ethanporcaro/eric-fulltext-meta huggingface dataset:
English Language Teaching in Brazil: A Gap in Policy, Problems in Practice
Author: Batista, Fernanda C. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Instructional Effectiveness,Educational Policy,Educational Quality,Teacher Education Programs,Teacher Competencies,Educational Resources,Class Size,Teacher Motivation,Student Motivation

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. This paper will analyse possible reasons for this fact. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Genre Pedagogy and ELLs&apos; Writing Skills: A Theme Analysis
Author: Gill, Ayesha Asghar
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Instruction,Grammar,Undergraduate Students,Persuasive Discourse,Literary Genres,Teaching Methods,Higher Education,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Connected Discourse,Essays,Writing Improvement,Scaffolding (Teaching Technique),Pretests Posttests,Reading Processes,Comparative Analysis

Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs' experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
Evaluation of an Educational Reform in the Context of Equal Opportunities in Turkey: Policy Recommendations with Evidence from PISA
Author: Tabak, Hasan
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Change,Educational Policy,Equal Education,Educational Opportunities,Foreign Countries,Achievement Tests,International Assessment,Compulsory Education,Socioeconomic Status,Parent Background,Educational Attainment,Gender Differences,Family Environment,Secondary School Students,Access to Computers,Adolescents,Reading Achievement,Science Achievement,Mathematics Achievement,Educational Indicators

The purpose of this research is to identify the current situation regarding equality of educational opportunity after the implementation of 12-year compulsory education which serves as a reform in Turkey on the basis of key indicators and to suggest policy recommendations to provide equality of educational opportunity. The research, aiming to define some variables of student academic success in science, reading and mathematics literacy levels according to PISA 2012 and 2015 panel data for ensuring equality of educational opportunity in Turkey, is in survey model. The research revealed that the extension of the compulsory education period in the context of equal opportunities hadn't increased student success. Delivery of opportunities to the home environment affects the family's socio-economic and socio-cultural variables, which themselves affect student academic success. In this context, supportive policy proposals such as an independent budget, regional economic index creation and direct assistance to the child were presented to the relevant parties and stakeholders. [This study was presented at the 9th International Education Management Forum that was held in Antalya, Turkey, November 1-4, 2018.]
Public Speaking in EFL Postgraduate Courses in Italy: A Case Study with Students of Political Science, University of Genoa
Author: Pierini, Francesco
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Speaking,English (Second Language),Second Language Learning,Political Science,Foreign Countries,Anxiety,Graduate Students,Teaching Methods,Student Attitudes

The teaching of soft skills in EFL postgraduate courses is increasingly part of the Italian university curricula, albeit with some delay compared to foreign universities. Postgraduate English language courses need to focus on the use of language in foreseeable situations by creating opportunities to use the language in public contexts. Meetings, presentations, debates are the activities that young people will increasingly be called upon to engage in. Rather than solely on theoretical knowledge learned previously, these activities develop the practical use of language, in front of an audience, with a structured discourse and with some emphasis on the non-verbal elements of communication. Although these aspects may appear daunting to students, more often than not, they have been able to overcome their anxiety, not only in relation to the embarrassment of speaking a foreign language in public, but even to the mere act of speaking in public, which represents an obstacle in itself. In this study a case of Italian postgraduate students of Political Science was carried out and analysed.
A Structural Equation Modelling of Middle School Students&apos; Metacognitive Awareness, Self-Efficacy Beliefs and Foreign Language Learning Anxiety
Author: Yelgeç, Nihal
Date: 2020-06-00
Type: Journal Articles
Subjects: Structural Equation Models,Middle School Students,Metacognition,Self Efficacy,Anxiety,Grade 7,Grade 8,Foreign Countries,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Second Language Learning,English (Second Language),Predictor Variables

This study aims to investigate the impact of metacognitive awareness and self-efficacy beliefs of middle school students on their level of foreign language learning anxiety by using structural equation modelling. A total of 285 7th and 8th grade students from a middle school in Turkey during the 2018-2019 academic year were included in the study. In the study, Personal Information Form, Foreign Language Anxiety Scale, The SelfEfficacy Questionnaire for Children, and The Junior Metacognitive Awareness Inventory were used as data collection tools. As a result of the study, the descriptive statistics indicated that the students had moderate levels of metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety. According to the results obtained from the structural equation modelling, it was concluded that the metacognitive awareness levels of the students did not have a mediating effect on the relationship between the students' level of foreign language learning anxiety and self-efficacy beliefs. In conclusion, it was determined that metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety are individual differences which interact with each other and are of great importance in foreign language learning, and that metacognitive awareness and self-efficacy beliefs have the power to affect foreign language learning anxiety.
The Relationship between Pre-Service Teachers&apos; Cognitive Flexibility Levels and Techno-Pedagogical Education Competencies
Author: Öztürk, Gülcan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Correlation,Pedagogical Content Knowledge,Technological Literacy,Teacher Competencies,Access to Computers,Internet,Foreign Countries,Self Efficacy,Cognitive Ability,Student Characteristics

