hakansabunis/tr-academic-research-agent-index huggingface dataset:
Examining Approval and Disapproval Behaviors of Teachers Working in Inclusive Classrooms
Examining Approval and Disapproval Behaviors of Teachers Working in Inclusive Classrooms
Yazar: Yildiz, Nevin Guner; Pinar, Elif Sazak
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Teacher Behaviors, Approval, Disapproval, Inclusion, Behavior

The purpose of this study is to determine frequency of approval and disapproval behaviors of teachers working in inclusive classrooms during lessons and to investigate whether teachers’ approval and disapproval behaviors differ in terms of their demographical characteristics. The study group consisted of 45 teachers who worked in three public schools in Ankara and who had students with special needs in their classrooms. In order to determine approval and disapproval behaviors teachers used, one hour video recordings in the classrooms of teachers in the study group were done and data of this study were analyzed by reviewing video recordings using Teacher Behaviors Observation Form and Demographical Information form was used to determine demographical characteristics of teachers. In terms of the analysis of data, mean of approval behaviors used by teachers per minute in one lesson was 0.42 whereas mean of disapproval behaviors was found to be 1.41 and the difference between these two values was statistically significant. The frequency of approval and disapproval behaviors teachers used did not differ significantly in terms of their gender, age, experience, and departments they graduated however these behaviors changed significantly in terms of teachers’ grade levels they were working in

The purpose of this study is to determine frequency of approval and disapproval behaviors of teachers working in inclusive classrooms during lessons and to investigate whether teachers’ approval and disapproval behaviors differ in terms of their demographical characteristics. The study group consisted of 45 teachers who worked in three public schools in Ankara and who had students with special needs in their classrooms. In order to determine approval and disapproval behaviors teachers used, one hour video recordings in the classrooms of teachers in the study group were done and data of this study were analyzed by reviewing video recordings using Teacher Behaviors Observation Form and Demographical Information form was used to determine demographical characteristics of teachers. In terms of the analysis of data, mean of approval behaviors used by teachers per minute in one lesson was 0.42 whereas mean of disapproval behaviors was found to be 1.41 and the difference between these two values was statistically significant. The frequency of approval and disapproval behaviors teachers used did not differ significantly in terms of their gender, age, experience, and departments they graduated however these behaviors changed significantly in terms of teachers’ grade levels they were working in
Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Yazar: Barrett, Matthew E.; Swan, Alexander B.; Mamikonian, Ani; Ghajoyan, İnna; Kramarova, Olga; Youmans, Robert J.
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Technology; encoding specificity principle; assessment; note taking; education human factors; online education.

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible
Making Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teaching
Making Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teaching
Yazar: Gun, Bahar
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Experienced Teachers, Interactive Decision Making, Reflection-In-Action, Expertise, Teacher Education

Teachers’ decision making has always been an area of curiosity in many studies  related to teachers and teaching. One approach to understanding teachers’  decisions is through the analysis of their reflection-in-action behaviours. This study,  based on the premise that one can gain understanding from examining experienced  teachers’ classroom performances, focuses on the interactive decisions made by ten  experienced language teachers. The study presents the findings of an analysis of  similarities in the motivations behind teachers’ interactive decisions, as  demonstrated in their verbal reports following the video recorded lesson  observations. These findings show that there are both shared pedagogical and  affective attributes among participant teachers. These results, and the insight they  give into experienced teachers’ decision making are potentially beneficial for all  pre-service and practising teachers

Teachers’ decision making has always been an area of curiosity in many studies  related to teachers and teaching. One approach to understanding teachers’  decisions is through the analysis of their reflection-in-action behaviours. This study,  based on the premise that one can gain understanding from examining experienced  teachers’ classroom performances, focuses on the interactive decisions made by ten  experienced language teachers. The study presents the findings of an analysis of  similarities in the motivations behind teachers’ interactive decisions, as  demonstrated in their verbal reports following the video recorded lesson  observations. These findings show that there are both shared pedagogical and  affective attributes among participant teachers. These results, and the insight they  give into experienced teachers’ decision making are potentially beneficial for all  pre-service and practising teachers
The Relationship between Instructor Humor Orientation and Students’ Report on Second Language Learning
The Relationship between Instructor Humor Orientation and Students’ Report on Second Language Learning
Yazar: Ziyaeemehr, Ali; Kumar, Vijay
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Verbal Humor, Humor Orientation, Importance of Humor, Effects of Humor

Humor is an integral component of any language and therefore has an impact on  the way languages are acquired/learned. Numerous studies have investigated the  role of instructor humor in teaching/learning processes; however, there is little  empirical research on the relationship between instructor humor and learning of a  second language. This paper investigated the relationship of English as a second  language (ESL) instructors’ humor orientation (IHO) to students’ perceptions of  second language learning (SLL). Perceived L2 learning was also examined in  relation to students’ perceived importance of humor (IH) and effects of humor  (EH). Additionally, variations in the interaction between IHO, SLL, IH and EH  across students’ education level, ethnicity and gender were examined. It was found  that high levels of instructor humor orientation associated significantly with  students’ L2 learning perceptions. Also strong correlations were found between  students’ perceived SLL behaviors and their perceived IH and EH. However,  student perceived IHO, SLL, IH and EH did not vary significantly across their  gender, ethnicity, and education level. Implications of the study for second  language education and materials development along with the limitations of the  study have been discussed

