ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Turkish for International Students: Problems and Suggestions
Author: Demir, Dursun
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Language,Turkish,Undergraduate Students,Graduate Students,Language Usage,Foreign Students,Second Language Learning,Second Language Instruction,Language of Instruction,College Faculty,Student Attitudes,Teacher Attitudes,Vocabulary Skills,Course Content,Difficulty Level,Language Proficiency,Foreign Countries,Language Skills

Turkey has hosted many international students from various countries in recent years. After learning Turkish in Turkish language teaching centers of the universities, these students move onto their undergraduate or graduate studies at different departments where they are required to use Turkish in all academic skills without reservation. The aim of this study was to investigate academic Turkish problems of international students. The subjects of the study were 697 international students from 54 universities, and 203 content-area instructors from 15 different universities in Turkey. The quantitative data were gathered through questionnaires and analyzed using Statistical Package for the Social Sciences program and the qualitative data were gathered through semi-structured interviews and analyzed using descriptive analyses. The study revealed that insufficient vocabulary range is the primary source of difficulties international students encounter during the instruction of their content courses. Moreover, instructors are of the opinion that students have much more difficulties in using academic Turkish than they themselves perceive. It is hoped that the results of the present study will contribute to the development of curriculum and materials in such a way as to use it for the benefit of international students pursuing their studies at Turkish universities.
The Evaluation of the Relationship between the Use of Multi-Software and the Students&apos; Attitude towards Computers and Technology in Undergraduate Architectural Design Studio Education
Author: Agirbas, Asli
Date: 2019-00-00
Type: Journal Articles
Subjects: Architectural Education,Computer Software,Student Attitudes,Undergraduate Students,Design,Pilot Projects,Correlation,Computer Attitudes,Computer Use,Course Descriptions,Experiential Learning,Technology Uses in Education,Technological Literacy,Recreational Facilities,Public Libraries,Student Projects

Different computer programs used in the architectural design process serve different purposes. However, the number of computer programs used is increasing at a rate that designers find it difficult to adapt to. Accordingly, the possibility arises to use more than one computer program during the architectural design process, and it is important to make the correct choice of which ones are most appropriate to use. This is also true for undergraduate students of architecture, and hence a pilot study was made, which focused on the use of multi-software within the scope of the architectural design studio. The relationship between the students' use of multi-software and their attitude toward computer and technology was evaluated statistically, by means of Pearson product moment correlations. The results showed that the attitude of the students toward computers and technology influences how they use multi-software.
Cognitive Processing of Second Language Idiom Comprehension: A Comparative Study
Author: Aydin, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Processing,English (Second Language),Second Language Learning,Language Patterns,Comprehension,Second Language Instruction,Visual Aids,Language Proficiency,Instructional Effectiveness,Foreign Countries,College Students

This study examines the cognitive processes underlying the comprehension of L2 idiomatic expressions by using two different visual instructional techniques -- pictorial representation of literal meanings versus pictorial representation of figurative meanings of each idiomatic expression -- considering two settings (EFL vs. ESL), two different types of idioms (opaque vs. transparent) and two different proficiency levels (intermediate vs. advanced). The treatment included common pedagogical practices that use Dual Coding Theory as two different visual techniques with verbal support to teach different types of idioms. 67 ESL and 63 EFL learners attended the study. Idiom Comprehension Test was used before and after the treatment. Results of repeated-measure ANOVA based on pre- and post-test comparisons revealed that the comprehension of L2 idioms differed with respect to the learning setting, instructional technique, and idiom type. Nevertheless, proficiency level did not seem to have any effect on comprehension outcomes of any group. The results showed that in the ESL setting, the figurative technique was more successful than literal technique; while in EFL setting the literal technique resulted in better scores compared to figurative technique. ESL learners were better at learning idioms with opaque meanings than learners in EFL settings whereas EFL students were better at learning idioms with transparent meanings. The results of this study support the view of the Dual Idiom Representation Model stating that ESL learners activate their existing idiom entry and they comprehend figuratively whereas EFL learners must decompose idioms.
Conceptual Socialization in EFL Contexts: A Case Study on Turkish EFL Learners&apos; Request Speech Acts Realization
Author: Sanal, Merve
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts,Teaching Methods,Communities of Practice,Socialization,Native Speakers,Interpersonal Competence,Foreign Countries,Case Studies,Turkish,English,Contrastive Linguistics,Native Language,Oral Language,Role Playing,Language Teachers,Task Analysis

