IOJET - International Online Journal of Education and Teaching
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THE EFFECT OF THE EXPLICIT STRATEGY TRAINING ON LEARNER AUTONOMY
No full textThe study aimed to investigate the effect of the explicit strategy training on the students’ autonomy in foreign language learning and to seek for their attitudes towards such training. The research lasted for fourteen weeks at the 2018-2019 academic year. Data were collected through the Course Evaluation Questionnaire, the Student Autonomous Learning Capacity Questionnaire, the learner diary, the researcher's diary and semi-structured interviews. The SALCQ was administered twice first at the beginning and secondly at the end of the training so as to identify any increases in the learners’ capacity of autonomy. The results revealed that the strategy training helped learners enhance their capacity of autonomy in some factors. The study disclosed that the students held positive attitudes towards the training as it provided opportunities for the students to employ LLSs more effectively, deal with learning related problems, enhance self-directed out of class activities, to develop language learning skills and to monitor their learning process in an effective way by raising their awareness of strategy use and self-confidence. Furthermore, the strategy training provided opportunities for the students to reflect on their learning methods, classroom activities along with their classroom behaviour and how learning could be made easier
REFLECTIVE JOURNALS AS SELF-ASSESSMENT TO PROMOTE STUDENTS’ WRITING SKILL
No full textThis research is experimental research with a 2x2 factorial design. In this study, the researcher took students of two classes as a sample of the research, one for the experimental group (EG) and the control group (CG). There were 32 students in each experimental and control class, so the total sample was 64 students. Both of these classes were considered to have English knowledge and writing skill at the same level. The samples of the experiment group taught by using a reflective journal and the control class taught by using the traditional writing method. And all these samples are viewed from students’ motivation. The sample was obtained by implementing a cluster random sampling technique. Each class was divided into two groups each of which consisted of 16 high motivation students and 16 low motivation students. the researcher used Multifactor Analysis of Variance (ANOVA) 2x2 to know the effects of the independent variables Reflective Journals and traditional writing method and attributive variable (Students’ Motivation) toward the dependent variable (Writing skill). And the research result reveals as follows; (1) Reflective Journals is more effective than traditional writing method to promote students’ writing. (2) Students have high motivation have better writing skill than those low motivation students. (3) There is an interaction between teaching assessment and students’ motivation to teach writing
THE FUNCTION OF METACOGNITION IN INSTRUCTIONAL SKILLS: A COMPARATIVE CASE STUDY
No full textThis study aimed to investigate the instructional metacognition of pre-service elementary teachers with high and low level of proficiency on teaching skills. The comparative case study was carried out on six pre-service elementary school teachers, three of whom had high level of proficiency (HLP) and the other three with low level of proficiency (LLP) on teaching skills. The research data were collected through unstructured observation and semi-structured interviews. The data were analyzed through content analysis. As a result of the study, the instructional metacognition (IM) strategies and behaviors adopted by the HLPs and the LLPs during the teaching process were modelled, comparatively evaluated, and similarities or dissimilarities were revealed. The present study is significant in terms of uncovering the function of instructional cognitive awareness in the process of professional development in teacher training, discovering what and how the IM has affected the quality of high and low instructional performances and determining the problems encountered in this process.
Keywords: teacher training, professional development, metacognition, instructional metacognition, effective teachin
A COMPARATIVE STUDY ON THE COGNITIVE AND METACOGNITIVE STRATEGIES OF 6th GRADE PRIVATE AND STATE SCHOOL STUDENTS USE WHILE READING SCIENCE TEXTS
No full textThe aim of this qualitative case study was to determine the cognitive and metacognitive strategies used by the Secondary School 6th grade students while reading science texts in a Biology unit titled "Support and Motor System", and to compare these strategies in accordance with the type of their school (private or state school), their grade point averages and their perceptions concerning the difficulty level of the chapter. The number of the participant students was 6; 3 from a private school and 3 from a state school. After the students read the texts in the unit, semi structured interviews were administered in order to determine their strategy types, to compare and contrast these strategies in accordance with the type of their schools, their grade point averages and their perceptions concerning the difficulty level of the chapter. The results of the study revealed that the private school students had “High” and “Very high” grade point averages and assessed the chapter as "Easy” and “Very Easy”, used a higher number and a wider variety of cognitive and metacognitive strategies whereas the state school students had “Low” and "Very Low" grade point averages and assessed the chapter as "Difficult" and "Very Difficult"
KONUŞMA BECERİLERİNİN ÖLÇÜLMESİNDE RASCH ANALİZİ UYGULAMASI
No full textThe assessment of speaking skills in foreign language testing has always had some pros (testing learners’ speaking skills doubles the validity of any language test) and cons (many test-relevant/irrelevant variables interfere) since it is a multi-dimensional process. In the meantime, exploring grader behaviours while scoring learners’ speaking skills is necessary not only for inter/intra-rater reliability estimations but also for identifying the potential stringent and lenient graders in the rater-group to act accordingly to settle the best matches for graders when paired-rater-scorings or cross-marking-gradings are preferred for increasing the objectivity. In this exploratory study, which was implemented in 2019, 6 expert speaking graders scored 24 English language learners’ speaking interviews from their video recordings including an individual and a pair discussion task for each student. A Rasch model in which MFRM (Many Faceted Rasch Measurement) was utilised to explore the scoring behaviours of the expert graders in terms of stringency and find out if their grading habits significantly affect language learners’ overall speaking performances. The results of the present research showed that graders had significant score differences among each other and some of them score too leniently or too stringently that might affect learners’ speaking grades significantly.