Humor is an integral component of any language and therefore has an impact on  the way languages are acquired/learned. Numerous studies have investigated the  role of instructor humor in teaching/learning processes; however, there is little  empirical research on the relationship between instructor humor and learning of a  second language. This paper investigated the relationship of English as a second  language (ESL) instructors’ humor orientation (IHO) to students’ perceptions of  second language learning (SLL). Perceived L2 learning was also examined in  relation to students’ perceived importance of humor (IH) and effects of humor  (EH). Additionally, variations in the interaction between IHO, SLL, IH and EH  across students’ education level, ethnicity and gender were examined. It was found  that high levels of instructor humor orientation associated significantly with  students’ L2 learning perceptions. Also strong correlations were found between  students’ perceived SLL behaviors and their perceived IH and EH. However,  student perceived IHO, SLL, IH and EH did not vary significantly across their  gender, ethnicity, and education level. Implications of the study for second  language education and materials development along with the limitations of the  study have been discussed
Assessment Beliefs and Practices of Language Teachers in Primary Education
Assessment Beliefs and Practices of Language Teachers in Primary Education
Yazar: Buyukkarci, Dr. Kagan
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Assessment, Formative, Summative, Language Teacher, Teacher Beliefs, Practices

The use of assessment, the process of collecting information on student  achievement and performance, has long been advocated so that learning cycles can  properly be planned; instruction can be adjusted during the course of learning, and  programs can be developed to enhance student learning. Shifting to a more  pedagogical conception, the assessment moves from source of information to an  inseparable part of teaching and learning. Theory and research propose that  especially formative assessment can play a critical role in adjusting teaching for  student learning because assessment for learning (formative assessment) provides  information to be used as feedback to adjust the teaching and learning activities in  which the students and teachers are engaged. This study aims to show primary  school teachers’ beliefs about formative assessment. Besides, the study reveals the  information about English language teachers’ real assessment practices in the  primary education context. Despite course requirements, teachers’ positive beliefs  and attitudes, the results of the study show that language teachers do not apply  formative assessment practices as required in the national curriculum. Instead of  using assessment formatively, they mostly use assessment for summative purposes

The use of assessment, the process of collecting information on student  achievement and performance, has long been advocated so that learning cycles can  properly be planned; instruction can be adjusted during the course of learning, and  programs can be developed to enhance student learning. Shifting to a more  pedagogical conception, the assessment moves from source of information to an  inseparable part of teaching and learning. Theory and research propose that  especially formative assessment can play a critical role in adjusting teaching for  student learning because assessment for learning (formative assessment) provides  information to be used as feedback to adjust the teaching and learning activities in  which the students and teachers are engaged. This study aims to show primary  school teachers’ beliefs about formative assessment. Besides, the study reveals the  information about English language teachers’ real assessment practices in the  primary education context. Despite course requirements, teachers’ positive beliefs  and attitudes, the results of the study show that language teachers do not apply  formative assessment practices as required in the national curriculum. Instead of  using assessment formatively, they mostly use assessment for summative purposes
The Impact of Implicit Tasks on Improving the Learners’ Writing in Terms of Autonomy and Grammatical Accuracy
The Impact of Implicit Tasks on Improving the Learners’ Writing in Terms of Autonomy and Grammatical Accuracy
Yazar: Nazari, Nastaran
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Implicit Tasks; Writing; Learner Autonomy; Grammatical Accuracy; Learner

This paper aims to explore the Iranian EFL (English as a Foreign Language)  learners' ability to gain grammatical accuracy in their writing by noticing and  correcting their own grammatical errors. Recent literature in language acquisition  has emphasized the role of implicit tasks in encouraging learners to develop  autonomous language learning habits, so it is important to consider tasks,  particularly implicit tasks, as an important part of language teaching. In this study  60 EFL students from two elementary English classes were chosen. The students of  one class were engaged in an implicit task in which they compared the use of  grammar in their own writing to the use of that grammar in a written text by a  native speaker, and the other class received no such treatment. The results  indicated that the subjects who had received the treatment performed much better  on the post-test. The outcome of the delayed post-test also confirmed the superior  performance of the learners in the experimental group showing that they had  internalized the targeted structure. Thus such tasks are beneficial in terms of  allowing learners to autonomously make improvements in terms of grammatical  accuracy in their writings

