ethanporcaro/eric-fulltext-meta huggingface dataset:
A Longitudinal Study of Motivation in Foreign and Second Language Learning Context
Author: Ordem, Eser
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Second Language Learning,Learning Motivation,German,Diaries,Achievement Need,Self Motivation,Semi Structured Interviews,Social Environment,Self Esteem,Cultural Capital,Language Attitudes,Acculturation,Adjustment (to Environment),Student Attitudes,Higher Education,Architectural Education,Foreign Countries,Qualitative Research

Although motivation has been one of the most commonly studied subjects in second and foreign language learning in recent decades, it still remains an enigma for learners and teachers. This longitudinal study aimed to follow a student (N = 1) studying German in both second and foreign language environment for three years. The study was descriptive, idiographic and phenomenographic in nature with the support of interpretive phenomenological analysis. Interview and diary methods were used to collect data about the nature of motivation of the participant. The study contained seven dimensions of motivation to interpret the data. The results showed that the participant was adversely affected by lack of linguistic self-confidence and the problem of milieu and that an individual's own efforts to reach high motivation might be insufficient without taking external factors into consideration. It was also found that a long observation of motivation has a dynamic, chaotic and complex nature.
Assessment of Educational Neuromyths among Teachers and Teacher Candidates
Author: Canbulat, Tuncay
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Practices,Misconceptions,Predictor Variables,Gender Differences,Social Class,Teacher Surveys,Student Surveys,Teacher Attitudes,Student Teacher Attitudes,Neurosciences,Neuropsychology,Knowledge Level,Familiarity,Scores,Comparative Analysis,Teaching Experience,Employment Level,Cohort Analysis,Elementary Secondary Education,Preservice Teachers,Foreign Countries,Statistical Analysis

The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, &quot;Educational neuromyths test&quot; that has 31 questions with options &quot;right, wrong, I have no idea&quot; that was created by the authors by applying reliability studies. Score that can be taken from measuring tool are in the range of 0-31. According to the findings; while teachers are having an average score of &quot;18,87&quot;, teacher candidates received an average score of &quot;16,70&quot;. According to this result, teacher and teacher candidates have misplaced half of the questions of neurometry. While comparing the scores of teachers and teacher candidates, a significant difference in favor of the teachers (p = 0.000) were found. The results of the research are expected to led to a debate on &quot;brain and learning&quot; issues.
Suppression of Literal Meanings in L2 Idiom Processing: Does Context Help?
Author: Cieslicka, Anna B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Processing,Figurative Language,Polish,Native Language,English (Second Language),Second Language Learning,Context Effect,Language Proficiency,Reading Comprehension,Sentence Structure,Models,Linguistic Theory,Decision Making,Task Analysis,Language Fluency,Graduate Students,Foreign Countries,Statistical Analysis,Reaction Time,Control Groups,Experimental Groups,Comparative Analysis

Most current idiom processing models acknowledge, after Gernsbacher and Robertson (1999) that deriving an idiomatic meaning entails suppression of contextually inappropriate, literal meanings of idiom constituent words. While embedding idioms in the rich disambiguating context can promote earlier suppression of incompatible literal meanings, idioms embedded in the neutral context, favoring neither their literal nor figurative reading, are likely to become disambiguated much later in the course of their comprehension. The study reported in this paper investigates the role of context in suppressing irrelevant, literal meanings of idioms in the course of their processing by Polish proficient speakers of English. Ambiguous (literally plausible) English idioms were embedded in sentences which were either neutral (i.e., did not bias either the literal or figurative reading of the idiom, e.g., &quot;There was no need to 'add fuel to the fire'&quot;) or figurative-biased (e.g., &quot;The chairman is in a bad mood so do not say anything, as this will only 'add fuel to the fire'&quot;) and followed by targets related literally (e.g., &quot;HEAT&quot;) or figuratively (e.g., &quot;WORSE&quot;) to idiom meanings and displayed either immediately at idiom offset (0 ms) or after 300 ms. The self-paced reading paradigm was employed, in which participants first read the idiomatic sentences at their own pace and then made a lexical decision, i.e., decided if the displayed target string is legitimate English word or not. Context was shown to play an important role in suppressing irrelevant meanings, but its effects were modulated by salience (prominence) of idioms' literal meanings as well as the time that elapsed from the end of the sentence to the display of the target stimulus.
Investigating L2 Spoken English through the Role Play Learner Corpus
Author: Nava, Andrea
Date: 2011-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,English (Second Language),Second Language Instruction,Grammar,Language Usage,Italian,Language Proficiency,Language Role,Native Language,Comparative Analysis,Language Variation,Guidelines,Standards,Undergraduate Students,Discourse Analysis,Foreign Countries,Role Playing,Student Evaluation,Evaluation Methods