Yabancı dil becerilerinin ölçümünde konuşma sınavlarına yer verilmesinin hem avantajlı (konuşma becerilerinin de ölçümü herhagi bir yabancı dil sınavının geçerliliğini arttırır) hem de dezavantajlı (ölçmeyle ilgili veya ilgisiz birçok değişken işin içine girebilir) yönleri vardır çünkü yabancı dil ölçme çok boyutlu bir süreçtir. Bu süreç içerisinde, öğrencilerin konuşma becerilerini ölçen notlayıcıların davranışlarının araştırılması sadece notlayıcıların kendi içinde veya birbirleri arasında verdiği notların güvenirlikleriyle ilgili değil, çok cömert veya çok katı not verme potansiyeli olan notlayıcıların belirenerek çoklu değerlendirmelerin yapıldığı ölçme ortamlarında notlaycı eşleştirmelerinin buna göre yapılmasını sağlayarak objektif notlamala imkanının arttırılması sağlanabilir. 2019 yılnda gerçekleştirilen bu deneysel çalışmada 6 deneyimli konuşma becerileri değerlendiricisi 24 örencinin içerisinde bir bireysel bir de karşılıklı konuşma olan yabancı dil konuşma sınavını video kayıtlarını izleyerek notlandırmıştır. Notlayıcıların notlama esnasında gösterdikleri katılık veya cömertiğe ve bu notlama alışkanlıklarının öğrencilerin konuşma becerileri başarılarını anlamlı br şekilde etkileyip etkilemediğine çok yüzeyli Rasch analizi içeren bir Rasch modeli ile bakılmıştır. Araştırma sonuçları notlayıcıların notlarının birbirleri arasında anlamlı farklılıklar gösterdiğini ve bazı notlayıcıların çok cömert veya katı not vermesinin öğrencilerin konuşma becerileri notlarını anlamlı bir şekilde etkileyebileceğini ortaya koymuştur
INTRODUCING A NEW DATA COLLECTION TOOL IN EDUCATION: THE STORAGE TECHNIQUE
No full textThe purpose of this qualitative study, based on the Survey Method, was to introduce a new technique to collect data on educational practices. For this purpose, a sample practice was designed to implement with a volunteer study group comprising 36 editors in a publishing company. The task details of the sample practice were determined via DACUM (Developing a Curriculum) method in order to analyze the tasks and the job description of editors in a publishing company. In that way, thirteen tasks were determined for the participant editors. During the implementation phase of the new technique called “Storage Technique”, a sheet of colorful paper was delivered to each participant, they were invited to think and write down whatever came uppermost as a task of an editor, and to fold the paper. The papers folded were put in to a fishbowl. After all participants put their folded papers in the bowl, they were invited to pick a paper in the color other than theirs, and to write the task written in that paper if it was different from their own. The process was repeated for three rounds, and consequently, three different task descriptions were obtained from each participant editor. Finally, 7 out of 36 participants were interviewed to get their viewpoints about the technique administered in the process. For the analysis of the data, the descriptive analysis was utilized. The result of the study revealed that the Storage Technique could be applied effectively for the collection of the data in the fields of Education and Teaching
DEVELOPMENT OF A VIDEO ON THREE-DIMENSIONAL ORIGAMI CREATION TECHNIQUES TO IMPROVE THE PRACTICAL HANDICRAFT SKILLS OF TEACHER-CANDIDATE COLLEGE STUDENTS : Research article
No full textThe aim of this research and development is to create a video on the creation techniques of three-dimensional origami that is proper and effective as learning media for the handicrafts course for students of Teacher Education for Early Education at the State University of Malang. The utilized research method was Research and Development (R&D). The stages of the research involved analysis of needs through instructional analysis, scenario development, video script development, footage recording, editing, and validation. The research results indicated that the developed video was declared valid and proper for usage as learning media based on evaluations from a media expert, material experts, and candidate users. Therefore, the developed media can be utilized to support the improvement of skills of candidate teachers for early education in the development of three-dimensional origami media products.
