ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging the Gap: Change in Class Environment to Help Learners Lower Affective Filters
Author: Mehmood, Talat
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Anxiety,Self Esteem,Barriers,Student Motivation,Student Attitudes,College Students,Adult Learning

The present research was aimed at identifying the cause for poor performance of adult English as foreign language (EFL) learners in Saudi Arabia, as well as to test the hypothesis that one of the major causes behind learners' failure may be affective filters. The basic question to answer for the research was whether adult EFL learners raise their affective filters to block the input under the influence of certain affective factors, and whether a change in the class environment brings a change in learner motivation. To this end, data were collected through questionnaires, and a model teaching programme, based on a change in classroom environment, was developed and tested with a group of learners at the selected university in Saudi Arabia. The results obtained from the study show that EFL learners in Saudi Arabia raise affective filters, and that a change in classroom environment does help learners lower their affective filters. The study is very significant as its findings may prove helpful to EFL teachers in Saudi Arabia to create a conducive environment in their classes to help learners feel at ease to learn English, which at times is emotionally intimidating to some learners. The study is concluded with a recommendation that EFL teachers may replicate the experiment in their settings to test the efficacy of the hypothesis on psycholinguistic aspects of foreign language learning.
Common Linguistic Errors among Non-English Major Libyan Students Writing
Author: Hamed, Muftah
Date: 2018-09-00
Type: Journal Articles
Subjects: Error Analysis (Language),Error Patterns,Undergraduate Students,Writing Evaluation,Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Nonmajors,Foreign Countries,Grammar,Taxonomy,Writing (Composition),Spelling,Punctuation,Morphemes,Form Classes (Languages),Language Usage,Syntax,Interference (Language),Native Language,Semitic Languages

This study aims to investigate the most common types of linguistic errors and their frequency occurrence in compositions written by forty (40) non-English major Libyan students at the pre-intermediate level in Language Centre at Omar EL-Mukhtar University, EL-Beida, Libya. A corpus of 40 compositions was collected from a sample of 40 students in order to be investigated in terms of Hubbard et al.'s (1996) taxonomy of errors. This study is designed to answer the following questions: 1) what are the most common types of linguistic errors made in English writing by non-English major Libyan students? 2) How frequent do these errors occur in their English written work? The findings showed that substance errors (331) constituted the highest number of errors, followed by grammatical errors (150), syntactic errors (54), and lexical errors (29). The findings also revealed that spelling, capitalization, tenses, punctuation, articles, varied words, subject-verb agreement, and prepositions were the most common types of linguistic errors found in the students' writings. These errors could be due to over-generalisation in the target language, resulting from ignorance of rule restriction and incomplete application of rules and interference resulting from first language (Arabic) negative transfer. This study is important for teachers and educators who should become aware of the types of linguistic errors that their target learners make. These findings are discussed with implications for English as foreign language Libyan teachers. Along with the discussion of findings, limitations of the present study are discussed, and directions for further research are highlighted.
Phonological Problems of Omani EFL Learners: Pedagogical Perspectives and Implications
Author: Thakur, Vijay Singh
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Barriers,Pronunciation,Phonological Awareness,Grade 7,Grade 9,Vowels,Oral Language,Intervention,Teaching Methods,Human Body,Articulation (Speech)

Like many non-native learners, English is a Foreign Language to Omani learners; therefore, Spoken English turns out to be difficult and often problematic. Non-native learners of English face several phonological problems mainly because most languages follow specific, predictable rules of pronunciation, but English does not. There are native and non-native varieties of English, which differ not only in terms of vocabulary and grammar but also in pronunciation. In the backdrop of phonological differences between varieties of English and ensuing pronunciation problems, this action research was conducted to investigate the phonological problems that Omani learners at school level encounter. The study was based on focused observation using the diary as a tool for data collection for six months each in one (1) class of grade seven (7) and one (1) class of grade nine (9) in two Omani public schools. The total sample size was 100. The collected phonological data were coded and organized in terms of marked thematic categories. The recurrent problems which surfaced in the Spoken English of Omani learners involved in this study were pure vowel substitution for diphthongs [/schwa near-close back rounded vowel/] and /ei/, replacement of /p/ by /b/ sound, insertion of the vowel sound /I/ while pluralizing the words, syllabification of initial and final consonant clusters, deletion of /s/ sound occurring as the final element from consonant clusters, the alternation between /d3/ and /g, /3/ and /d3/, /t[Esh - voiceless palato-alveolar fricative]/ and /[Esh - voiceless palato-alveolar fricative]/ sounds, replacement of /t/ by /t[character omitted]/ sound, lengthening of certain vowel sounds, pronouncing 'r' in all phonetic environments, irregularities in the use of weak forms, and not following the rules of aspiration. Based on the emerging phonological problems, certain remedial activities were planned and used with the students, which helped improve their phonological problems considerably. These remedial activities are proposed and recommended as measures of pedagogical intervention.
Pre-Service Biology Teacher&apos;s Perception on Local Environment Problems as Contextual Learning Resources
Author: Yani, Ahmad
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Environmental Education,Biology,Plants (Botany),Community Role,Student Attitudes,Local Issues,Water Pollution,Water Quality,Natural Resources,Place Based Education,Ecological Factors,Foreign Countries

