ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency
Author: Edwads, Emily
Date: 2015-02-00
Type: Journal Articles
Subjects: Second Language Learning,Language Proficiency,Learning Motivation,Self Esteem,Predictor Variables,English (Second Language),Qualitative Research,Semi Structured Interviews,Second Language Instruction,Foreign Countries,Listening Comprehension,Participant Characteristics

As one constituent of second language (L2) motivation, L2 &quot;self-­confidence&quot; has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the &quot;willingness to communicate&quot; (WTC) construct. Less is known, however, about the processes by which learners develop self-confidence in their second language. This study explored the process of L2 self-­confidence development in an advanced learner of English since his arrival in Australia. Two qualitative semi-­structured interviews separated by a period of two years were conducted, using the WTC model and Clément and Kruidenier's (1985) model of the self-evaluation of proficiency as a theoretical framework. Findings highlight the important role played by the individual's perception of &quot;control&quot; in a range of communicative settings. Results also suggest that listening comprehension skills, together with an awareness of other carriers of meaning, are central to the development of linguistic self-­confidence. For this learner, a cyclical interaction between L2 self-­confidence, WTC, and L2 proficiency was evident. These findings have implications for language teachers and learners, providing important insights into the way that critical events and decisions in the participant's learning journey may contribute to the development of self-­confidence.
The Effect of Grouping and Presenting Collocations on Retention
Author: Akpinar, Kadriye Dilek
Date: 2015-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Grammar,Language Teachers,Preservice Teachers,Teacher Education,Majors (Students),Role,Phrase Structure,Correlation,Language Proficiency,Recall (Psychology),Teaching Methods,Turkish,Student Placement,Language Tests,Scores,Foreign Countries

The aim of this study is two-fold. Firstly, it attempts to determine the role of presenting collocations by organizing them based on (i) the keyword, (ii) topic related and (iii) grammatical aspect on retention of collocations. Secondly, it investigates the relationship between participants' general English proficiency and the presentation types on retention of collocations. Each collocation was presented in a single glossed sentence and distributed among 48 Turkish EFL learners, prospective English teachers, majoring in English at a Language Teaching department. Participants were upper-­intermediate, lower-intermediate and advanced level learners. A pre-­ and two recall (immediate post and delayed post) collocation tests were administered to compare the effect of presentation types of collocations and their relationship between the participants' general English proficiency on retention. The results indicated a significant difference in grouping collocations based on grammatical aspect, especially for advanced and lower-intermediate learners. No significant difference was found in grouping collocations related to keyword and topic between the learners of any level on retention of collocations.
Turkish Adaptation of the Gratitude Questionnaire
Author: Yüksel, Asuman
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Turkish,Test Validity,Test Reliability,Translation,English,Psychological Patterns,Affective Behavior,Life Satisfaction,Emotional Response,Undergraduate Students,Statistical Analysis

Problem Statement: Although the study of gratitude in psychology has a very short history, the findings of several studies underline the role of gratitude in enhancing individual well-being. Therefore, it is important to be able to assess levels of individual gratitude in counseling and research settings. Since, in the Turkish literature, no measure of gratitude has been validated for college students, it is important to adapt The Gratitude Questionnaire (GQ), one of the most commonly used self-report measures of dispositional gratitude in recent literature, into Turkish, for use in research and practice. Purpose of Study: The purpose of this study was to translate the Gratitude Questionnaire (GQ; McCullough, Emmons, &amp; Tsang, 2002) into Turkish and investigate its validity and reliability among Turkish undergraduate students. Methods: Forward and back translation methods were used to translate the GQ from English to Turkish. The Turkish form of the GQ, along with optimism, positive and negative affect, and satisfaction with life measures, was administered to a total of 859 Turkish college students (For age M = 20.23, SD = 1.77) who were recruited from all departments at the Faculty of Education, Uludag University. Exploratory and confirmatory factor analyses were used to examine the factor structure of the scale. The relationship between GQ scores and scores on other measures was assessed by calculating the Pearson product moment correlation coefficient. Additionally, internal consistency was evaluated by calculating Cronbach's alpha, and item-total correlation and test-retest reliability coefficients were calculated by Pearson correlation. Findings and Results: Regarding construct validity, the scale was unidimensional. However, a five-item model, rather than the original six-item version, fit the sample of Turkish college students better [GFI = 0.97, CFI = 0.94, AGFI = 0.90, SRMR = 0.04, RMSEA = 0.10]. The findings also indicated sufficient evidence in favor of the concurrent validity and reliability of the Turkish GQ. Conclusions and Recommendations: The results of this study revealed that the five-item GQ can be used to evaluate prepositional gratitude among Turkish college students.
A Quantitative Investigation of ESL Teacher Knowledge in Australian Adult Education
Author: Yazdanpanah, Lilly K.
Date: 2015-02-00
Type: Journal Articles
Subjects: Statistical Analysis,English (Second Language),Second Language Learning,Likert Scales,Factor Analysis,Questionnaires,Foreign Countries,Knowledge Base for Teaching,Teacher Education Programs,Context Effect,Learning Theories,Pedagogical Content Knowledge,Language Teachers,Second Language Instruction,Teacher Qualifications,Teaching Experience,Teacher Characteristics,Construct Validity,Teaching Methods