Keywords: Development, handicrafts, learning video, three-dimensional origami creation technique
TÜRKİYE YETERLİLİKLER ÇERÇEVESİ AÇISINDAN ARAPÇA DERSİ ÖĞRETİM PROGRAMLARI
No full textThe European Qualifications Framework (EQF) was released in 2008 by the European Parliament and the Council of Europe for Lifelong Learning purposes. Thirty-six countries that are members of or in the process of the membership to the European Union (EU) have prepared their own national qualifications framework in accordance with the EQF. In Turkey, this framework was prepared by the Vocational Qualifications Authority (MYK acronym in Turkish). The aim of the study was to examine the reflections of the Turkish Qualifications Framework (TQF) on the Arabic language teaching curricula in Turkey. Therefore, the study investigated whether Arabic language teaching curricula released by the Ministry of Education Board of Education, Turkey in 2016 and in 2018 were developed in accordance with TQF. In this qualitative study, the Document Review Method was adopted. The data were analyzed via content analysis. As a result of the study, it was observed that TQF was not aligned explicitly or implicitly to Arabic language teaching curricula. Meanwhile, in some parts the objectives were incidentally similar to the competencies in TQF, but not the same at all. The study discussed some major deficiencies, and put forward some recommendations in order to overcome them in the forthcoming Arabic language teaching curriculum studies.Avrupa’da 2008 yılında Avrupa Parlamentosu ve Avrupa Konseyi tarafından Hayat Boyu Öğrenme amacıyla Avrupa Yeterlilikler Çerçevesi yayımlanmıştır. Avrupa Birliği üyesi ve üye sürecindeki 36 ülke Avrupa Yeterlilikler Çerçevesi’ne uyumlu olarak ulusal yeterlilik çerçeveleri hazırlamışlardır. Türkiye’de de bu çerçeveyi Mesleki Yeterlilik Kurumu hazırlamıştır. Bu çalışmanın amacı, Türkiye Yeterlilikler Çerçevesi’nin Arapça Öğretim Programlarına yansımasını incelemektir. Araştırmada nitel araştırma yöntemlerinden betimsel analiz yöntemi kullanılmıştır. Bu çalışma ile 2016 ve 2018 yılında yayımlanan Arapça dersi öğretim programlarının TYÇ’ ye uygun hazırlanıp hazırlanmadığının ortaya çıkarılması ve eksiklerin ortaya konulması, sonraki programda bu eksiklerin giderilmesi için yol gösterici olması amaçlanmaktadır. Araçtırma sonucunda TYÇ’nin Arapça öğretim programlarında açıktan veya örtülü olarak yer almadığı ancak bazı programlarda tesadüfen TYÇ’deki yetkinliklere benzer kazanımların az da oılsa yer aldığı ancak bunun hiçbir şekilde TYÇ ölçülerinde olmadığı görülmüştür
INTERACTION BETWEEN ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT OF TEACHER TRAINEES
No full textThis study sought to explore the interaction between academic resilience and academic achievement as measured by Grade Point Average (GPA). To this end, the Academic Resilience Scale (Cassidy, 2016) consisting of 30 items and scored on a 5-point Likert scale was administered. The overall reliability of the scale was .79 and the reliability coefficients for the three sub-scales were above .70. Student GPAs (M= 2.50, SD= .51) were procured by a self-report item. The sample of the study consisted of 198 preservice English language teachers at a foundation university in Turkey. Descriptive results showed that participants scored highest on reflecting and adaptive help-seeking (M= 3.77, SD= .58). It was followed by perseverance (M= 3.44, SD= .41) and negative affect and emotional response (M= 2.90, SD= .69) dimensions. Moreover, positive correlations were revealed between GPA and perseverance (r= .20, p <.05) and reflecting and adaptive help-seeking (r= .37, p<.01). The results of the multiple regression analysis manifested reflecting and adaptive help-seeking to be the only significant predictor of GPA
USING REAL ENGAGEMENT IN THE ACTIVE PROBLEM-SOLVING MODEL IN TEACHING SCIENCE: AN INTERPRETIVE PEDAGOGICAL CONTENT KNOWLEDGE STUDY OF AN EXPERIENCED SCIENCE TEACHER
No full textThe study aimed to examine and interpret the experiences of an experienced science teacher in Real Engagement in Active Problem Solving Model (REAPS) implementation conducted within the Electricity Unit through a validated pedagogical content knowledge (PCK) framework. To this end, the study examined the efforts of an experienced middle school science teacher, in helping her seventh graders in a rural public school improve conceptual understandings of electricity. She was an information-rich teacher and agreed voluntarily participation in the study. The study was based on a basic qualitative study design. REAPS interview questions and guiding interview questions with prompts were employed as the data collection tools. The data were analysed via in-depth analysis of explicit PCK, enumerative approach, and constant comparisons. The results revealed various characteristics of the usage of REAPS Model, the interactions between the PCK components, and emerged critical incidents in teaching practice. Regarding the usage of REAPS Model, the science teaching experience of the paticipant teacher was expanded with the themes of engagement, real-life experiences, socialization in diverse cultural contexts, teaching in varied physical conditions through argumentation and retention. As an experienced teacher, the interactions between knowledge of learners and knowledge of instructional strategies were central in the teaching performance of the participant reacher. Self-efficacy was specifically found conducive for triggering these interactions together with knowledge of curriculum. However, her science teaching orientation impeded the interactions between most of the PCK components. Finally, critical incidents were found beneficial to the investigations looking for the interactions between three or more PCK components, in particular