A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake's potential through interviews with the people who live in the lake's coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake's potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired sample t-test. The results showed differences in the three stations' physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake's pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students' scores between before and after exploration practices. These findings suggest that Lake Tempe can serve as a resource for CTL in EB courses.
Relationship between Emotional Intelligence and Burnout: An Empirical Investigation of Teacher Educators
Author: Kant, Ravi
Date: 2021-09-00
Type: Journal Articles
Subjects: Correlation,Emotional Intelligence,Teacher Burnout,Teacher Characteristics,Teacher Educators,Place of Residence,Rural Urban Differences,Stress Variables,Measures (Individuals),Foreign Countries

Intention of this investigation was to explore if a relationship exists or not between emotional intelligence and burnout by examine a sample of 200 teacher educators that were selected by a purposive stratified sampling method from among of all teacher educators in District Gaya, India. In this investigation, two instruments were used to collect data, such as Weisinger's Emotional Intelligence Test and Maslach Burnout Inventory (MBI). This research was correlation type so to analyze the data, were used Pearson correlation co-efficient and Analysis of Regression. Investigations found that teacher educator were not significantly different in emotional intelligence on the basis of gender, locality and teaching experience. Gender and teaching experience has nothing to play on burnout but locality has a significant difference on burnout score of teacher educators. Emotional intelligence and burnout syndrome have a strong negative association (r=-0.221), according to research results. Emotional intelligence had a significant contribution on burnout of teacher educators.
Students&apos; Knowledge and Attitudes toward Basic Life Support
Author: Alfakey, Mysara
Date: 2021-09-00
Type: Journal Articles
Subjects: Knowledge Level,Student Attitudes,First Aid,Nursing Students,Foreign Countries,Training

Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are required to perform critical life support in a significant way. The aim of this research was to assess knowledge, attitudes, and training status regarding basic life support (BLS). In Taif University, Saudi Arabia conducted an online cross-sectional survey. The questions used in the questionnaire were prepared according to 2015 American Heart Association (AHA) guidelines. Most subjects (52.9%) reported that they had attended a BLS course. The average age of the participants in the sample was 21.64 years. The right responses were significantly affected by previous cardiopulmonary resuscitation (CPR) training (P=0.01). The students in this study found substantial differences between them: students with previous BLS training (58.3%) felt capable of offering CPR to their fellow college students, compared to (42.7%) in the community without previous training (P=0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. This study concluded that the knowledge, skills and attitudes of trained students are better than those of untrained students.
The Analysis of Educational Philosophy Trends among Pre-School Teachers
Author: Çelik, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Trend Analysis,Preschool Teachers,Educational Trends,Preschool Education,Preschool Curriculum,Measures (Individuals),Preservice Teachers,Student Attitudes,Progressive Education,Comparative Analysis,Foreign Countries,Teacher Education Programs

The present study is a descriptive research conducted with the quantitative research method and aimed to determine and analyze the educational philosophy trends among pre-school teachers and the effects of various variables on their educational philosophy orientations. The study was conducted with 381 pre-school teachers attending Inönü University, Faculty of Education, Department of Preschool Education, during the 2019-2020 academic year fall semester. The &quot;Educational Beliefs Scale&quot; developed by Yilmaz, Altinkurt and Çokluk (2011) was employed to collect the study data. In data analysis, the educational philosophy trends among the pre-service teachers were determined initially. The consistency of the identified trends with the educational philosophy adopted in the MEB Preschool Curriculum was determined, and the data were compared based on various variables. The fact that most participants adopted existentialism and progressivism and the least number of participants adopted essentialism revealed that the pre-service teachers adopted contemporary educational philosophies. It was also concluded that a higher number of pre-service teachers who graduated from departments with equal numerical and verbal weight adopted progressivism when compared to those who graduated from numerical departments, and the difference was significant. Also, as student seniority increased, the educational philosophy trends among the pre-service teachers changed from conventional educational philosophies to contemporary educational philosophies. The present study was approved by Inonu University Ethics Committee on 14.01.2021 (No:9). Recommendations are presented for educators, educational programmers and future studies.
The Effect of Social Skills-Based Activities on Primary School Students&apos; Critical Thinking and Empathic Tendencies
Author: Saygin, Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Elementary School Students,Grade 4,Children,Critical Thinking,Thinking Skills,Communication Skills,Skill Development,Empathy,Group Activities,Program Effectiveness,Public Schools,Foreign Countries