English as a second language (ESL) teaching is partly a thinking process in which teacher knowledge plays a pivotal role in making instructional choices (Breen, Hird, Milton, Oliver, &amp; Thwaite, 2001). The present study contributes to understandings of teacher knowledge by exploring the types of knowledge, which practicing teachers value in their teaching. Using course outlines from ESL teacher training programs, a Likert-­scale questionnaire was developed and delivered to 108 experienced ESL teachers in six states of Australia. Exploratory factor analysis of the data identified seven types of knowledge differently valued by ESL teachers--namely knowledge of practice, learners, resources and technology, curriculum, contextual factors, language learning theories, and language components. The overarching term for the first four used in the study is knowledge of teaching and the overarching term used for the last three is knowledge of language. Teachers regarded knowledge of teaching as significantly more important than knowledge of language.
The Effect of Consciousness-Raising Instruction on the Pragmatic Development of Apology and Request
Author: Derakhshan, Ali
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Interlanguage,Pragmatics,Consciousness Raising,Video Technology,Young Adults,Teaching Methods,Instructional Effectiveness,Discussion (Teaching Technique),Role Playing,English (Second Language),Second Language Instruction,Language Teachers,Measures (Individuals),Statistical Analysis,Comparative Analysis,Interpersonal Communication,Responses,Antisocial Behavior,Translation,Interpretive Skills,Pretests Posttests

A growing body of research in interlanguage pragmatics (ILP) has documented that some features of pragmatics lend themselves well to instruction. Due to the abundant teaching approaches, nevertheless, it is still controversial which are most conducive to learning. Therefore, this study seeks to investigate the effectiveness of consciousness-­raising video-­driven prompts on the development of two commonly used speech acts of apology and request for sixty (22 male and 38 female) upper-intermediate Persian learners of English (ranging in age from 17 to 26) who were randomly assigned to three groups of twenty (discussion, roleplay, and interactive translation). The three groups were exposed to 36 extracts including 18 requests and 18 apologies taken from different episodes of the &quot;Flash Forward,&quot; and &quot;Stargate TV&quot; series and the film &quot;Annie Hall.&quot; Results of the multiple choice discourse completion test (MDCT) indicated that learners' awareness of requests and apologies benefit from all three types of instruction, but the results of the Scheffe test illustrated that the discussion group outperformed the other two groups. The findings provide insight into interlanguage pedagogy and present suggestions for EFL/ESL teachers and materials developers.
The Role of Turkish Lessons and Reflective Practice in Teaching SLA as Content
Author: Thompson, Amy S.
Date: 2015-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Graduate Students,Turkish,Homework,Course Content,Diaries,Assignments,Reflective Teaching,Multilingualism,Teacher Education,Research Universities,Age,Journal Writing

This study investigated whether foreign language lessons coupled with engaging learners in reflective practice facilitates a deeper understanding of second language acquisition (SLA) course content. During this semester-­long SLA course, 14 graduate students were taught eight Turkish lessons for 25 minutes at the beginning of each class. As a weekly homework assignment, the students wrote reflective journals about their understanding of the SLA concepts presented in class, synthesizing their thoughts with past and current foreign language learning experiences. An analysis of the reflective journals indicated that the students internalized the SLA concepts presented in class as a result of the reflection about the Turkish lessons and were cognizant of the benefits of the assignment. Thus, by the end of the semester, the students possessed a deeper understanding of the course content and their own teaching beliefs.
Identify the Motivational Factors to Affect the Higher Education Students to Learn Using Technology
Author: Yau, Hon Keung
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,College Students,Persistence,Technology Integration,Educational Technology,Student Attitudes,Technology Uses in Education,Questionnaires,Self Esteem,Relevance (Education),Satisfaction,Self Efficacy,Anxiety,Social Influences,Student Motivation,Hypothesis Testing,Correlation,Technological Literacy,Likert Scales

