ethanporcaro/eric-fulltext-meta huggingface dataset:
Video Game Addiction in Turkey: Does It Correlate between Basic Psychological Needs and Perceived Social Support?
Author: Yildirim, Emre
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Video Games,Addictive Behavior,High School Students,Adolescents,Gender Differences,Institutional Characteristics,Psychological Patterns,Social Support Groups

Even though video games are generally appealing to adolescents, sometimes this can be an issue. In this study, the correlation between video game addiction of adolescents and gender, game genres, types of schools attended to and grade levels, basic psychological needs, and the social support perceived are researched. In this study, conducted in the Bagcilar district of Istanbul province in Turkey, 262 female and 271 male students, making a total of 533 participants from various types of high school. The data was collected using the Basic Psychological Needs Scale, the Perceived Social Support Scale, and the Gaming Addiction Scale for Adolescents. For independent samples t-test, a one-way analysis of variance and Pearson correlation coefficient was used for the analysis of the data. According to the results of the study, the levels of game addiction were significantly higher in males than in females, in vocational high schools than in Anatolian or Imam Hatip high schools, and featured online games rather than offline games. It was observed that game addiction affects basic psychological needs and perceived social support significantly negatively.
Digital Preservation in LIS Education: A Content Analysis of Course Syllabi
Author: Yoon, Ayoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,Course Descriptions,Preservation,Electronic Libraries,Library Education,Information Science Education,Graduate Study,Class Activities,Assignments

Following a revolution in digital information and technological development, both the need for and opportunities in digital preservation education have been growing over the last 30 years. This study aimed to examine digital preservation course content through an analysis of course syllabi to understand what is taught in library schools through the graduate level. Our analysis demonstrates the significant growth in digital preservation education during the last decade but also presents several areas that need to be improved, such as more integration of technology into the courses, providing advanced courses, developing core sets of literature, and developing more content for teaching issues related to ethics and diversity.
&quot;The Ticket You Get Punched&quot;: The Divide between Academic and Public Librarianship and the MLIS
Author: Freeburg, Darin
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Libraries,Public Libraries,Library Education,Information Science Education,Masters Programs,Curriculum Evaluation,Theory Practice Relationship,Librarian Attitudes,Expectation

Most professions experience at least some real or perceived divide among practitioners who engage in the work of the profession daily and those who train practitioners. As a result, practitioners question the value of this training. The goal of the current study was to learn more about this divide in Library and Information Science (LIS) and uncover potential solutions. In six focus groups (FGs), practicing academic and public librarians discussed curriculum in light of the requirements of the profession. Findings suggest that practitioners still perceive a divide among themselves and LIS educational institutions. Participants generally viewed the MLIS as little more than &quot;the ticket that you get punched&quot; to get a job. A consistent concern across participants was the irrelevance of skills training, suggesting the need for MLIS programs to engage often with local practitioners to identify workplace trends and required skills. Participants also noted that the communities served by the profession exist as an abstract idea in the MLIS, because students do not interact directly with the people who make up these communities. Findings suggest that the MLIS can reassert its value through a renewed emphasis on core values of the profession, which are not learned on the job. Therefore, while the divide persists, the conversation with practitioners outlined in the current study is itself a means of closing it. This study contributes to the literature on LIS education by highlighting the value of FGs as a method within this literature.
The Englishization of Materiality in the Linguistic Landscape of a Southern Jordanian City
Author: Al-Naimat, Ghazi Khaleel
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Alphabets,Correlation,Signs,Tourism,Self Concept,Sociocultural Patterns,Classification,Guidelines,Public Policy,Creativity,Historic Sites,Monolingualism,Hospitality Occupations,Bilingualism,Semitic Languages,Advertising,Language Attitudes,Second Languages,Multilingualism

This article investigates the interrelationship between English used on signs and materiality in the linguistic landscape (LL) of a touristic Jordanian town, Petra. Its aim is to analyze how the materials that signs are made of reflect recurrent practices of identity formation and numerous socio-cultural norms in the Jordanian tourism context. The signs were first coded according to language, and then categorized within the framework of material practices enacted by sign designers. The results show that signs written on stone and metal surfaces often displaying English in uppercase letters and replicating governmental practices convey a sense of quality, continuity and permanence within economic and tourism-centered ideologies and polices; the visibility of English painted on wooden board signs is evidence of the creativity further manifested in block capitals to denote a sense of freshness and newness; signs printed and hand-written on paper often appearing in uppercase letters manifest the dynamic nature of the LL, ensuring the flow of special offers and even linguistic and non-linguistic changes; most remarkably, monolingual English signs painted inside sand bottles symbolize important environmental, historical, and cultural information on the ancient city of Petra, which contributes significantly to the popularity of Petra as a worldwide tourist destination among members of the tourist population, particularly the international visitors.
EFL Learners and Their Success in Learning English in the Thai Context
Author: Sureepong, Phothongsunan
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,English Language Learners,Secondary School Students,Student Experience,Student Attitudes,Success,Language Fluency,Language Proficiency,High School Students,Grade 10,Grade 11,Grade 12,Language Tests,Language Skills

