International Journal of Modern Education Studies (IJONMES)
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Hey, GPT, Can We Have a Chat?: A Case Study on EFL Learners’ AI Speaking Practice
Get PDFIn an era of major advances in the digital world, artificial intelligence has been a part of programs, tools, applications, and platforms. It has also been integrated into fields of education including language teaching and learning. To this end, ChatGPT, one of the most recent AI-driven systems, has been proposed to support language learners’ personalized studies. Thus, this paper presents a qualitative study aiming to explore how Turkish EFL learners in higher education use ChatGPT for speaking. For a deeper understanding, the study was designed as a case study which used multiple sources to collect qualitative data. In this sense, semi-structured interviews were held with the participants, and through open-ended questions, they were asked about their study habits and any background knowledge about ChatGPT. In a following session, they were introduced the chatbot and instructed on possible ways to use it for speaking practice. Screen recordings of the usage by the participants were another source to observe and later describe the process for the researcher. A final session of the interviews planned as a stimulated recall was held to explore the participants’ ChatGPT use experience through their reflection. The thematic analysis of the data revealed codes and themes leading to language teaching implications about learner characteristics and use of AI for language studies
Examining the Relationships Between Media Literacy, Technology Integration Skills and STEM Applications Self-Efficacy Perception via Structural Equation Model: A Study on Visual Arts Teacher Candidates
Get PDFThe purpose of the present study is to examine the relationship between Visual Arts teacher candidates' media literacy, technology integration skills and STEM applications self-efficacy. The research, designed with the relational scanning model, was conducted with the participation of 204 Visual Arts teacher candidates. In order to collect the data, 'Media Literacy', 'Teacher Technology Skills' and 'Teacher STEM Self-Efficacy Perceptions' scales were used in the study. The analysis of the research data was carried out with STEM analysis in the AMOS program. According to the research findings, visual arts teacher candidates' media literacy was found to be high, but their technology integration skills and STEM applications self-efficacy were found to be at moderate level. According to STEM analyses, media literacy and technology integration skills significantly predict STEM self-efficacy in Visual Arts teacher candidates, both separately and together
Examining the Relationship Between Early Childhood Teacher Candidates' Empathic Tendencies and Social Problem Solving Skills
Get PDFThe purpose of this study was to examine the relationship between early childhood teacher candidates’ empathic tendencies and social problem-solving skills. A total of 187 teacher candidates studying in the department of Early Childhood Education at Duzce University participated in this study. The relational research model, a quantitative research method, was used. The data of this study were collected through a personal information form, the Empathic Tendency Scale, and the Social Problem-Solving Inventory (SPÇE-SF). The researchers analyzed the data using Pearson Correlation and one-way ANOVA with the SPSS program. According to the findings of the study, the empathic tendency levels and social problem-solving skills of the early childhood teacher candidates participating in the research are at moderate levels. In addition, there was a moderate positive relationship between participants’ empathic tendencies and social problem-solving skills. Finally, it is seen that the empathic tendencies of the participants do not differ according to personal data such as gender, educational level, mother’s and father’s educational level, family type, family attitude, number of siblings, and birth order. The participants’ social problems-solving skills differed only by gender and number of siblings.
Facing Forward: Obstacles and Implications for Kindergarten Teachers' Professional Development
No full textIn line with the new trend toward reforming the education system in the 21st century, teachers are more willing to accept changes in order to improve performance and achieve success in the educational process. Early Childhood Education (ECE) in Saudi Arabia recently witnessed a huge revolution. Teacher Professional Development (PD) is one of the most influential elements in achieving quality education. The present study focuses on revealing the Professional Development Programs (PDPs) obstacles of kindergarten teachers from their perspectives, as well as their implications for overcoming these obstacles. These obstacles are divided into three main parts include administrative, personal, and digital. The current investigation adopted the exploratory approach, where a total of (n=102) kindergarten teachers in the city of Mecca, in Saudi Arabia, participated in this study by filling out a self-administered questionnaire. Results showed that all kindergarten teachers admitted that they faced several obstacles in their professional practices, which hindered the quality of their practices. Most kindergarten teachers reported a lack of motivation and adequate training opportunities, influencing their reluctance to participate in PDPs. However, they revealed their positive attitudes and willingness to implement a variety of strategies and practices that contribute to their own PD. It recommends that decision-makers and government agencies consider the needs and capabilities of kindergarten teachers during training and involve them in the professional planning and development process to ensure that the training outputs are more effective in their professional practice.Keywords;Administrative, digital obstacles, children, implications, kindergarten teachers, training program.
