IOJET - International Online Journal of Education and Teaching
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THE ROLE OF GOAL SETTING IN METACOGNITIVE AWARENESS AS A SELF-REGULATORY BEHAVIOR IN FOREIGN LANGUAGE LEARNING
No full textMetacognition, an awareness of one’s own cognitive processes in learning, is a crucial component of self-regulatory behavior that facilitates successful language learning. Therefore, the current study sought to find out the role of different types of goals in participants’ metacognitive awareness. A total of 118 university students enrolled in an English Language Teaching program at a major state university voluntarily participated in the study. Data were gathered using Metacognitive Awareness Inventory (MAI) and Goals Inventory. Findings of descriptive statistics revealed that 48.3% of the participants had high, 28% had moderate, and 23.7% had low metacognitive awareness. Besides, significant correlation was found between mastery goals and metacognitive awareness, supporting the findings of the previous studies. These results revealed the importance of goal setting in metacognition and can be useful for practitioners to include goal orientation to the curriculum by emphasizing the necessity of learner engagement, agency, and self-regulation for successful language learning process
IN-SERVICE EFL TEACHERS’ REFLECTION AS A PATHWAY TO DEVELOP PROFESSIONALISM
No full textIn-service teachers are required to understand how to be professionals since they have responsibility to provide a quality education. One of the strategies to develop professionally is by conducting reflective practice or reflection. Reflection-in-action, one type of reflection, can be used by teachers to reflect on the pedagogical content knowledge while on the job. This research was aimed at exploring teachers’ practices reflective practice. More specifically, it focused on identifying the aspects of pedagogical content knowledge, known as PCK, as reflected by English teachers during teaching and learning process. To investigate the issue, there were two two in-service English teachers from one of state owned school in Indonesia involved as the respondents of the study. The data in this qualitative case stusy were acquired through observation, documentation, and interview. It was found that reflecting on pedagogical content knowledge had a valuable contribution to in-service English teachers’development. It led them to the awareness of their strengths and weaknesses in handling and guiding their students. Instead, it also helped them be more well-prepared for the next teaching
TEACHING EFL VOCABULARY TO YOUNG DIGITAL NATIVES: A STUDY WITH TURKISH 5TH GRADE EFL LEARNERS
No full textInspired by the recent studies on the topics of teaching vocabulary to young learners through digital games (Aghlara & Tamjid, 2011; Cellat, 2008; Chou, 2014; Jang, 2014; Yip & Kwan, 2006), the current study aimed to examine the effect of online vocabulary games on teaching new words to young learners in EFL. For this aim, 46 Turkish 5th grade EFL students in a state school were assigned into control and experimental groups. Both groups studied 22 words in 6 instructional sessions conducted in 6 subsequent weeks in the second semester of 2016-2017 academic year. Throughout this period, the data was collected via recognition- production tests and semi-structured interviews. The results of the recognition and production tests showed that experimental group outperformed the control group in terms of vocabulary gains. The results of the semi-structured interviews also supported the quantitative results indicating that online vocabulary games increased motivation of the students. Additionally, it was observed that young learners were amused by digital games and were willing to learn more via them
THE EFFECT OF PROBLEM BASED LEARNING MODEL ON STUDENT MATHEMATICS LEARNING OUTCOMES VIEWED FROM CRITICAL THINKING SKILLS
No full textThis study aims to determine the effect of applying problem based learning model on students' mathematics learning outcomes viewed from critical thinking skills of fifth grade students of the private primary school in the Surakarta region. This research is an experimental research using sample of 309 students consisting of experimental class of 153 students and control class of 156 students. Method of data analysis using Two-Way Anova. Results of this study indicate (1) There are significant differences in mathematics learning outcomes between students who following Problem Based Learning model with conventional model (2) There is a significant difference in mathematics learning outcomes between students who have high and low critical thinking skills. (3) There is no interaction effect between learning model and critical thinking skills on mathematics learning outcomes
REFLECTIONS ON A TEACHER-LED CPD MODEL FOR EFL TEACHERS
No full textThis qualitative case study aims to explore EFL teachers’ reflections of a teacher-led continuous professional development model conducted at the department of foreign languages of a privately funded university. It also aims to find out what implications this model might have for the professional development of teachers. Data for the study was collected through observations, focus group interviews, document analysis and an evaluation survey. Results of the study which was carried out during four academic terms (2015-2017) reveal that teachers reflected mostly on the process of the model, its implications for their professional development and offered suggestions for future CPD practices.Keywords: EFL Teachers, Teacher-led Professional Development, Qualitative Case Stud
MEASUREMENT INVARIANCE: CONCEPT AND IMPLEMENTATION
No full textAn empirical evidence for independent samples of a population regarding measurement invariance implies that factor structure of a measurement tool is equal across these samples; in other words, it measures the intended psychological trait within the same structure. In this case, the evidence of construct validity would be strengthened within the frame of the scores obtained from the tool. When measurement invariance is not supported, the researchers should consider the possibility of the different factor designs for each group. Ignoring such a situation brings forward the probability about differentiation of the trait(s) measured by measurement tool for that/those group(s), so it causes to suspect the validity of the scores obtained from the tool. The aim of this study is to examine measurement invariance in the context of the conceptual foundations of multi-group confirmatory factor analysis, and discuss the subject through the results from two hypothetical data set that one supports measurement invariance, but the other does not. As a result of analysis performed in this direction, it is determined that the five-factor design derived from the first data set is equal across the groups in the majors of science, health, and social science. It is also concluded that the three-factor design obtained from the secondary data set is not equal for female and male groups. Besides, the exploratory factor analysis performed for female and male groups separately shows that the three-factor design of the tool is valid for females, but the number of factors was four in males. When the factor design for male group is examined, it is determined that the three items in the second factor separate significantly. That leads to the conclusion that it is crucial to test measurement invariance in studies regarding the determination of the psychometric properties of the tool.