The main aim of the study is to explore 15 high achieving English language learners' accounts of their undertakings in learning English in a Thai upper secondary school. The researcher adopts the view of social learning, particularly in reaching better understandings of the learners' experiences in learning English. As there exists a tendency to gauge learners' success in English based on examinations, this study asserts that language learning involves more than a cognitive process, thus values the social aspects of experiential English learning. The focus lies on investigating the perceptions of these high achieving English language learners of their success in learning English as well as the influences contributing to it. Two methods are used to collect data: focus groups and interviews. The findings indicate the participants' perceptions of their own success in learning English in three main aspects: English language ability, examination performance and skills in teaching others. In particular, the ability to speak English fluently and correctly appears to be of utmost importance for a successful English as a Foreign Language (EFL) learner. It is also found that most learners identify their own performance in class, the teacher, including teacher rapport, and school culture as contributing to their English learning achievement. In focusing on the learners' perceptions and their actual experiences, insights into how the learners actually undergo the learning opportunities provided by the education system can be obtained. To understand the extent to which innovations in English language teaching and learning have been successful, the everyday realities of the language classroom and school have to be accentuated.
Exploring Academic Writing Needs of Indonesian EFL Undergraduate Students
Author: Ratnawati
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Language,Writing (Composition),Writing Instruction,English (Second Language),Second Language Instruction,Student Attitudes,Undergraduate Students,Barriers,Writing Skills,Language Skills,Student Needs,Needs Assessment

Academic writing is noteworthy competence to be accomplished for English as a foreign language (EFL) students to fulfill their academic needs at the university. To do so, Indonesian tertiary universities accommodate and foster this competence using academic writing course. The study, therefore, sought to look into: 1. what undergraduate EFL students' perceptions of the importance of academic writing to their current study and future career, 2. what the students' perceptions of the difficulties of academic writing, 3. what the students' attitudes towards their previous and future academic writing courses. The present study investigates students' needs emerging in academic writing during classroom practices to gain insightful and profound perspectives for forthcoming needs of the course. Data were collected through a five scaled questionnaire of need analysis distributed to thirty-four EFL students from a private university, and a focus group interview involving nine participants. Results indicate 61% (M[subscript difficulties]=3.05) of students faced difficulties in both general skills and language problems of academic writing and a new course was expected to provide moves/steps for writing the sections in a research article. The present study then suggests that e-database resources are needed for academic papers models and references hence its efficiency and flexibility in prospective academic writing.
Gender Differences in Advice-Giving among Jordanian Undergraduate Students at BAU
Author: Al-Shboul, Yasser
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Gender Differences,Student Attitudes,Cultural Influences,Peer Relationship,Teacher Student Relationship,Interpersonal Communication,Opinions

This study aims to investigate the differences in the understanding of how to give advice among Jordanian male and female students at Al- Balqa' Applied University (henceforth, BAU). In addition, it aims to provide explanations of these prominent differences between the two participating groups. Hinkel's (1997) Multiple Choice Questionnaire (MCQ) is used as a data collection instrument. The questionnaire is translated into Arabic to ensure that participants truly comprehend the situations. Results demonstrate that there are differences between the two participating groups. For example, Jordanian male students favour to give advice indirectly more than using hedge advice, direct advice and opting out in both peer acquaintance and instructor situations. On the other hand, Jordanian female students prefer to use hedge advice in responding to both peer acquaintance and instructor situations more frequently than using direct advice, indirect advice and opting out. The present study concludes with a discussion of essential directions for future research.
Identification of Language Learning Beliefs among Saudi EFL Learners
Author: Al-malki, Eidah Abdullah
Date: 2018-12-00
Type: Journal Articles
Subjects: Identification,Second Language Learning,English (Second Language),Student Attitudes,Foreign Countries,College Students

