This study aims to examine the reading motivation of secondary school students concerning various variables. The research was designed in a scanning model. The research was conducted with 585 participants selected based on simple random sampling method. The research data were collected by using the Reading Motivation Scale and Personal Information Form. In the analysis of the research data, parametric descriptive statistics were used because the data showed normal distribution. According to the findings obtained from the research, there was a significant difference in the reading motivation of the students in relation to gender, grade level, reading books outside the school, buying books, reading books on vacation, reading books apart from homework, using computer hours and academic success; there was no significant difference in relation to preschool education, mother's profession, number of reading books annually, family income level, family togetherness, watching television time and number of siblings.
{"title":"An analysis of the reading motivation of secondary school students in relation to various variables","authors":"A. Kurnaz, Tuğba Pürsün","doi":"10.5937/istrped2201029k","DOIUrl":"https://doi.org/10.5937/istrped2201029k","url":null,"abstract":"This study aims to examine the reading motivation of secondary school students concerning various variables. The research was designed in a scanning model. The research was conducted with 585 participants selected based on simple random sampling method. The research data were collected by using the Reading Motivation Scale and Personal Information Form. In the analysis of the research data, parametric descriptive statistics were used because the data showed normal distribution. According to the findings obtained from the research, there was a significant difference in the reading motivation of the students in relation to gender, grade level, reading books outside the school, buying books, reading books on vacation, reading books apart from homework, using computer hours and academic success; there was no significant difference in relation to preschool education, mother's profession, number of reading books annually, family income level, family togetherness, watching television time and number of siblings.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90172853","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}
The aim of this research is to determine the influence of students' English for Specific Purposes (ESP) classroom anxiety and self-efficacy on their achievement. The research is exploratory, based on a quantitative approach and systematic non-experimental observation. The research results show that ESP self-efficacy is negatively correlated with classroom anxiety. ESP achievements are positively related to self-efficacy, and accordingly they show that some students are aware that they can, while others are aware that they cannot. Thus, the statistical significance of the relationship between ESP self-efficacy and achievement gives the advantage of self-efficacy as a predictor of success. Gender is only related to achievement, with female respondents achieving slightly higher grades. There were no significant differences between those who resided and those who did not reside in English-speaking countries. It is concluded that students should be educated to be realistic and objective in self-assessment. The meta-cognitive ability for realistic self-assessment should be developed in students because in the process of increasing self-regulation of learning, the value of personality is reflected in the self-efficacy pattern.
{"title":"Anxiety and self-efficacy in ESP learning: Effects on academic success","authors":"Jelisaveta Šafranj, Dragana Gak, Vesna Bulatović","doi":"10.5937/istrped2202447s","DOIUrl":"https://doi.org/10.5937/istrped2202447s","url":null,"abstract":"The aim of this research is to determine the influence of students' English for Specific Purposes (ESP) classroom anxiety and self-efficacy on their achievement. The research is exploratory, based on a quantitative approach and systematic non-experimental observation. The research results show that ESP self-efficacy is negatively correlated with classroom anxiety. ESP achievements are positively related to self-efficacy, and accordingly they show that some students are aware that they can, while others are aware that they cannot. Thus, the statistical significance of the relationship between ESP self-efficacy and achievement gives the advantage of self-efficacy as a predictor of success. Gender is only related to achievement, with female respondents achieving slightly higher grades. There were no significant differences between those who resided and those who did not reside in English-speaking countries. It is concluded that students should be educated to be realistic and objective in self-assessment. The meta-cognitive ability for realistic self-assessment should be developed in students because in the process of increasing self-regulation of learning, the value of personality is reflected in the self-efficacy pattern.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72856801","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}