We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the &quot;Role Play&quot; corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+ -B2 levels according to the &quot;Common European Framework of Reference&quot;. The analysis focused on the students' use of two features of spoken English grammar, tails and the discourse markers &quot;yes&quot; and &quot;yeah&quot;. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students' first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.
The Self as a Complex Dynamic System
Author: Mercer, Sarah
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Concept,Individual Differences,Second Language Learning,Learning Theories,Networks,Teaching Methods,Second Language Instruction,Educational Research,Systems Approach

This article explores the potential offered by complexity theories for understanding language learners' sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.
Perceived Teacher Support and Language Anxiety in Polish Secondary School EFL Learners
Author: Piechurska-Kuciel, Ewa
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Student Attitudes,Teacher Characteristics,Questionnaires,Anxiety,English (Second Language),Second Language Instruction,Empathy,Teacher Student Relationship,Coping,Gender Differences,Secondary School Students,Likert Scales,Measures (Individuals),Communication (Thought Transfer),Second Language Learning,Grades (Scholastic),Statistical Analysis

The teacher's role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students' academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor's help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
L2 Willingness to Communicate (WTC) and International Posture in the Polish Educational Context
Author: Mystkowska-Wiertelak, Anna
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Language Usage,Predictor Variables,Foreign Countries,Anxiety,Communication (Thought Transfer),Native Language,Student Surveys,English (Second Language),Correlation,Control Groups,Personality Traits,Teacher Education,Language Teachers,Questionnaires,College Students,Student Attitudes,Undergraduate Students

Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called &quot;the most immediate determinant of L2 use&quot; (Clement, Baker, &amp; MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person's first and second language communication. Interestingly it can be related to the learner's disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.
&quot;They Can Achieve Their Aims without Native Skills in the Field of Work or Studies&quot;: Hungarian Students' Views on English as a Lingua Franca
Author: Kontra, Edit H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Hungarian,English (Second Language),Second Language Learning,Language Attitudes,Official Languages,Native Language,Foreign Countries,Student Attitudes,Majors (Students),Essays,College Students,Persuasive Discourse,Language Variation,Scoring Rubrics,Second Language Instruction,Pragmatics,Content Analysis,Academic Discourse,Computer Software,Computational Linguistics

Despite the fact that there is a growing body of research on the characteristics and use of English as a lingua franca (ELF) in Europe, there are relatively few studies aimed at investigating the ways in which language learners voice their opinions about ELF and how they see ELF impacting their own learning. Therefore, the aim of the present study is to find out what English language majors (and ELF users) think about ELF. In order to get an insiders' perspective on the issue, 250 one-paragraph argumentative essays on the necessity of learning to speak like a native or using ELF were analyzed for their content. The main results show the investigated sample's predictable though not unanimous preference for prestigious native varieties. More pertinent to this article is that in spite of this preference the students demonstrate a definite awareness of ELF expressed in a large number of statements acknowledging the worldwide importance of knowing English and that today English is used by far more non-native than native speakers of the language. Though not all our research participants favor the use of ELF, many of them see it as a necessity.
Understanding CLIL as an Innovation
Author: Kiely, Richard
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Language of Instruction,Course Content,Second Language Instruction,Educational Innovation,Educational Strategies,Curriculum Implementation,Instructional Materials,Foreign Countries

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.
American Progressive Education and the Schooling of Poor Children: A Brief History of a Philosophy in Practice
Author: Garte, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Progressive Education,Educational History,Educational Practices,Philosophy,Disadvantaged,Poverty,Generalizability Theory,Writing Evaluation,Interrater Reliability,Equal Education,School Segregation,Educational Philosophy,Elementary Secondary Education,Higher Education

This paper provides a historical analysis of the past century of progressive education, within the general socio-political context of schooling within the US. The purpose of this review is to create a social, historical and philosophical context for understanding the current narrative of progressive education that exists in educational policy discussions today. Major scholarly works related to progressive education are situated within the political climate of the times of their publication. Over the course of this discussion an argument is presented that shows how progressive education has been related to the education and emancipation of disadvantaged children at different points according to the societal emphasis of the time. The final section of the paper proposes a radical form of emancipatory teaching that requires a wide range of abilities among teachers and is matched to elements of the moments in history when progressive education was most effective for poor children.
School Physical Education Curriculum of Iran from Experts' Perspective: &quot;What It Is and Should Be&quot;
Author: Nazari, Hossein
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Elementary School Curriculum,Qualitative Research,Semi Structured Interviews,Curriculum Evaluation,Behavioral Objectives,Content Analysis,Teaching Methods,Grounded Theory,Expertise,Educational Attitudes,Grade 1,Grade 2,Foreign Countries