The study aimed to examine the pre-service teachers' cognitive flexibility levels and techno-pedagogical education competencies in terms of several variables and to determine whether there is a relationship between their cognitive flexibility levels and techno-pedagogical education competencies. Determining whether the relationship between the cognitive flexibility and techno-pedagogical content knowledge that was emphasized in theoretical studies exists would contribute to teacher education. Thus, it could be stated that the cognitive flexibility might be included among the factors to enable the development and use of the techno-pedagogical content knowledge. The study was conducted with a total of 616 pre-service teachers and designed by using the exploratory correlational research model. The sample was determined by using convenience sampling methods. &quot;Cognitive Flexibility Scale&quot; and &quot;Techno-pedagogical Education Competency Scale&quot; were used for data collection. The findings demonstrated that the pre-service teachers have a high level of cognitive flexibility and techno-pedagogical education competency. It was also found that the cognitive flexibility scores had a statistically significant difference in terms of all independent variables (gender, type of program, and having a computer and internet access), and the techno-pedagogical education competency scores did not indicate a statistically significant difference in terms of gender and type of program, while they demonstrated a significant difference in terms of having a computer and internet access. Pearson's correlation coefficient was calculated to determine the relationship between the pre-service teachers' cognitive flexibility and techno-pedagogical education competency scores, and a moderately significant relationship was found. It could be concluded that the relationship emphasized in theoretical studies between the cognitive flexibility and techno-pedagogical content knowledge is moderate. Accordingly, the cognitive flexibility could provide the development and use of techno-pedagogical content knowledge which has an important role in teacher education.
A Survey on the Intercultural Communicative Competence of ELT Undergraduate Students
Author: Sevimel-Sahin, Aylin
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Cultural Context,Teacher Education Programs,Mastery Learning,Language Teachers,Language Proficiency,Student Attitudes,Foreign Countries

Intercultural communicative competence (ICC) is the ability to communicate effectively and appropriately with other cultures to negotiate meaning. A high level of ICC is required for a successful communication across numerous cultures. Since English has recently been accepted as the main intercultural communication language among different cultures, teaching/learning English has gained popularity. As long as learners master English and understand its cultural contexts, they are better at intercultural communication, which results from the ICC level. Hence, there is a relationship between the development of ICC and the development in the target language. Based on this idea, the current study aims to investigate the ICC levels of undergraduate English language teaching students to find out the effect of language competence on intercultural communicative competence, and also whether there is a change throughout the four-year teacher training program. A total of 238 first-year and fourth-year undergraduate ELT students were surveyed. The collected data revealed a high level of ICC regardless of study year. It also yielded a significant difference between first-year students' ICC and fourth-year students' ICC, which means mastering in English positively affects the ICC level. In accordance with the results, some implications were shared.
Exploring Global Citizenship as a Cross-Curricular Theme in Moroccan ELT Textbooks
Author: Ait-Bouzid, Hassan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Citizenship Education,Standards,Textbooks,Second Language Learning,Second Language Instruction,English (Second Language),High School Students,Public Schools,Global Approach,Content Analysis,Guidelines,Check Lists,Democracy,Civil Rights,Conflict Resolution,Knowledge Level,Learning Activities,Critical Thinking,Problem Solving,Foreign Countries,Interdisciplinary Approach

This paper examines ways in which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high schools promote values of global citizenship. It also investigates the extent to which these textbooks present activities that develop learners' sense of belonging to global and local communities and provide them with skills, knowledges and behaviors that would make them good citizens of the world. The study uses the theoretical framework of the Standards Based Approach and UNESCO's (2015) global citizenship learning domains. It adopts a convergent parallel mixed-methods design and uses content analysis as a data analysis method which combines both qualitative and quantitative techniques. The data are collected using a checklist that is designed based on UNESCO's framework. The materials include three textbooks: Gateway to English 2, Insights into English 2 and Ticket to English 2. The findings demonstrate that although the three textbooks actually provide a number of activities that promote aspects of citizenship, there is still room for improving learners' awareness of various global issues including democracy, human rights and conflict resolution. Other problems related to developing learners' critical perspective towards global citizenship themes in reading texts, speaking, listening and writing activities and project works were identified. The study concludes with implications that inform teachers and textbook designers about the importance of empowering values of global citizenship in ways that strengthen learners' critical thinking and problemsolving skills.
A Comparison between Competencies of Teachers and Students of Teacher Education in Recognizing Artistically Gifted Students
Author: Brajcic, Marija
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Talent Identification,Gifted Education,Foreign Countries,Elementary School Teachers,Children,Art Expression,Motivation,Imagination,Personality Traits,Interests,Visual Arts