Conceptual socialization refers to the process second/foreign language learners go through to transform their conceptual system so as &quot;to fit the functional needs of the new language and culture&quot; (Kecskes, 2002, p. 157). Therefore, the present study examined Turkish EFL learners' conceptual socialization by analyzing the similarities and differences between native speakers of English and Turkish learners of English in their request speech acts realization. The data were collected from Turkish learners of English (focal group) and native speakers of English (baseline group) through role-plays and a written discourse completion task on requests both in Turkish and English. Participants' responses were rated in terms of the level of formality, politeness, directness and appropriateness. The results indicated that although the Turkish EFL learners were higher level learners, they could not produce the required level of politeness, formality and appropriateness in their speech acts as much as the native speakers did. This study reveals that in EFL contexts, where there is lack of authentic social interaction and engagement with a community of practice, language learners' &quot;conceptual socialization&quot; process is bound to their experiences of classroom instruction and L1 socialization.
Evaluation of Strategies of Creativity Development Used in Store Design Projects Based on Student Projects
Author: Felek, Seval Özgel
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Design,Teaching Methods,Learning Strategies,Student Projects,Active Learning,Teacher Role,Interior Design,Innovation,College Students,Foreign Countries,Retailing,Student Attitudes,Feedback (Response),Architectural Education,Interior Space

The aim of this research is to search and find strategies of creativity in teaching in the interior architecture design studio. There are lots of ways for training architects all over the world, instructors find their own way and style. Most design education, also architectural design, occurs through the studio system. Design studios embed project-based learning in most universities, and have been adapted as a teaching-learning strategy by the instructor in this study. Developing creative ideas has been a part of architecture design studios. Creativity is one of the basic constituents of innovation, and innovation is described as 'applied creativity in the field of design education'. Hargreaves (2000) suggests that &quot;you can have creativity without innovation, but you cannot have innovation without creativity&quot;. The role of the instructors is to lead the students, understand and encourage them to create alternative design solutions. Meanwhile instructors show how to design and develop creativity in this process. This article presents the methodology, processes, and outcomes of creativity strategies implemented during the process of producing alternative plans into a Store design project carried out as part of the Design Studio II class in a Turkish University. The strategies &quot;Dead Head Deadline&quot; and &quot;Merged Ideas in a Box and Circle of Opportunity&quot; are intended to expand students' perspectives, train them to propose solutions they would not have considered and, prevent them from fixating on a single idea. They also support them in creating freely. Feedback received from students after the implementation of these strategies is also presented in this research.
Refusal Production via DCTs and Role-Plays
Author: Demirkol, Tuba
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Pragmatics,Comparative Analysis,Speech Acts,Interlanguage,Vignettes,College Students,Language Tests,Language Proficiency

This study was conducted as a twofold investigation. Firstly, it focused on refusal strategies and modification tools employed by a group of Turkish EFL learners. Secondly, it aimed to compare the content of data collected via two different data collection tools popular in interlanguage pragmatics research: Discourse Completion Task and open role plays. As the target speech act, refusals have been the focus of the investigation. The results showed that the participants could use a range of refusal strategies appropriately and the data collected via DCT and role plays were significantly compatible in terms of variety of strategies employed by the participants.
EFL Students&apos; Vocabulary Learning Strategies and Their Affixes Knowledge
Author: Noprianto, Eko
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Morphemes,High School Students,Learning Strategies,Language Tests,Foreign Countries,Taxonomy

Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners' vocabulary learning. However, how they relate to each other seems to have drawn little attention. This current study was intended to explore the frequency of vocabulary learning strategies used by Indonesian high school students, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learning strategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the first grade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old. A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Test proposed by Sasao &amp; Webb (2015) were employed to answer the research questions. Using Statistical Package for the Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level of frequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, it was found that their affixes knowledge was low with &quot;multi, re-, inter- , dis-, -ful, and -er&quot; respectively considered as the order of their affixes acquisition. With respect to their interrelatedness, the overall participants' Vocabulary Learning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy, Determination strategy proved to have no significant contributions to their affixes knowledge.
Opening Doors to Engage a More Diverse Population in Honors: A Conversation
Author: Walters, Giovanna E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Student Diversity,Disproportionate Representation,Minority Group Students,Experiential Learning,Inclusion,Access to Education,Social Justice,Undergraduate Students,Student Participation,Educational Change,College Admission

In this article, a student, faculty member, and staff member address the question of how to engage underrepresented student populations in honors programs. A student of color describes how an honors course with experiential learning components captivated and motivated her, significantly altering her definition of self. The faculty and staff member acknowledge the necessary changes to large-scale policies, such as refining admissions criteria and implementing more diverse programs, in order to engage students of color in honors education. Key suggestions include cross-listing courses to engage current and prospective honors students, teaching honors courses and facilitating honors experiences that emphasize aspects of social (in)justice, and incorporating a holistic admissions process for both new and current university students. Identifying ways to engage diverse student populations in predominantly white programs is vital to both the success of all students and to honors education as a whole.
Effects of Different Reading Texts on Vocabulary Gain, Use and Retention
Author: Okyar, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Reading Materials,Vocabulary Development,Reading Processes,Pretests Posttests,Word Lists,Retention (Psychology),College Students,Writing (Composition),Task Analysis,Teaching Methods,Language Tests,Language Usage

This study investigated whether encountering the target language words in variety of reading texts would have positive effects on vocabulary development or not. The participants of the study were 55 EFL learners from a state university in Turkey, and two classes were randomly assigned to a control (n=27) or an experimental (n=28) group. 58 English target words in total were chosen to be used in the study. The learners in the experimental group learnt the words through reading texts, and then they repeated them in different reading texts. That is to say, these students had the opportunity to meet the target words in different types of reading texts. Contrary to this, the learners in the control group encountered the words in reading texts only once, and then they repeated them in word lists out of context. A vocabulary test as pre-, post- and delayed post-test was used to measure vocabulary gain and retention. The data obtained from the vocabulary test were analyzed through paired-samples t-tests and independent-samples t-tests to see how the implementation affected the learners' vocabulary development. Additionally, a writing task was used to find out the effects of the implementation on the learners' vocabulary production. The findings showed that encountering words in different reading texts was more effective for vocabulary gain, use and retention.
Sentence Openers in Academic Writing: A Comparison between Seminar Texts and Students&apos; Reflective Writing Papers
Author: Deveci, Tanju
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Writing Instruction,Computational Linguistics,Language Styles,Academic Language,Sentences,Student Attitudes,Writing Skills,Verbs,Form Classes (Languages),College Freshmen,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

Language used to report research findings and put forward arguments is at the heart of effective communication with readers. To this end, scholars use a variety of stylistic features. One of these is variety in language, which includes structures, lexis, and organization markers. Although much research has been conducted on these aspects, a particular feature has received limited interest from researchers: sentence openers, a strategic use of which helps authors develop an individual style, and avoid stagnant prose. This helps them maintain readers' interest while communicating scientific knowledge. Due to the importance of sentence openers in scientific prose, university students' awareness should be raised about this aspect of academic writing. This requires identification of commonly occurring sentence openers in the texts they study. It is also useful to identify student tendencies regarding sentence openers and their perceived competence in varying sentence openers. Prompted by these necessities, this research investigated a 10,949 running-word corpus compiled from professionally-written texts used in a first-year writing course, as well as a 42,070 running-word student corpus compiled from the reflective writing papers of 35 first-year students. Data on students' perceived competence were collected using a survey. Results showed that the two most frequent sentence openers in both corpora were subject-verb and transition markers. However, the latter were used by the students with significantly higher frequency than they were by the professional writers. Data also revealed that the students lack awareness of sentence openers as a feature for making writing more interesting. Students further reported an inability to use a wide range of sentence openers in their writing. Results are discussed, and recommendations are made for increasing students' skill in composing effective academic texts.
English as Medium of Instruction and International Posture: From the Perspective of Students
Author: Köksal, Dinçay
Date: 2019-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Student Attitudes,Preservice Teachers,Gender Differences,Global Approach,Second Language Learning,Foreign Countries