This study aimed to determine the effect of activities conducted based on social skills on primary school students' critical thinking and empathic tendencies. In the research, a quasi-experimental design with a pretest-posttest experiment-control group (one experimental and two control groups), which is one of the quantitative research methods, was used. Critical Thinking Perception Scale and KA-SI Empathic Tendency Scale for Children and Adolescents were applied as pretest-posttest to measure the change in critical thinking and empathic tendencies of primary school students before and after the activities on social skills. Data were analyzed using ANCOVA and dependent groups t-test, and the effect size (eta-square [[eta][superscript 2]]) was calculated according to the variances between the scores. In the research, when the pretest mean scores of the experimental and control group primary school students in the social skill-based activity process were examined; it was concluded that the difference between the critical thinking skill posttest means scores was not statistically significant (p&gt;0.05), however the empathic tendency mean scores posttest mean scores was statistically significant (p&lt;0.05). Additionally, the difference between the pre-posttest critical thinking mean scores and empathic tendency means scores of the experimental group primary school students was statistically significant (p&lt;0.05).
Student Opinions Regarding Strengths and Weaknesses of Face to Face and Online Teaching = Yüz yüze ve çevrimiçi ögretimin güçlü ve zayif yönlerine iliskin ögrenci görüsleri
Author: Nayci, Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Conventional Instruction,College Students,Student Attitudes,Barriers,Program Effectiveness,Distance Education,Foreign Countries,COVID-19,Pandemics,School Closing

This qualitative case study was carried out to identify the strengths and weaknesses of face to face and online teaching. The study group of the research study consisted of a total of 47 students attending a public university, 36 of whom are female and 11 of whom are male students. In the study, semi-structured interview form was used as the data collection tool. The data obtained within the scope of the research were analyzed by means of content analysis. When the findings were evaluated in general, it was seen that students mostly prefer face to face teaching. Besides it was also seen that both online and face to face teaching have strengths and weaknesses relative to each other. However, it has emerged that face to face teaching has more strengths than online learning. Although this view comes into prominence, online applications which are one of the important tools of accessing information in today's conditions, should also be used in the learning and teaching process. Especially in situations where face to face teaching is not available, online applications can be used as an important tool in order to establish the communication link between the learner and teacher and also to maintain learning.
Practices and Opinions of Teachers Working at Public, Private and International Baccalaureate Schools on Measurement and Evaluation = Devlet, özel ve Uluslararasi Bakalorya okullarindaki ögretmenlerin ölçme ve degerlendirme çalismalari ve görüsleri
Author: Yildirim Seheryeli, Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Public Schools,Private Schools,Advanced Placement Programs,Evaluation Methods,Student Evaluation,Foreign Countries,Evaluation Utilization,Feedback (Response),Preschool Teachers,Elementary School Teachers,Secondary School Teachers

This study aims to investigate the opinions of teachers working at public, private, and International Baccalaureate (IB) Schools on the evaluation practices, the use of assessment tools, the frequency of documenting data, and the feedback frequencies given to both students, and parents. A questionnaire has been used to collect data from 168 teachers. 84 of these teachers were from public schools, 30 from IB, and 54 from private schools. Percentages and frequencies were examined to describe the data, and the chi-square test was conducted for their distribution. There are two main conclusions derived. The first one is that state schools and private schools differ from IB schools in terms of exam-oriented preparation and evaluations when traditional methods are employed. The second one is that IB schools differ from state schools and private schools in terms of documenting the data and reporting of assessment for learning improvement and process-based evaluation. In terms of teachers' opinions, the ones from the IB schools believed there was a difference in terms of having an assessment policy, collaborative planning processes with partners, and experts, taking into consideration the individual differences, and having an inspection mechanism to monitor of the processes.
Metaphoric Perceptions of Academicians and Graduate Students about the Concepts of Curriculum and Curriculum Evaluation = Akademisyenlerin ve lisansüstü ögrencilerin egitim programi ve program degerlendirme kavramlarina yönelik metaforik algilari
Author: Danisman, Sahin
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Graduate Students,Figurative Language,Teacher Attitudes,Student Attitudes,Curriculum Evaluation,Curriculum,Evaluators,Standards,Foreign Countries