This paper aims to explore the Iranian EFL (English as a Foreign Language)  learners' ability to gain grammatical accuracy in their writing by noticing and  correcting their own grammatical errors. Recent literature in language acquisition  has emphasized the role of implicit tasks in encouraging learners to develop  autonomous language learning habits, so it is important to consider tasks,  particularly implicit tasks, as an important part of language teaching. In this study  60 EFL students from two elementary English classes were chosen. The students of  one class were engaged in an implicit task in which they compared the use of  grammar in their own writing to the use of that grammar in a written text by a  native speaker, and the other class received no such treatment. The results  indicated that the subjects who had received the treatment performed much better  on the post-test. The outcome of the delayed post-test also confirmed the superior  performance of the learners in the experimental group showing that they had  internalized the targeted structure. Thus such tasks are beneficial in terms of  allowing learners to autonomously make improvements in terms of grammatical  accuracy in their writings
Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students
Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students
Yazar: Hosseini, Seyed Mohammad Hassan
Dergi: International Journal of Instruction, Vol. 7 No. 1, 2014
Anahtar kelimeler: Competitive Team-Based Learning, Group Investigation, Language

This paper is a report on an experimental study which intended to look into the  possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group  Investigation (GI) method of Cooperative Learning (CL) on the language  proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian  intermediate students were selected out of a total population of 110 to serve the  present study. The results of the study indicated the advantage of CTBL over GI in  terms of its effect on improving the target group’s language proficiency. The  results of the study were in contrast to the reports of researchers like Ab-Raza  (2007), an Israeli language specialist, who have argued that students in Islamic  countries “do not value diversity of ideas, beliefs, and perspectives” (p. 5) and so  cannot be taught through modern methods like those of CL

This paper is a report on an experimental study which intended to look into the  possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group  Investigation (GI) method of Cooperative Learning (CL) on the language  proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian  intermediate students were selected out of a total population of 110 to serve the  present study. The results of the study indicated the advantage of CTBL over GI in  terms of its effect on improving the target group’s language proficiency. The  results of the study were in contrast to the reports of researchers like Ab-Raza  (2007), an Israeli language specialist, who have argued that students in Islamic  countries “do not value diversity of ideas, beliefs, and perspectives” (p. 5) and so  cannot be taught through modern methods like those of CL
Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching
Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching
Yazar: Almaguer, İsela; Esquierdo, J. Joy
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

It is essential to support bilingual learners’ language and academic development;  however, teaching second language learners English has taken precedence over  teaching content area knowledge and vocabulary, specifically for language arts.  The focus has shifted from content area instruction to primarily second language  instruction due to an increasingly diverse population and an increasing number of  bilingual learners in formal school settings. This article introduces a framework  for accomplishing both linguistic and content literacy simultaneously. The  framework takes into account the four elements of the principles of learning,  learner appropriate pedagogy, contextual interaction theory, student language  (L1/L2) proficiency level, and a learner-centered environment that can lead to the  successful achievement of content literacy for bilingual learners. The framework  illustrates both the theory and practical applications that are needed for bilingual  learners to achieve linguistic and cognitive success by attaining the language arts  content literacy needed to succeed both in and out of the classroom

It is essential to support bilingual learners’ language and academic development;  however, teaching second language learners English has taken precedence over  teaching content area knowledge and vocabulary, specifically for language arts.  The focus has shifted from content area instruction to primarily second language  instruction due to an increasingly diverse population and an increasing number of  bilingual learners in formal school settings. This article introduces a framework  for accomplishing both linguistic and content literacy simultaneously. The  framework takes into account the four elements of the principles of learning,  learner appropriate pedagogy, contextual interaction theory, student language  (L1/L2) proficiency level, and a learner-centered environment that can lead to the  successful achievement of content literacy for bilingual learners. The framework  illustrates both the theory and practical applications that are needed for bilingual  learners to achieve linguistic and cognitive success by attaining the language arts  content literacy needed to succeed both in and out of the classroom
Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
Yazar: Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Proficiency, English, Perception, Level, Dodoma, Tanzania

This paper looked at students’ perceived level of English proficiency among  Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom  activities, motivation, and learning resources were considered as influencing  English learning. The study was guided by three theories: Input Hypothesis, Inter- language andVygotsky’s theory of value. Correlation design was used to describe  the association between the student and teacher-related factors and students’  perceived level of English proficiency. Purposive sampling was used to select 300  form three students. Questionnaires were used to collect data from the  participants. Reliability of the research instrument was determined by conducting  a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to  analyze the data. The study revealed that the students’ perceived level of  proficiency in spoken English was average. The findings indicated a significant  positive correlation between perceived English proficiency and attitude toward the  English language, classroom activities, teacher motivation, and classroom  environment. It is suggested that further studies integrate qualitative research  methods to the research design in order to get an in-depth understanding of  students’ perception on English proficiency

This paper looked at students’ perceived level of English proficiency among  Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom  activities, motivation, and learning resources were considered as influencing  English learning. The study was guided by three theories: Input Hypothesis, Inter- language andVygotsky’s theory of value. Correlation design was used to describe  the association between the student and teacher-related factors and students’  perceived level of English proficiency. Purposive sampling was used to select 300  form three students. Questionnaires were used to collect data from the  participants. Reliability of the research instrument was determined by conducting  a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to  analyze the data. The study revealed that the students’ perceived level of  proficiency in spoken English was average. The findings indicated a significant  positive correlation between perceived English proficiency and attitude toward the  English language, classroom activities, teacher motivation, and classroom  environment. It is suggested that further studies integrate qualitative research  methods to the research design in order to get an in-depth understanding of  students’ perception on English proficiency