Cilj istraživanja, čiji se nalazi u radu predstavljaju, je da se utvrdi u kojoj meri su hrišćanske vrednosti faktor smisla/svrhe života mladih. U radu se testira teza po kojoj daroviti pojedinci imaju jače naglašen smisao/svrhu života, gde suštinu čini potpuniji i zreliji odnos prema Bogu i ljudima, kojim se pojedinac rukovodi u samoostvarivanju, zadovoljavajući svoje bazične psihičke potrebe za zaštitom, sigurnošću, ljubavlju, podrškom u svemu što radi i istrajava na putu ličnog i moralnog uzrastanja u hrišćanskim vrednostima. Uzorak čini 151 ispitanik - studenti sa Visoke škole - Akademije SPC za umetnosti i konservaciju u Beogradu, i Tehničkog fakulteta "Mihajlo Pupin" u Zrenjaninu, Univerziteta u Novom Sadu. Prediktivne varijable su: 1. pol, 2. fakultet, 3. prosečan uspeh na studijama, 4. pohađanje/nepohađanje verske nastave u osnovnoj i/ili srednjoj školi; a varijable kriterijuma odnose se na: 1. hrišćanske vrednosti (HV) kao orijentir u sopstvenom razvoju ličnosti i uzrastanju u duhovnosti, i 2. svetovne vrednosti (SV) koje se nalaze u koncepciji smisla/svrhe života kao orijentira kojim se mladi rukovode. U ovom istraživanju korišćena je metoda sistematskog neeeksperimentalnog posmatranja, a kao instrumenti inventar smisla/svrhe života, po uzoru na istraživanja Seane Moran (Moran, 2009). Relijabilnost skale proveravana je Cronbachov Alpha koeficijentom i iznosi 0,90 za hrišćanske vrednosti (HV), i 0,78 za svetovne vrednosti (SV). Osnovni nalazi odnose se na sledeće: hrišćanske vrednosti predstavljaju značajniji faktor smisla/svrhe života darovitih studenata, što se ogleda u prepoznavanju i negovanju Bogom darovanih sopstvenih potencijala, čime se rukovode u razvijanju ličnosnog integriteta.
{"title":"Hrišćanske vrednosti - faktor smisla/svrhe života mladih","authors":"Ninoslav Kačarić","doi":"10.5937/istrped2201226k","DOIUrl":"https://doi.org/10.5937/istrped2201226k","url":null,"abstract":"Cilj istraživanja, čiji se nalazi u radu predstavljaju, je da se utvrdi u kojoj meri su hrišćanske vrednosti faktor smisla/svrhe života mladih. U radu se testira teza po kojoj daroviti pojedinci imaju jače naglašen smisao/svrhu života, gde suštinu čini potpuniji i zreliji odnos prema Bogu i ljudima, kojim se pojedinac rukovodi u samoostvarivanju, zadovoljavajući svoje bazične psihičke potrebe za zaštitom, sigurnošću, ljubavlju, podrškom u svemu što radi i istrajava na putu ličnog i moralnog uzrastanja u hrišćanskim vrednostima. Uzorak čini 151 ispitanik - studenti sa Visoke škole - Akademije SPC za umetnosti i konservaciju u Beogradu, i Tehničkog fakulteta \"Mihajlo Pupin\" u Zrenjaninu, Univerziteta u Novom Sadu. Prediktivne varijable su: 1. pol, 2. fakultet, 3. prosečan uspeh na studijama, 4. pohađanje/nepohađanje verske nastave u osnovnoj i/ili srednjoj školi; a varijable kriterijuma odnose se na: 1. hrišćanske vrednosti (HV) kao orijentir u sopstvenom razvoju ličnosti i uzrastanju u duhovnosti, i 2. svetovne vrednosti (SV) koje se nalaze u koncepciji smisla/svrhe života kao orijentira kojim se mladi rukovode. U ovom istraživanju korišćena je metoda sistematskog neeeksperimentalnog posmatranja, a kao instrumenti inventar smisla/svrhe života, po uzoru na istraživanja Seane Moran (Moran, 2009). Relijabilnost skale proveravana je Cronbachov Alpha koeficijentom i iznosi 0,90 za hrišćanske vrednosti (HV), i 0,78 za svetovne vrednosti (SV). Osnovni nalazi odnose se na sledeće: hrišćanske vrednosti predstavljaju značajniji faktor smisla/svrhe života darovitih studenata, što se ogleda u prepoznavanju i negovanju Bogom darovanih sopstvenih potencijala, čime se rukovode u razvijanju ličnosnog integriteta.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82351886","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}
Nevenka Popović-Šević, Milena Ilić, Aleksandar Šević
Advertising towards children confirms the importance of marketing communication, as they are important for companies that offer a range of products and services. We study the influence of advertising messages from traditional media on different children's age groups, via the observed branded products and the examined credibility of advertisements, seen through the children's eyes. In total, 481 pupils from two primary schools, aged 9 - 12, participated in the research. We find that children over the age of ten recognise the persuasive influence of the media. Also, the findings indicate that the number of children who like to follow advertisements decreases with age. In addition, comparing the advertising message and real life can lead a child to overall dissatisfaction. An optimistic 75% of the answers favour the fact that children do not believe everything shown in the advertisement forwarded to them.