The aim of this study is to reveal the metaphoric perceptions of academicians and graduate students about curriculum, curriculum evaluation, curriculum evaluator and curriculum evaluation standards. The data were gathered through the participants' answers for the sentence &quot;I think the curriculum (etc.) is like …; because…&quot;. According to the results, there are five different categories for curriculum which are &quot;consisting of consecutive processes, guiding, having harmonious components, being functional, being indispensable&quot;; three different categories for curriculum evaluation which are &quot;supervision and control, elimination, correction&quot;; four different categories for the curriculum evaluator which are &quot;selective, supervisor, brave, corrective&quot;; and four different categories for the curriculum evaluation standards which are &quot;rules, guiding, criteria for comparison, being indispensable&quot;. [This study was presented at the 7th Rajamangala University of Technology International Conference held in Bangkok, Thailand between 24-26 August 2016 as an oral presentation.]
Investigating the Use of Language in Islam-Related News: Evidence from Selected Non-Western Online Newspapers
Author: Hassan, Isyaku
Date: 2020-03-00
Type: Journal Articles
Subjects: Islam,Language Usage,Newspapers,News Reporting,Stereotypes,Religion,Negative Attitudes,Content Analysis,Foreign Countries,Journalism Education,Cultural Awareness,Exchange Programs,Cross Cultural Training,Cross Cultural Studies,Muslims,Discourse Analysis,Terrorism

The manner in which language is utilized in reporting Islam is disheartening. This is because sensationalized language, especially in the news media, could reinforce negative stereotypes. As such, those who rely on the media to understand Islam are likely to develop negative preconceptions about the religion. This study aims to investigate how the non-western online newspapers use language in news coverage of Islam. Content analysis was used to collect and analyze the data. Using purposive sampling, &quot;Punch and Vanguard&quot; were selected from Nigeria while &quot;The Star and New Straits Times&quot; were selected from Malaysia. A total of 599 Islam-related news articles were collected from the selected newspapers using internet-based search from November 2015 until September 2016. The findings showed that almost half of the overall Islam-related articles conveyed negative tone toward Islam while very few conveyed positive tone. This shows that the language used in news coverage of Islam is inappropriate and sensational. Hence, there is a need to enhance the reporters' knowledge and writing skills through inter-media exchange program, exposure to different religious, social and cultural lives, workshops, seminars, conferences, as well as sensitivity training and retraining on reporting religions.
Discourse Markers in Arabic and English Newspaper Articles: The Case of the Arabic &quot;Lakin&quot; and Its English Equivalent &quot;But&quot;
Author: Alsager, Haroon N.
Date: 2020-03-00
Type: Journal Articles
Subjects: Semitic Languages,Newspapers,English,Contrastive Linguistics,Discourse Analysis,Foreign Countries,Connected Discourse,Native Speakers,English (Second Language),Second Language Learning,Form Classes (Languages),Language Usage,Written Language,Linguistic Theory

Discourse markers, as words or phrases, play a significant role in promoting coherent segments of discourse. This paper investigates the use of discourse markers (DMs) in newspaper articles. By applying Fraser's framework, this study aims at investigating the functions and positions of DM &quot;but&quot; (English) and its equivalent &quot;lakin&quot; (Arabic) in newspaper articles written by native and nonnative speakers of English and Saudi and Egyptian speakers of Arabic. It also highlights the similarities and differences in the functions and positions of DMs &quot;but&quot; and &quot;lakin.&quot; This quantitative study adopts a corpus-based approach. The data consist of articles collected from 12 newspapers categorized as: Arabic language newspapers published in Saudi Arabia (&quot;Alriyadh,&quot; &quot;Al Jazirah,&quot; &quot;AlHayat&quot;) and Egypt (&quot;Al-Ahram,&quot; &quot;Al-Gomhuria,&quot; &quot;Eltahrir&quot;) and English language newspapers published in Saudi Arabia (&quot;Arab News,&quot; &quot;Saudi Gazette,&quot; &quot;Asharq Al-Awsat&quot;) and the USA (&quot;Washington Post,&quot; &quot;The New York Times,&quot; &quot;USA TODAY&quot;). Findings demonstrate, first, that DM &quot;but&quot; is used frequently as a confirmation or addition marker by both native and non-native speakers. However, second, &quot;lakin,&quot; functions as the primary correction DM in standard Arabic. Moreover, third, the native Arabic speakers mostly share the same functions of using &quot;lakin&quot; despite different dialects they have. This study also reveals that &quot;lakin&quot; can be found only in the medial position, whereas, &quot;but&quot; is found in the initial and medial position. It concludes that DMs &quot;but&quot; and &quot;lakin&quot; evidence that functions of DMs proposed by Fraser are universal and they could be generalized.