Research in English Language Pedagogy最新文献_第9页

Evaluating prospective mathematics teachers' development of ethical knowledge and awareness 评价准数学教师伦理知识和伦理意识的发展

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102377k

Kasım Karataş, Nadide Yilmaz

{"title":"Evaluating prospective mathematics teachers' development of ethical knowledge and awareness","authors":"Kasım Karataş, Nadide Yilmaz","doi":"10.5937/istrped2102377k","DOIUrl":"https://doi.org/10.5937/istrped2102377k","url":null,"abstract":"This study examines prospective mathematics teachers' ethical knowledge and awareness development in an undergraduate course called 'Morality and Ethics in Education'. Accordingly, prospective teachers' opinions regarding the ethical teacher and the unethical teacher were investigated through metaphors. The current study was designed as a case study and the data were collected from fifty-one prospective mathematics teachers studying at a university in Turkey through an open-ended questionnaire and reflective diaries. The findings show that the prospective teachers were satisfied with the 'Morality and Ethics in Education' course in general. It was effective and helpful to improve prospective teachers' ethical knowledge and awareness. In addition, the prospective teachers showed an interest in ethical values, such as justice, being a good role model and honesty. They describe the ethical teacher as being 'of holy personality, a guide and professional', and the unethical teacher as 'useless and harmful'. In addition, the prospective teachers made a number of suggestions for undergraduate education in the context of improving ethical and moral values.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78181212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

(Ne)zavisnost od igranja video-igara iz perspektive učenika nižih razreda osnovne škole

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101328m

Ivana Mitrović-Đorđević

{"title":"(Ne)zavisnost od igranja video-igara iz perspektive učenika nižih razreda osnovne škole","authors":"Ivana Mitrović-Đorđević","doi":"10.5937/istrped2101328m","DOIUrl":"https://doi.org/10.5937/istrped2101328m","url":null,"abstract":"Predmet istraživanja čije rezultate donosimo u ovome radu jesu stavovi učenika o igranju video-igara. Istraživanje je sprovedeno sa primarnim ciljem da se utvrdi odnos učenika četvrtog razreda osnovne škole prema igranju videoigara i konstatuje njihov stav o sopstvenoj (ne)zavisnost od igranja video-igara, kao podvrste zavisnosti od interneta. U istraživanju su učestvovali učenici više odeljenja dve beogradske osnovne škole (ukupno: 121 ispitanik), koji su popunili jedan od standardizovanih upitnika, preuzet iz relevantne literature. Analizom dobijenih rezultata potvrđena je polazna hipoteza istraživanja: Učenici četvrtog razreda osnovne škole ne smatraju da su zavisni od igranja video-igara. Prema mišljenjima koja dominiraju, učenici uključeni u istraživanje nemaju izražene potrebe da provode više vremena u igranju video-igara, nisu primetili kod sebe promenljivo ili problematično ponašanje uzrokovano ovom vrstom aktivnosti, kao ni fizičke smetnje prilikom smanjivanja ili prekidanja samog igranja. Takođe, ne smatraju da su narušili socijalne odnose (sa porodicom i prijateljima) ili zanemarili školske i kućne obaveze i interesovanja. Samo ispitivanje i dobijeni rezultati otvorili su pitanja i za buduća promišljanja istraživane oblasti.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83644908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pre-service teachers' caring about sustainable development goals for Turkey and for the world and their competence in associating the goals with the learning outcomes in the curriculum 职前教师对土耳其和世界可持续发展目标的关注，以及他们将目标与课程中的学习成果联系起来的能力

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102451y

Yuzbasioglu Kemal, Kurnaz Altan

{"title":"Pre-service teachers' caring about sustainable development goals for Turkey and for the world and their competence in associating the goals with the learning outcomes in the curriculum","authors":"Yuzbasioglu Kemal, Kurnaz Altan","doi":"10.5937/istrped2102451y","DOIUrl":"https://doi.org/10.5937/istrped2102451y","url":null,"abstract":"This study aims to determine pre-service science teachers' caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG \"very important\" for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in practice. To eliminate the pre-service teachers' deficiencies on sustainable development, the study recommends making adjustments in the curriculum implemented in Turkey with regards to the concept of sustainable development.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82151883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What predicts Swedish teachers' disposition for text talk: A survey study 什么能预测瑞典教师的短信交谈倾向:一项调查研究