{"title":"The impact of advertising messages on school children through age, branded products and trust","authors":"Nevenka Popović-Šević, Milena Ilić, Aleksandar Šević","doi":"10.5937/istrped2202417p","DOIUrl":"https://doi.org/10.5937/istrped2202417p","url":null,"abstract":"Advertising towards children confirms the importance of marketing communication, as they are important for companies that offer a range of products and services. We study the influence of advertising messages from traditional media on different children's age groups, via the observed branded products and the examined credibility of advertisements, seen through the children's eyes. In total, 481 pupils from two primary schools, aged 9 - 12, participated in the research. We find that children over the age of ten recognise the persuasive influence of the media. Also, the findings indicate that the number of children who like to follow advertisements decreases with age. In addition, comparing the advertising message and real life can lead a child to overall dissatisfaction. An optimistic 75% of the answers favour the fact that children do not believe everything shown in the advertisement forwarded to them.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86729809","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}
Museum education course has been made available as a course of professional knowledge in faculties of education since 2018 so that prospective teachers can use museums as learning environments and so that they can plan and do learning activities in those places. This paper aims to analyse prospective elementary school teachers' views on the elective museum education course. The study was designed as a case study one of the qualitative research designs. The study group was formed in convenience sampling method. 27 prospective elementary school teachers were included in the study. The research data were collected through the participants' diaries, open-ended survey questions and focal group interviews; and the data were analysed in the descriptive analysis technique. The research results demonstrated that the prospective teachers developed positive perspectives on museums after taking the museum education course. They thought that the course had inculcated in them personal skills and pedagogical skills. Besides, they also stated that they could benefit from museum education activities in creating effective learning environments in the life of teaching.
{"title":"How do prospective elementary school teachers evaluate practices in the elective museum education course?: A case study","authors":"Hanifi Şekerci̇, Fatih Yılmaz","doi":"10.5937/istrped2201163s","DOIUrl":"https://doi.org/10.5937/istrped2201163s","url":null,"abstract":"Museum education course has been made available as a course of professional knowledge in faculties of education since 2018 so that prospective teachers can use museums as learning environments and so that they can plan and do learning activities in those places. This paper aims to analyse prospective elementary school teachers' views on the elective museum education course. The study was designed as a case study one of the qualitative research designs. The study group was formed in convenience sampling method. 27 prospective elementary school teachers were included in the study. The research data were collected through the participants' diaries, open-ended survey questions and focal group interviews; and the data were analysed in the descriptive analysis technique. The research results demonstrated that the prospective teachers developed positive perspectives on museums after taking the museum education course. They thought that the course had inculcated in them personal skills and pedagogical skills. Besides, they also stated that they could benefit from museum education activities in creating effective learning environments in the life of teaching.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86965812","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}
