post-test. The results portrayed that instruction through telegram groups has a significant effect on the Intermediate students' reading comprehension ability. Furthermore, it was determined that there was no significant difference between two male and female experimental groups in the terms of reading comprehension ability.
The Relationship between English Foreign Language Teachers&apos; Willingness with Post-Method Pedagogy and Their Teaching Effectiveness
Author: Khodabakhshzadeh, Hossein
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Teaching Methods,Teacher Effectiveness,Questionnaires,Correlation,Structural Equation Models,Predictor Variables,Professional Autonomy,Social Justice,Teacher Motivation,Factor Analysis,Statistical Analysis,Goodness of Fit

The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran. Their selection was based on random sampling and the participation was entirely voluntary. In this study, two instruments were used: post method questionnaire and Effective teaching questionnaire. Pearson's correlation coefficient and structural equation modeling (SEM) were run to analyze the causal relationships among the components. The results of Structural Equation Modeling demonstrated that effective teaching is positively and significantly predicted by all three subscales of post-method: teacher autonomy, teacher sense of social justice, and their sense of academic enthusiasm. Also, effective teaching is positively and significantly associated with total post method. Furthermore, effective teaching has the highest positive correlation with teacher enthusiasm, and the lowest positive correlation with teacher autonomy. Finally, these findings were discussed with reference to the context of Iran.
Effects of &quot;Handep&quot; Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill
Author: Demitra
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Cooperative Learning,Mathematics Instruction,Problem Solving,Models,Pretests Posttests,Scoring Rubrics,Statistical Analysis,Problem Based Learning,Metacognition,Prior Learning,Grade 10,High School Students,Randomized Controlled Trials,Quasiexperimental Design

Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called &quot;handep.&quot; The cultural context has an influence on students mathematics learning. The &quot;handep&quot; system might be suitable for modern learning situations to develop mathematical problem-solving skill. The objective of the study was to investigate the effect of &quot;handep&quot; cooperative learning model compared to problem-based learning model on mathematical problem-solving skill of rational exponent material. The research was conducted through pretest-posttest non-equivalent control group design. The sample of 66 students was selected from the population of 304 students through cluster random sampling. The mathematical problem-solving skill assessed with essay test of the open-ended question had reliability coefficient of r[subscript xx'] = 0,71. The students' answers scorings were obtained with the rubric of mathematical problem-solving skill. Data analysis is conducted through ANACOVA. The result presents that the mathematical problem-solving skill of students who learned through &quot;handep&quot; cooperative learning model is better than problem-based learning. &quot;Handep&quot; cooperative learning model is suitable to enhance the mathematical problem solving skill of students in Kalimantan-Indonesia cultural context. The teacher should construct the instructional material use metacognition questioning strategy and also be familiar to their students' prior knowledge of mathematics.
Social Interaction Determinants of South African Reading Literacy Achievement: Evidence from PrePIRLS 2011
Author: Bergbauer, Annika
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Achievement,Literacy,Grade 4,Elementary School Students,International Assessment,Questionnaires,Parents,Elementary School Teachers,Parent Role,Teacher Role,Curriculum Implementation,Homework,Predictor Variables,Scores,Interaction,Parent Student Relationship,Reading Tests,Regression (Statistics),Statistical Analysis,Achievement Tests

This study identifies factors predicting reading literacy achievement among Grade 4 students in South Africa by utilizing Vygotsky's social interaction theory. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 students' results below the international centre point of 500 at 461. For the current analysis, distinct items from the prePIRLS 2011 parent, student, and teacher questionnaires predict learning outcomes significantly, including parents talking to students about school and assisting with homework, teachers' degree of success in implementing the school's curriculum, and student responses on how clear teacher expectations are. Findings explain 41% of the variance in student reading achievement and provide evidence for the significant role of teachers and parents in predicting increased reading literacy achievement scores. An absence of interaction with the child in either parents who do not engage in homework activities or talking about school, teachers who do not successfully implement the curriculum or make their expectations clear to students link statistically significantly to lower reading literacy achievement scores. Achievement for Grade 4 students who were tested in African languages was adversely worse than those students by test language.
Development and Validation of a Teacher Success Questionnaire Using the Rasch Model
Author: Tabatabaee-Yazdi, Mona
Date: 2018-04-00
Type: Journal Articles
Subjects: Item Response Theory,Questionnaires,Program Development,Program Validation,Success,Teacher Evaluation,Test Construction,Psychometrics,English (Second Language),Second Language Instruction,Test Reliability,Test Validity,Goodness of Fit,Likert Scales,College Second Language Programs,Student Surveys,Foreign Countries,Statistical Analysis

An increased enthusiasm on teacher accountability, in recent times, has led policy makers and teachers to a significant care over evaluating teachers' success. To this aim, a 40-item Teacher Success questionnaire was developed and validated by the application of the Rasch model. The Rasch model is used to decide whether the scores of an instrument are meaningful, significant, and purposive. The test was developed in Persian to be used for Iranian teachers. The Rasch rating scale model for polytomous data was used to examine the psychometric qualities of the scale in terms of dimensionality, use of response category, sample appropriateness, and reliability. The test was administrated to 828 Iranian EFL students. The results revealed that the Rasch model fits the test after deleting 8 items from the scale. Moreover, it is confirmed that the scale enjoyed suitable reliability. This proposes that the questionnaire is potentially valid and can be used as a measure of teachers' success in the Persian language settings.
EFL Learners&apos; Metacognitive Awareness of Reading Strategies
Author: Al-Mekhlafi, Abdo Mohammed
Date: 2018-04-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,English (Second Language),Second Language Learning,College Students,Protocol Analysis,Student Attitudes,Foreign Countries,Likert Scales,Gender Differences,Language Proficiency,Questionnaires,Statistical Analysis

Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of reading and the development of effective EFL reading strategies including metacognitive awareness of reading strategies. The present study investigated how frequently EFL learners studying in higher education institutions think they use selected EFL reading strategies. The study used MARSI, the Metacognitive Awareness of Reading Strategies Inventory, a think-aloud instrument, on a sample of 74 tertiary level EFL learners for eliciting the subjects' self-reports on their use of selected reading strategies on a Likert scale of 1 (low) to 5 (high). The findings reported that there is a high use of all the three types of reading strategies by Elementary, Intermediate and Advanced Level EFL students in Oman. This study shows that there are no significant differences in the use of different types of reading strategies among learners of various levels.
Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis
Author: Surastina
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Factor Analysis,Academic Discourse,Questionnaires,Student Motivation,Student Surveys,Writing (Composition),Self Efficacy

Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that were chosen by stratified random sampling technique. The result indicated that items clustered into four factors, namely (1) enjoyment (a = 0.98; s[superscript 2] = 34.96%), (2) self-efficacy (a = 0.91; s[superscript 2] = 17.90%), (3) instrumentality (a = 0.93; s[superscript 2] = 14.44%), and (4) recognition (a = 0.98; s[superscript 2] = 10.65%) with rotated factor loadings varying between 0.546 and 0.984. These results confirmed that the instrument used in this study had excellent validity and reliability. Based on degree of motivation analysis, the enjoyment had the highest contribution to writing motivation, followed by instrumentality, and self-efficacy. Finally, Pearson correlation analysis revealed the significant correlation between enjoyment and self-efficacy.
Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study
Author: Demir, Yusuf
Date: 2018-04-00
Type: Journal Articles
Subjects: Mixed Methods Research,Speech Communication,Communication Strategies,English (Second Language),Second Language Learning,Audiovisual Aids,Gender Differences,Interviews,College Second Language Programs,Interest Inventories,Language Proficiency,Incidence,Predictor Variables,Use Studies,Intellectual Disciplines,Foreign Countries

This study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To these ends, a quantitative dominant mixed methods triangulation design was put to use. Yaman and Kavasoglu's (2013) Turkish adaptation of Oral Communication Strategy Inventory was the main data collection instrument, accompanied by follow-up interviews to corroborate the quantitative findings. Descriptive statistics, t-tests, ANOVA and Pearson product-moment correlations were conducted for statistical analyses while the qualitative data were deductively analysed through a priori theoretical guiding scheme. As a result, the participants were perceived to use oral CSs to some extent, with negotiation for meaning having the top priority. In parallel, as the interview data has shown, the students mentioned using CSs mainly for communication-bound reasons. Moreover, significant differences for CS use appeared only in terms of exposure to English through audio-visual tools in favor of those who reported more frequent exposure. Finally, a positive but weak correlation was calculated between students' overall CS use and oral proficiency scores.
Social Media as a Learning Technology for University Students
Author: Hussain, Irshad
Date: 2018-04-00
Type: Journal Articles
Subjects: Social Media,College Students,Social Sciences,Mass Media Use,Questionnaires,Likert Scales,Technology Uses in Education,Educational Technology,Skill Development,Mass Media Role,Student Attitudes,Foreign Countries,Statistical Analysis

This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur, Pakistan; and using social media for more than three years. The data was collected from 450 students taken convenient cum purposively according to the nature of study. A questionnaire on five point rating (Likert) scale was developed and used as a research tool. The tool was finalized after its pilot testing and it was administered to elicit opinions of the respondents. The study demonstrated that social media plays a significant role as a learning technology. Its careful use promotes opportunities of virtual interactions among university students, instant access to multiple, latest, reliable and students' preferred sources of learning. It facilitates in nurturing critical thinking, problem solving approach and argumentation among university students by illustrating application of theories and/ or techniques through examples, visuals and illustrations and videos, and assists them with mastery learning and futuristic approach through task oriented activities.
Development and Validation of Academic Dishonesty Scale (ADS): Presenting a Multidimensional Scale
Author: Bashir, Hilal
Date: 2018-04-00
Type: Journal Articles
Subjects: Multidimensional Scaling,Ethics,Behavior Rating Scales,Undergraduate Students,Factor Analysis,Factor Structure,Test Construction,Program Validation,Likert Scales,Correlation,Construct Validity,Integrity,Foreign Countries,Statistical Analysis

The purpose of the study was to develop a scale measuring academic dishonesty of undergraduate students. The sample of the study constitutes nine hundred undergraduate students selected via random sampling technique. After receiving expert's opinions for the face and content validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. EFA favored a six factor structure viz: cheating in examination; plagiarism; outside help; prior cheating; falsification and lying about academic assignments. Moreover, the findings obtained from the CFA showed that the structure consisting of 23 items and the six factors associated to academic dishonesty scale (ADS) had adequate consistency indices. The internal consistency indices, alpha coefficient (a = 0.831) is adequate for the academic dishonesty scale (ADS). Results from the study confirmed multidimensionality and robust psychometric properties of academic dishonesty scale.