This study aimed to evaluate the current physical education curriculum of elementary schools (first and second grades) in Iran. This is an applied study conducted using grounded theory and the research method is qualitative. The research population consisted of all professors in Iran in the field of physical education, of whom, 15 people were selected as the statistical sample using purposive sampling method. Semi-structured interviews were used as the research tool. The interview was conducted person to person and over a period of 40 to 60 minutes. Content validity was used to determine the validity of the interview. Collected data were classified and then, analyzed through the categorization method. This form contains general questions about the elements, physical education curriculum in Iran. Supervisors' constructive comments and few curriculum and physical education experts were also used and reliability of the interview was confirmed by three experts who reviewed a summary of the content and determined categories using the qualitative research methods. The results showed that the current physical education curriculum in schools is not favorable in terms of the objectives, content, and curriculum, teaching-learning strategies, and evaluation methods of knowledge, skills and attitudes and does not entirely satisfy the expectations of the physical education professionals. Experts suggested the use of studies and experiences of leading countries and the local, national, and regional capacities based on the international perspective on the current situation of physical education curriculum, needs assessment, flexibility and providing necessary infrastructure in schools.
Developing an Entrepreneurship Module by Using Product-Based Learning Approach in Vocational Education
Author: Yulastri, Asmar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Units of Study,Vocational Education,Research and Development,Instructional Design,Models,Content Validity,Instructional Effectiveness,Academic Achievement,Scores,Engineering Education,College Students,Active Learning

Boring lecturers and irrelevant learning materials needed by students caused the students are less motivated to learn entrepreneurship course in vocational education. It is caused by the learning materials that will be delivered by the lectures can be predicted by the students. Thus, a relevant and supplementary support is much needed which can be in form of a module to learn entrepreneurship in order to make entrepreneurial learning in vocational education more interesting for the students. This article aims to describe the development of entrepreneurship module by using Product-Based Learning Approach which is valid, practice and effective. This research utilized Research and Development study. This research used ADDIE (Analyzing, Designing, Developing, Implementation and Evaluation) model. The validity, the practicality and the effectiveness of the module were analyzed descriptively. The results of this research are: 1) an entrepreneurship module by using Product-Based Learning Approach is produced; 2) the result of the content validity of this module is 0.89, the format validity is 0.86 and the presentation validity is 0.88; 3) the practicality of the module gathered from lecturers' respond is very practice (87.50%) and from students' response is (81.63%); 4) the effectiveness of the module is categorized as effective to improve the students' achievement by gain score-test (0.53) at average category. Based on the findings, it can be concluded that the module used Product-Based Learning Approach is valid, practice and effective to improve the quality of entrepreneurial learning process in vocational education.
Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts
Author: Kapici, Hasan Ozgur
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Science and Society,Textbooks,Science Instruction,Scientific Concepts,Teaching Methods,Statistical Analysis,Science Achievement,Pretests Posttests,Middle School Students,Grade 6,Grade 7,Grade 8,Grade 9,Instructional Effectiveness

It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on quantitative research methodology. The participants of the study are 609 students. Science classes were designed based on STS approach curriculum for 301 students, which is called as experimental group and textbook oriented instruction was followed with 308 students as a control group. The students were from sixth grade to ninth grade (age 12-15). The Iowa Assessment Handbook for the Chautauqua Program was used to collect data. The mean differences, standard divisions and t-values were calculated and used to assess pre- and post-test results. The results indicate that students, who experienced STS based curriculum through one full semester, are able to apply basic science concepts to new situations meaningfully better than students who exposed to textbook oriented instruction.
Increasing Children's Positive Connection to, Orientation toward, and Knowledge of Nature through Nature Camp Experiences
Author: San Jose, Alyssa L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Outdoor Education,Pretests Posttests,Natural Resources,Grade 5,Knowledge Level,Student Attitudes,Environmental Education,Self Efficacy,Questionnaires,Empathy,Wildlife,Statistical Analysis,Elementary School Students

What do children actually carry away from participating in planned activities in natural areas such as those in outdoor camps and schools? Prior research has seldom been rigorous in establishing participants' connection to, knowledge of, and orientation toward nature before intervention, followed by a clear specification of what range of experiences in nature are included in an intervention, together with the rigorous assessment at post-test, after the educational intervention. This study provided such a design for children who attended an outdoor nature camp in the Pennsylvania woods. Fifth-grade campers (177) were administered pre-test and post-test measures. Findings demonstrated significant gains in areas of connection to, knowledge of, and orientation toward nature. Relative to prior developmental literature, the gains made by the children through their nature camp experience are particularly broad and significant. Overall, the data derived from this study show impressive impacts of a four-day outdoor nature program and will help inform future efforts to improve the quality and impact of outdoor nature camps and similar experiences in nature.