There is a significant effect of learners' perceptions on educational setting as the active participants of the learning process are learners. In this respect, revealing students' perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students' International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016-2017 academic year at a state university. A questionnaire and semi-structured interviews were carried out with a view to establishing whether the concepts of International Posture and the students' perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire were analyzed with the help of SPSS by means of descriptive statistics, Pearson's Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high IP have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.
Refusal Strategies of Turkish Pre-Service Teachers of English: A Focus on Gender and Status of the Interlocutor
Author: Tuncer, Hülya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Language Proficiency,Speech Acts,Gender Differences,Interpersonal Communication,Pragmatics

In today's world, the great demand for using English entails language users to be pragmatically competent so that they could adapt themselves to differing requirements of various contexts. Within those contexts, some factors such as the culture of the target language, the speech act used in the interaction, status and gender of the interlocutors are accepted as essential components. Refusals, one of the most difficult speech acts to perform based on their face threatening nature, were chosen as the main concern of the present study. In an attempt to find out what kind of refusal strategies are employed by Turkish pre-service teachers of English, 27 first year students (14 males and 13 females) at Çukurova University were randomly chosen. Data for the study were collected via a Written Discourse Completion Test (WDCT) in which the participants were to respond nine scenarios (three lower, three equal and three higher interlocutors). Data analysis concentrated on two main variables: gender of the participants and the status of the interlocutors. In addition to those, refusal combinations utilized by the participants was another focal point of the study. The whole qualitative data were discussed through descriptive statistics and chi-square analyses, and &quot;excuse, reason, explanation&quot; was found to be the most frequent refusal strategy used by the participants. Another important finding is that males were found to prefer directly uttering &quot;no&quot; more frequently than females. It was also found that the number of the strategy combinations increases as the status of the interlocutor rises.
Identification of Sentence Types for Writing Skill in Teacher Education
Author: Demirezen, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Identification,Sentences,Writing Skills,Sentence Structure,Second Language Learning,English (Second Language),Majors (Students),Word Order,Language Tests,Pretests Posttests,Discrimination Learning,Scores,College Students,Foreign Countries

This research aims to explore the ability of English majors to identify the four basic types of sentences. English language has four types of sentences, each kind of sentence for different kinds of messages. Sentences are combinations of words that express complete thoughts. Sentences are basic building blocks of writing and communication; therefore, breaking our ideas into sentences is essential for clear communication. In traditional grammar, the four basic types of sentence structures are the simple sentence, the compound sentence, the complex sentence, and the compound-complex sentence, whose identification by the non-native student teachers may be problematic. It's crucial that English majors recognize word order and sentence types in English to improve their academic writing skills, and hence the identification of four types of sentences by English majors is a must. In this research 35 English majors with low intermediate background were given a pretest of 20 questions in terms of a multiple-choice test to measure their initial success at the beginning. After 6 hours of intense sentence structure recognition studies, they were given the same pretest, after al elapse of 15 days, as the posttest to determine their final success on the discrimination of simple, compound, complex sentences, and compound-complex sentences from each other. After the collection of data from pre-test and post-tests, the data were analyzed by SPSS 21. It was discovered that while pre-test's was 23%, the mean score of the post-test came up to be 56%, the percentage of ascent being % 23.