School system has not proven successful in educating gifted students. Artistically gifted students are a group of students requiring special education approach. The aim of this paper was to explore the extent to which classroom teachers and students as future teachers are able to identify artistically gifted students. The study involved a total of 160 respondents, among which 80 classroom teachers and 80 students at the Faculty of Humanities and Social Sciences, Department of Teacher Education in Split. The results showed statistically significant differences in the identification of artistically gifted students between groups of teachers and groups of students, future teachers. The results showed that there is a statistically significant difference in the assessment of several factors of giftedness of students in the surveyed teachers compared to students of Teacher Education. A statistically significant difference is present in Factor 1 (Art Abilities) where p (0.00) &lt;0.05, and in Factor 3 (Motivation in Artistic Expression) where p (0.00) &lt;0.05 and in Factor 4 (Use of Fine Arts) where p (0.04) &lt;0.05. A statistically significant difference between students and teachers is not present in Factor 2 (Art Interests) where p (0.78)&gt; 0.05. Furthermore, the results showed that teachers and students of Teacher Education share the opinion that gifted students will have a high level of learning, possess a large number of artistic ideas and show interest in figurative and abstract forms of artwork.
Analysis of Science Images Presence in Cartoons (A Turkish TV Channel Case)
Author: Ozer Aytekin, Kamile
Date: 2020-00-00
Type: Journal Articles
Subjects: Cartoons,Mass Media,Television,Programming (Broadcast),Foreign Countries,Children,Science Education,Standards,Kindergarten,Elementary School Students,Scientific Research,Teaching Methods

Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children's interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using &quot; Form for Analyzing Scientific Image Presence in Cartoons&quot; developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.
Relationships of Problematic Internet Use, Online Gaming, and Online Gambling with Depression and Quality of Life among College Students
Author: Kalkan, Bilal
Date: 2020-06-00
Type: Journal Articles
Subjects: Internet,Games,Risk,Depression (Psychology),Quality of Life,College Students,Student Behavior,Predictor Variables,Measures (Individuals),Addictive Behavior

Young adults on college campuses have easy access to information and communications technology (ICT) which they use extensively for study, work, and leisure. The purpose of this study was to investigate the prevalence and extent of problematic Internet use, online gaming behavior, and online gambling behavior (together referred to as dysfunctional online behaviors), and their relationships with depression and quality of life among college students. Two hundred and twenty two valid surveys were used in the data analyses. Five instruments, Beck Depression Inventory-II (BDI-II), the WHO Quality of Life Scale-BREF (WHOQOL-BREF), the Internet Addiction Test (IAT), the Problematic Online Gaming Questionnaire (POGQ), and the Online Gambling Symptom Assessment Scale (OGSAS), were selected to measure the variables being studied. A nonexperimental research design was employed to answer one descriptive and two research questions. The results of the analyses indicated that dysfunctional online behaviors predicted a higher level of depression (R[superscript 2] = 0.14, p &lt; 0.05) and a lower level of quality of life (R[superscript 2] = 0.20, p &lt; 0.05). The findings of the current study inform clinical practice and the treatment of dysfunctional online behaviors among college students.
Development of Interactive Multimedia Learning Courseware to Strengthen Students&apos; Character
Author: Septiani, An-nisa Nur Sholihah Indah
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Values Education,Multimedia Materials,Teaching Methods,Teacher Attitudes,Student Attitudes,Concept Mapping,Instructional Effectiveness,Secondary School Students,Secondary School Teachers,Foreign Countries

The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura's Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students' characters.
The Antecedents Influencing the Implementation and Success of the Middle School English Language Curriculum
Author: Kaya, Suat
Date: 2020-06-00
Type: Journal Articles
Subjects: Middle School Students,Content Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Curriculum Implementation,Case Studies,Language Teachers,Teacher Attitudes,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Teacher Student Relationship,Teaching Methods

The purpose of the present study was to explore the antecedents influencing the implementation and the outcomes of the middle school English language curriculum. Case study was adopted to deeply explore a phenomenon, which can be the processes, events, persons, curricula, or things of interest to the researcher. The phenomenon, in this study, is the middle school English language curriculum. Four English teachers teaching different grade levels from a middle school located in Ankara were participants of the study. The data collection instrument was a semi-structured interview developed by the researchers. The interview schedule included 11 main questions and some probing questions to explore the antecedents that might have influence on the implementation of the curriculum. Data collected through interviews were analyzed with content analysis. Content analysis revealed four categories (themes) which were named as &quot;teacher characteristics&quot;, &quot;student characteristics&quot;, &quot;school characteristics&quot;, and &quot;teachers' views about the curriculum&quot;. Findings indicated that rather than one factor, the combination of the four factors influence teacher and student behaviors which in turn influence the implementation process and the overall success of the curriculum.