ACADEMICIANS' VIEWS ON DIGITAL TRANSFORMATION IN EDUCATION
No full textIt is seen that changing information and communication technologies affect and even transform things in almost every area of the digital age that we have in conjunction with Industry 4.0 and globalization. These rapid changes and transformations in the world affect education both as a structure and as learning environments. One of these values has been the digital transformation. As the increasing use of technology in every day and learning environments, now most of the students are born to a digital world. In this context, this study was designed with a phenomenological research design as the qualitative approach in order to determine academics' views on digital transformation in education in terms of program and management processes. The working group consists of 20 faculty members working at 9 different universities in the Department of Educational Sciences. The data were collected with a semi-structured interview form. Results reveal that in the digital transformation process, managers must first create a vision to generate and managed accordingly for an effective learning environment. According to another result, it is possible that school shareholders are involved in this transformation process by letting them access the place and time by supporting content and infrastructure which is technologically appropriate. It is recommended that educational administrators and program specialists be ready for this transformation and have the qualities to manage this transformation.
PARENTAL INVOLVEMENT IN ENGLISH LANGUAGE EDUCATION: UNDERSTANDING PARENTS' PERCEPTIONS
No full textParental involvement is one of the most significant factors influencing students’ educational development. The present study explores Turkish parents’ perceptions of involvement in their children’s learning English in relation to their demographic characteristics. The participants of the present research include the parents of the students studying at the 1st to 4th grades of a private primary school in Ankara. This research was designed as a sequential explanatory study in which a 29-item survey was used along with a semi-structured interview. Findings suggest that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. Therefore, they have a good relation with the teachers and they get involved in their children’s English language education directly and indirectly. Findings also revealed that demographic characteristics such as gender, age, occupation or level of education, generally, make no significant difference on parents’ perceptions about parental involvement
ERROR LOGS FOR BETTER ENGLISH
No full textThe objective of this study is to investigate the common errors of L2 learners in a Turkish university setting where they have to learn L2 and pass a B1 level exam in order to be faculty students. The study aims at identifying what types of errors the learners do, what the possible determining factors at the background are and how they can overcome these. The problem areas are analysed within 17 English paragraphs of 17 Turkish students. As Corder suggested (1974) sample collection, error identification, error description, error explanation, and error evaluation are the steps followed in this study. So, first, the errors were identified; then, the errors were explained and analysed. The analysis of the writings showed that errors commonly occurred in areas of lexis, grammar, syntax and were the results of the differences between L1 and L2. As a solution, error logs were used in order to have the learners be aware of the origins of the problem areas and after the error correction, drafting was done to reflect the improvements in their writings by trying to overcome the problem of L1 interference.Keywords: error, error correction, feedback, error log, L1 interferenc
UTILIZING THE EPOSTL FOR ENGLISH LANGUAGE TEACHER EDUCATION PROCESS: NEEDS AND GAINS
No full textAbstractThe review of literature clarifies that teacher education starting from the faculty as a pre-service process needs refreshment in making revisions of its boundaries, competences and classifications as providing gains for the whole system. Thus, this study provides a sample for other subject fields of teacher education since it aims to show how a new generation tool named as European Portfolio for Student Teachers of Languages (EPOSTL) can be used to define the needs of prospective English as a foreign language (EFL) teachers and foster the teacher education system with its gains. The sample of the study consists of 4th grade prospective EFL teachers studying at Hacettepe University, Department of ELT (N=38). For data collection, the adapted 5 point likert-type scale version of EPOSTL was applied to the participants. In the data analysis process in addition to the calculations of frequencies and percentages, some parametric statistics were used. The findings of the study reveal that EPOSTL can be a new tool for describing the competences of both prospective and in-service EFL teachers which could be inspiring for other teacher education programs as well. Keywords: Teacher education, EFL teacher competences, EPOST