The purpose of this study is twofold. Firstly, engineering students' motivation in using technology for learning in one of Hong Kong universities is investigated. Secondly, new research model about students' perception in using technology for learning is developed. Survey was employed and the questionnaires were distributed to targeted university under study. 211 questionnaires were collected. The major findings of this study are that (i) Confidence was positively related to Relevance; (ii) Satisfaction was positively related to Confidence; (iii) Relevance was positively correlated with Satisfaction; (iv) Interest is positively related to Relevance; (v) Perceived personal ability is positively associated with Confidence; (vi) Confidence is positively associated with perseverance; (vii) Confidence, is negatively associated with anxiety; and (viii) Satisfaction is positively associated with social influence.
Web 2.0 in Education: The Impact of Discussion Board on Student Performance and Satisfaction
Author: AlJeraisy, Mashael Nasser
Date: 2015-04-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Satisfaction,Student Attitudes,Grades (Scholastic),Comparative Analysis,Group Discussion,Online Courses,Integrated Learning Systems,Attitude Measures,Student Characteristics,Likert Scales,Foreign Countries,Private Colleges,Surveys

Web.2 technologies allow people to be the producer of information and this will increase the information in a network. Discussion Boards (forums) are Web.2 technology that enable student to interact, collaborate and exchange knowledge in different online courses. The main objective of this research study is to investigate the impact of Discussion Boards on students' grades and satisfaction with the learning environment. The study compared two groups of similar students studying similar topic and compared the results after 6 weeks experiment. Results showed that there is a positive impact on students' grades and student's satisfaction. Moreover, additional investigations were made to deeply understand the other related impacts that arose during the research study.
Teaching Practice of a Social Studies Practicum Student Who Is Blind: A Case Study
Author: Kaya, Erdogan
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Practicums,Blindness,Teacher Education Programs,Disabilities,Case Studies,Holistic Approach,Qualitative Research,Preservice Teachers,Classroom Techniques,Physical Environment,Social Environment,Educational Environment,Teaching Methods,Educational Practices,Semi Structured Interviews,Mentors,Foreign Countries

Problem Statement: It is emphasized in the Council of Europe's action plan for people with disabilities (PD) that it is important to solve the employment problem to enable PD to integrate into society and improve the quality of their lives. In order to achieve this, educational opportunities along with employment for PD at places in which physical conditions are adjusted should be provided. Disability prevents PD from joining educational life which also increases the burden of their disability. Education will help them integrate with the society they live in and therefore prevent isolation. However, some people in Turkey have doubts about the professional competencies of PD. Purpose of Study: In this study, the social studies teaching practice conducted by a practicum student who is blind is described. Methods: The holistic single case design, which is one of the qualitative research techniques, was used through interviews and observations in this study. The university supervisor, mentor teacher, sighted practicum students and students who continually interact with the main participant who is a blind practicum student (BPS) make up the other participants. In analyzing the student interviews, content analysis was carried out. Findings and Results: The findings of the study are as follows: first Impressions of the BPS, the BPS beginning the lesson, classroom management, teaching the lesson, evaluation, ending the lesson, his differences from other practicum students, the problems that occur in the social studies lessons of the BPS, suggestions for the BPS's lessons. Conclusions and Recommendations: The results suggest that all school stakeholders should be educated and prepared for the education process with people who are blind or visually impaired (BVI). This practice conducted by the BPS revealed the importance of education, social and physical conditions.
A Digital European Self-Assessment Tool for Student Teachers of Foreign Languages: The EPOSTL
Author: Mirici, Ismail Hakki
Date: 2015-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Portfolios (Background Materials),Metacognition,German,Beginning Teachers,Language Teachers,English (Second Language),Profiles,Self Evaluation (Individuals),Foreign Countries,Personal Autonomy,Guidelines,Reflection,Teacher Education Programs,Interviews

The acronym &quot;EPOSTL&quot; stands for the &quot;European Portfolio for Student Teachers of Languages&quot;, which is a digital self-assessment tool for students in foreign language teacher training programs across Europe. It builds on insights from the &quot;Common European Framework of Reference&quot; (&quot;CEFR&quot;) and the &quot;European Language Portfolio&quot; (&quot;ELP&quot;) as well as the &quot;European Profile for Language Teacher Education.&quot; It also helps student teachers of foreign languages to monitor and reflect on their experiences, performance and progress in the course of teacher education in a purposeful way. This study discussed and put forward some practical suggestions on the functions and the effectiveness of the EPOSTL in English Language Teaching (ELT) and German Language Teaching (GLT) departments in a state university in Turkey. The results of the study revealed that the use of the EPOSTL is helpful in developing student teachers' metacognitive strategies as autonomous learners, which is a key factor in becoming teachers of foreign languages adopting the CEFR and the ELP principles in their classes.
Adaptability and Replicability of Web-Facilitated, Hybrid, and Online Learning in an Undergraduate Exercise Psychology Course
Author: Xin, Huaibo
Date: 2015-01-00
Type: Journal Articles
Subjects: Educational Technology,Blended Learning,Online Courses,Undergraduate Students,Instructional Effectiveness,Public Colleges,Quasiexperimental Design,Tests,Student Evaluation,Journal Writing,Grades (Scholastic),Assignments,Internet,Scores,Technology Uses in Education,Exercise Physiology,Statistical Analysis