Effect of Parental Interest on the Self-Regulation Ability of Preschool Children
Get PDFThis study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019–2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The “Parental Interest Scale for Children” and the “Preschool Self-Regulation Scale (OÖDÖ)” have been used as data collection tools. In addition, the “General Information Form” was used to obtain information from the participants. The obtained data were analyzed with ’Statistical Package for Social Science (SPSS)’26 package program. In light of the findings; it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this
Investigating Preservice Teachers’ Self-Efficacy and Motivation to Teach English Language Learners (ELLs)
Get PDFThis study investigated preservice teachers’ self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers’ preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers’ self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in- service teachers
The Effects of the Digitally Supported Multimodal Print Texts on Students’ Summarization Skills
Get PDFThe aim of this study is to analyse the effects of the multimodal texts created from print texts through addition of digital mode on the students’s summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. At the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results suggest that the use of the multimodal texts have positive effects on the participants’ summarizing skills
Adaptation of the The Questionnaire on Attitudes towards Disability in Higher Education into Turkish: Validity and Reliability Study
Get PDFThe aim of this study is to adapt the Turkish version of the The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) developed by Fuentes, Pérez-Padilla, Fuente, and Aranda (2021) into the national literature by conducting validity and reliability studies. In this context, the study included findings related to the validity and reliability of the adapted scale. A total of 606 individuals from a state university participated in the study. Of the participants, 535 were students, and 71 were teachers. The findings of the analyses revealed that The Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE), which was adapted within the scope of the research, contains 27 items and has a two-dimensional structure as "egalitarian attitudes" and "prejudiced attitudes.” The findings showed that the The Questionnaire on Attitudes towards Disability in Higher Education can be used to determine attitudes towards individuals with disabilities studying or working in higher education in Turkey
The Effect of The Art Education Status of Gifted Students on Their Professional Preferences
Get PDFThis study aims to investigate the effect of gifted students' art education on their professional preferences. The survey model, one of the quantitative research models, was used. A total of 320 students from the Çukurova Science and Art Center art field and general talent field, which were determined by the convenience sampling method, constitute the research sample group. The occupational preference inventory prepared by Atli and Kendal (2017) was used in the research. The inventory comprises six sub-dimensions: investigative, entrepreneurial, artistic, social, realistic, and traditional. Independent Sample t-Test and Anova Test were applied for the analyses, and Cohen's d and Eta Square tests were applied to calculate the effect level in meaningful data. As a result of the research on general talent and art students, it has been determined that there are significant differences in gender, school type, school level, and age
Opinion of primary school teachers about the Culturally responsive education practices used in the life Studies Lessons: Implementation of the practices used in the US to Turkey
Get PDFCulturally Responsive Education (CRE) has been found to be an effective method of teaching because it focuses on academic success for all students, cultural competencies, and sociopolitical aspects and has been proven effective among school cultures that are diverse in demographics. The aim of this research is to reveal opinion of primary school teachers about the Culturally responsive education practices used in the life studies courses. Within the scope of this aim, culturally responsive practices used in the USA were implemented in classrooms in Turkey, and at the end of these practices, teachers' opinions on these applications were examined. In this study, phenomenology, one of the qualitative research methods, was used. This qualitative research design tries to explain what exactly the experiences of many people about a certain concept or event mean. The working group of this research consists of 14 primary school teachers. In order to collect the main data of the research, interviews were conducted with the teachers using a semi-structured interview form. These collected data were transferred to the computer and analyzed with the help of the MAXQDA 2020 software. In addition to the main data of the research, sociometry and sociogram techniques were used to collect additional data. According to the data obtained, it was determined that these practices had two main effects. One of these main effects is the effect on students and the other is the effect on teachers