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101200r

M. Reichenberg

{"title":"What predicts Swedish teachers' disposition for text talk: A survey study","authors":"M. Reichenberg","doi":"10.5937/istrped2101200r","DOIUrl":"https://doi.org/10.5937/istrped2101200r","url":null,"abstract":"The significance of reading comprehension can hardly be overestimated. Nevertheless, teachers vary in their disposition or willingness to teach reading comprehension. A wealth of field experimental studies have confirmed the importance of text talk, in class or in teacher-guided small groups, for students' reading comprehension. However, researchers have not yet fully explored what makes teachers practice text talk in the classroom. This study aimed to describe and predict teachers' disposition to practice text talk. The study posited two hypotheses based on professional development theory and social capital theory. The data came from a survey study of 320 Swedish teachers (of grades 1 to 12). The study used (a) item response estimation for measurement and (b) linear regression for analysis. It was found that attitudes towards professional development varied with disposition for text talk, on average, after adjusting for other predictors. It was furthermore found that social capital varied with disposition for text talk, on average, after adjusting for other predictors. The conclusion is that the data offer support for both teacher development theory and social capital theory.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84254830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the relationship between language learning beliefs and foreign language classroom anxiety 探索语言学习信念与外语课堂焦虑的关系

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2002367P

Radmila Palinkašević, J. Brkic

{"title":"Exploring the relationship between language learning beliefs and foreign language classroom anxiety","authors":"Radmila Palinkašević, J. Brkic","doi":"10.5937/ISTRPED2002367P","DOIUrl":"https://doi.org/10.5937/ISTRPED2002367P","url":null,"abstract":"Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72644175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention 创造性戏剧方法在数学课程中对学生成绩、态度和保留分数的有效性的元分析

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2002265G

Alacapınar Gülderen Füsun, H. Uysal

{"title":"A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention","authors":"Alacapınar Gülderen Füsun, H. Uysal","doi":"10.5937/ISTRPED2002265G","DOIUrl":"https://doi.org/10.5937/ISTRPED2002265G","url":null,"abstract":"In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84465914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Possible interactions with mathematically gifted students: Views of prospective teachers 与数学天才学生可能的互动:未来教师的观点

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2002121Y

G. Yazgan-Sağ

{"title":"Possible interactions with mathematically gifted students: Views of prospective teachers","authors":"G. Yazgan-Sağ","doi":"10.5937/ISTRPED2002121Y","DOIUrl":"https://doi.org/10.5937/ISTRPED2002121Y","url":null,"abstract":"Teachers' interactions with mathematically gifted students in the classroom environment, and the elements of this interaction have become prominent recently. This qualitative study's purpose is to reveal the views of prospective secondary mathematics teachers about these interactions. The study participants were seven prospective teachers attending the fourth year of a secondary mathematics teaching programme in a public university in Turkey during the 2018-2019 academic year. These prospective teachers participated in a 90-minute focus group interview which was recorded with a video camera. During the interview, the researcher brought up possible classroom environment scenarios that could occur with mathematically gifted students who may have the characteristics that the participants described. The prospective teachers' views about the kinds of behaviours they can exhibit, and what methods they can reveal in these theoretical interactions were analysed with the descriptive analysis method. The study results indicated that the participants exhibited different approaches to situations they might encounter in the classroom. For example, some prospective mathematics teachers asserted that mathematically gifted students should be assisted in the classroom context; others stated that such students should be supported with out-of-class activities rather than helping them in the classroom. Besides, the participants suggested that the history of mathematics and advanced mathematics subjects could also be used to educate mathematically gifted students.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86464468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist 社会语言学视角下的英语教科书分析:清单的制定

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2002398A

Cihat Atar, Cahit Erdem

{"title":"A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist","authors":"Cihat Atar, Cahit Erdem","doi":"10.5937/ISTRPED2002398A","DOIUrl":"https://doi.org/10.5937/ISTRPED2002398A","url":null,"abstract":"This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88606692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Factors affecting classroom teachers' job performance: A qualitative-dominant analysis with Q-sorting 影响课堂教师工作绩效的因素:基于q分类的质性优势分析

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2002185A

Nebi Altunova, Mahmut Kalman

引用次数: 4

The relationship between social exclusion (ostracism) and Internet addiction of adolescent girls 少女社会排斥(排斥)与网络成瘾的关系

Research in English Language Pedagogy Pub Date : 2020-01-01 DOI: 10.5937/ISTRPED2001050B

Aynur Bagir, Oğuz Emre, H. Cumurcu, Aysegul Ulutas

引用次数: 8