It is argued that positive yet realistic beliefs are source of success as language learners whereas negative or unrealistic beliefs can be an impediment to successful language learning. This empirical survey identifies Saudi English as a foreign language (EFL) learners' beliefs through Beliefs About Language Learning Inventory (BALLI) developed by Horwitz's (1987). The Arabic version of the questionnaire has been administered and 118 Saudi EFL learners from a Saudi university returned the questionnaire. The research questions set for this survey include what beliefs Saudi EFL learners have towards the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations for English language learning. The results reveal that the participants bear high English language learning aptitude and believe that it is easier to learn it in childhood. No strong relationship in learning subjects like science and math and English language was reported. The participants also believe that for quick and successful language learning, it is imperative to practice the target language extensively. A positive trend is that Saudi EFL learners have been extremely positive and encouraging towards their chances of achieving communicative competence and do not have any unnecessary inhibition in speaking English.
Integration Processes in Successful University and Corporate Professional Training in Foreign Languages
Author: Dyorina, Natalya V.
Date: 2018-12-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),English for Special Purposes,Comparative Analysis,Program Development,Student Needs,Interdisciplinary Approach,Content and Language Integrated Learning,Foreign Countries,Program Descriptions,College Second Language Programs

This article considers the methods of teaching in the field of the language for general purposes and the language for special purposes. The purpose of the article is to give a comparative analysis of teaching general English and English for special purposes, to present arguments with respect to approaches designed to organize and ensure the high efficiency of mastering English for special purposes. The study focuses on comparative methods of studying different training programs in order to set out the results of a success study of different students groups. The authors substantiated the necessity of using the basic methodology of teaching a foreign language for special purposes with a higher efficiency of the personality-oriented approach as a basis for teaching ESP. The results of the research proved that the development of the program depends on the analysis of the needs of the learning group and the actual situations of using the language for special purposes. For teaching the EGP course, students have a common standard goal of learning English, which does not always correspond to the language needs of the students. The line of demarcation between the courses of EGP and ESP has become very important, but requires the further discussion. The approaches described in our study combine the study of subject discipline and a foreign language as a tool for mastering subject knowledge is the essence of European Union (EU) policy. The ESP methodology differs from the EGP, as the training on the ESP course is more specific and person-oriented.
Metadiscourse Markers in Master Thesis Abstracts of American and Iraqi English Theses
Author: Hussein, Kawther Abdual Ameer
Date: 2018-12-00
Type: Journal Articles
Subjects: Masters Theses,Documentation,Females,North Americans,Arabs,Discourse Analysis,Classification,Language Usage,Researchers,Writing (Composition),Undergraduate Students,College Faculty,Research Papers (Students),Contrastive Linguistics,Verbal Communication,Nonverbal Communication,Taxonomy,Models,Form Classes (Languages),Foreign Countries,Native Language,North American English,English (Second Language),Second Language Learning,Academic Language

The present study is intended to critically examine metadiscourse markers in 24 master thesis abstracts. Twelve of them are written by non-native Iraqi female students and the rest by native American female students. To do so, the researchers have set two aims: examining the types and subtypes of metadiscourse markers in terms of nativity and major and comparing the usages of metadiscourse markers' types and subtypes in terms of nativity. To achieve the present aims, Hyland's model (2005) is adopted. It aids in classifying the types and subtypes of metadiscourse markers in both data. The findings show that the Iraqi and American researchers use the interactive resources more than the interactional ones but the American researchers are capable of engaging their readers since their use of the interactional markers is higher than their counterparts. The field has no effect on the use of metadiscourse markers. There is diversity in the usage of the interactive resources in Iraqi data. Accordingly, the researchers recommend metadiscourse markers to be added to M.A courses as part of abstract writing exercise and the instructors of fourth-year college students to include metadiscourse markers in the writing of their research papers for coherence and clarity.
Syntactic Errors in an Arab EFL Postgraduate Student&apos;s Spoken English during a Thesis Supervision Session
Author: Yaseen, Ahmed Abdoualzhraa
Date: 2018-12-00
Type: Journal Articles
Subjects: Syntax,Error Analysis (Language),Native Language,Second Language Learning,Second Language Instruction,Arabs,Semitic Languages,Audio Equipment,Error Patterns,Transfer of Training,Classification,Language Usage,Interference (Language),Teaching Methods,Graduate Students,Supervisors,Teacher Student Relationship,English (Second Language),Speech Communication,English for Academic Purposes,Verbs,Nouns,Form Classes (Languages),Grammar,Contrastive Linguistics,Case Studies,Foreign Students,Academic Language,Masters Theses,College Faculty,Communication Problems,Foreign Countries