The study aims to examine the effectiveness of web-facilitated, hybrid, and online learning modalities among undergraduate students in a public institution so as to determine the adaptability and replicability of these three learning modalities. This is a quasi-experimental study. A total of 103 undergraduate exercise science majors participated in the study. Students' learning outcomes were measured by mid-term exams, final exams, online journal entries, final course grades, and other in-class and online assignments, and compared among the web-facilitated, hybrid, and online course sections. The differences of the means of the three sections of the final exam, final course grade, and final letter grade were statistically significant. The mean scores of the final exam of the web-facilitated section were significantly higher than the means of both the hybrid and online sections. The means of the final course grade and final letter grade of the web-facilitated section were significantly higher than the means of the online section. Approximately 82.1% of the students in the web-facilitated section earned extra credits compared to about 37.5% of the students in the online section. Web-facilitated learning proved more desirable among undergraduate students than the other two modalities; hybrid learning, however, can serve as a viable alternative.
The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course
Author: Surjono, Herman Dwi
Date: 2015-01-00
Type: Journal Articles
Subjects: Cognitive Style,Multimedia Instruction,Educational Technology,Undergraduate Students,Online Courses,Electronic Learning,Foreign Countries,Student Attitudes,Preferences,Scores,Pretests Posttests,Comparative Analysis,Control Groups,Experimental Groups,Teaching Methods,Questionnaires,Statistical Analysis,Hypothesis Testing,Academic Achievement

This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the material presented in online electronics course have higher scores significantly compared to those in which their learning mode were mismatched. The difference happened both in adaptive and nonadaptive online courses.
Effectiveness of e-Lab Use in Science Teaching at the Omani Schools
Author: Al Musawi, A.
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Electronic Learning,Instructional Effectiveness,Science Instruction,Science Laboratories,Skill Development,Student Attitudes,Attitude Measures,Science Achievement,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Grade 4,Elementary School Science

Computer and information technology can be used so that students can individually, in groups, or by electronic demonstration experiment and draw conclusion for the required activities in an electronic form in what is now called &quot;e-lab&quot;. It enables students to conduct experiments more flexibly and in an interactive way using multimedia. It helps them to achieve electronic practical training, skills, and tendencies. This paper focuses on describing the design and procedures of a nation-wide research project financed by The Research Council and conducted to measure the effectiveness of the e-lab on Omani students' acquisition of practical abilities and skills. The research project, in particular, examines the effectiveness of the e-lab in science teaching, the skills acquisition, and basic education students' appreciation of classroom environment. It also aims to know the students' attitudes towards the use of e-Lab technology and its employment. The paper will draw prospective recommendations for the field work derived from literary evidence.
Adult Learners' Perceptions of Designed Hypermedia in a Blended Learning Course at a Public University in Malaysia
Author: Mohamad, Maslawati
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Adult Learning,Adult Students,College Students,Reading Instruction,Reading Improvement,Hypermedia,Distance Education,Computer Assisted Instruction,Qualitative Research,Observation,Protocol Analysis,Semi Structured Interviews,Feedback (Response),Learning Theories,English for Special Purposes

With the advent of the computer and the Internet, many higher institutions in Malaysia have begun to integrate conventional teaching with these two technologies. This approach in learning which is also called &quot;blended learning&quot; offers significant benefits, namely time and location shifting. However, the principles applied to activities designed as a blended course must be taken into consideration especially when the students are off campus adult learners with minimal opportunity to attend conventional tutorials. A study was conducted to look into this issue by seeking feedback from adult learners regarding blended learning within an academic reading course at a Malaysian public university, National University of Malaysia (UKM). The study was aimed at finding ways to improve the course offered to off campus students who were scattered throughout the country. The method of inquiry of this study is qualitative in nature and which utilizes observation, Think-aloud Protocol and semi-structured interviews as the research instruments. The subjects of this study were selected off campus students who were attached to various hospitals. The focus of this paper is to discuss the students' feedback pertaining to the designed hypermedia and comprehension questions. This paper also explains some pedagogic implications. The implications drawn is of great value to the students; teachers as the facilitators; teachers as the course designers and the administrators in improving blended learning course offered to UKM off campus students.