This study investigates the syntactic errors in speaking among an Arab L2 post-graduate student in an academic speaking context. Specifically, the objectives are to describe the syntax error patterns committed by the student while engaging in speaking and to explore the contributing factors that may affect the errors. To address these objectives, a qualitative research method is employed. Data was collected through audio-tape recordings and a face-to-face interview with the participant. The recorded data was transcribed and coded based on Noor Hashim's (1996) seven categories of errors. The findings indicate that some of the first language (L1) negative transfer errors fall into five out of seven categories of Noor Hashim's classification; however, new categories are discovered, such as wrong verb choice, noun forms, overly restricted use of pronouns, and omission of necessary complementizers. These errors can be explained by interference from the L1 and another contributing factor is the limited use of some strategies, such as repetition and confirmation. The significance of this study is a direct pedagogical implication to expose post-graduate students to academic spoken English. This is to avoid miscommunication between students and their academic supervisors. It is recommended that future research examine new teaching and learning techniques of academic spoken English to be incorporated into the classrooms.
The Construction of Social Practice Appraisal Mechanism for Graduate Students
Author: Dai, Guiyu
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Economic Development,Talent Development,Universities,Standards,Incentives,Student Evaluation,Evaluation Methods,Educational Objectives,Student Improvement,Foreign Countries,Education Work Relationship,Social Systems,Business English,English for Special Purposes,Second Language Learning,Second Language Instruction,Evaluation Criteria,Grading,Integrated Learning Systems,Teacher Education Programs,Elementary Secondary Education,Learning Processes

As a chief pillar of higher education and technological innovation, universities have been enhancing national innovative capacity and promoting the social and economic development of the nation. Graduate education is an important channel of nurturing high-level talents, of which the cultivation of graduate students' practical ability is at the core. However, there are still some problems existing in the social practice appraisal mechanism for graduate students in most Chinese universities, such as the limited assessment scope, overgeneralized standards, inefficient communication during the social practice process and imperfect incentive mechanism. These deficiencies have made negative impacts on the effectiveness of the assessment of graduate students' practical ability, the quality of graduate students' practice, and the enthusiasm of graduate students involving in social practice. In order to promote the present social practice appraisal mechanism for graduate students, this paper attempts to construct a new graduate student appraisal system through the use of OKR (Objectives and Key Results) management approach and a more comprehensive incentive mechanism, in the hope of contributing to the improvement of the whole graduate student social practice evaluation mechanism.
Developing Geography Curriculum Framework for Promoting Pre-Service Teachers&apos; Creative Thinking through Instructional Media Production
Author: Chumsukon, Montha
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Social Studies,Preservice Teacher Education,Preservice Teachers,Curriculum Development,Student Developed Materials,Material Development,Educational Media,Creative Thinking,Student Satisfaction,Teamwork,Cooperative Learning,Instructional Effectiveness,Foreign Countries

The current study explored the effect of a developed Geography curriculum framework towards promoting pre-service teachers' creative thinking (CT) across its 4 components namely: fluency, flexibility, originality, and elaboration through instructional media production. A research and development (R&amp;D) model were employed which consisted of 3 phases: Phase 1 involved target group survey using a requirement survey form and administered to participants before the study implementation; Phase 2 involved the creation of curriculum and application of the curriculum contents; Phase 3 was the implementation of the curriculum and a mixed-method type of research was employed. 56 participants, organized into 7 groups with 8 members, have participated in 4 sessions of instructional media production. Data were collected from the participants' created instructional media task performance aimed at enhancing their creative thinking. Thereafter, a questionnaire on participants' satisfaction level towards the training as well as interview were conducted after the training was provided. Results revealed that the participants made noteworthy gains as they yielded &quot;high&quot; level on their task performance indicative of an improvement on their CT skills. &quot;Flexibility&quot; and &quot;elaboration&quot; were described as the most and least improved CT components, respectively. Moreover, the participants were most satisfied on the training as most of them revealed that it encouraged them towards effective learning. Additionally, qualitative results reveal participants' positive experiences towards instructional media production which helped foster their CT skills. Finally, the findings have provided substantial support for the instructional media production to be included in the Geography curriculum as an instructional pedagogical support to enhance students' creative thinking skills.