U savremenom društvu nije dovoljno posedovati samo stručna znanja i veštine u određenoj (stručnoj) oblasti. Od zaposlenih i posebno onih koji se pripremaju za ulazak na tržište rada očekuju se sve više i osnažene dodatne - prenosive veštine, kao što su: interpersonalne, analitičke, tehničke, organizacione i intrapersonalne - lične veštine. Istraživanje čije rezultate prezentujemo u ovom radu imalo je cilj da se prepoznaju iskazi kojima se u silabusima nastavnih predmeta programa za vaspitače osnovnih strukovnih studija Visoke škole u Vršcu upućuje na osnaživanje ovih veština, kao i da se utvrdi njihova zastupljenost. Sa tim ciljem pregledano je ukupno 70 silabusa, koji su objedinjeni u Knjizi predmeta za program Strukovni vaspitač. Rezultati istraživanja pokazali su da silabusi posmatranog studijskog programa sadrže ukupno 763 iskaza kojima se upućuje na osnaživanje prenosivih veština budućih vaspitača, odnosno da je oko 20% svih iskaza posmatrane Knjige predmeta usmereno na osnaživanje prenosivih veština studenata. Nema nijednog silabusa kojim se ne ukazuje (određenim brojem iskaza) na osnaživanje neke od prenosivih veština studenata, a bezmalo dve trećine svih silabusa u Knjizi predmeta čine silabusi koji sadrže 10 i više iskaza usmerenih na jačanje prenosivih veština, polaznika predmeta. Dominiraju iskazi kojima se pretpostavlja osnaživanje interpersonalnih veština (u prvom redu komunikacijskih), intrapersonalnih (najpre osnaživanje kritičkog mišljenja i proučavanja literature), te digitalnih prenosivih veština. Dobijeni rezultati potvrdili su primarnu hipotezu da se u silabusima nastavnih predmeta inoviranog studijskog programa Strukovni vaspitač osnovnih strukovnih studija Visoke škole u Vršcu u znatnoj meri javljaju iskazi o osnaživanju prenosivih (pre svega, komunikacijskih, ličnih i digitalnih) veština koje mogu olakšati i ubrzati proces ulaska diplomiranih vaspitača na tržište rada i pripremiti ih za celoživotno učenje i efikasan profesionalni razvoj. Realizovano istraživanje može biti motivacija za dalja, komparativna i dr. istraživanja o integraciji prenosivih veština u visokoškolsku nastavu i nudi putokaze za praktične implikacije.
{"title":"Prenosive veštine u nastavnom programu strukovnih studija za vaspitače","authors":"Ivana Đorđev, Nataša Sturza-Milić","doi":"10.5937/istrped2202284d","DOIUrl":"https://doi.org/10.5937/istrped2202284d","url":null,"abstract":"U savremenom društvu nije dovoljno posedovati samo stručna znanja i veštine u određenoj (stručnoj) oblasti. Od zaposlenih i posebno onih koji se pripremaju za ulazak na tržište rada očekuju se sve više i osnažene dodatne - prenosive veštine, kao što su: interpersonalne, analitičke, tehničke, organizacione i intrapersonalne - lične veštine. Istraživanje čije rezultate prezentujemo u ovom radu imalo je cilj da se prepoznaju iskazi kojima se u silabusima nastavnih predmeta programa za vaspitače osnovnih strukovnih studija Visoke škole u Vršcu upućuje na osnaživanje ovih veština, kao i da se utvrdi njihova zastupljenost. Sa tim ciljem pregledano je ukupno 70 silabusa, koji su objedinjeni u Knjizi predmeta za program Strukovni vaspitač. Rezultati istraživanja pokazali su da silabusi posmatranog studijskog programa sadrže ukupno 763 iskaza kojima se upućuje na osnaživanje prenosivih veština budućih vaspitača, odnosno da je oko 20% svih iskaza posmatrane Knjige predmeta usmereno na osnaživanje prenosivih veština studenata. Nema nijednog silabusa kojim se ne ukazuje (određenim brojem iskaza) na osnaživanje neke od prenosivih veština studenata, a bezmalo dve trećine svih silabusa u Knjizi predmeta čine silabusi koji sadrže 10 i više iskaza usmerenih na jačanje prenosivih veština, polaznika predmeta. Dominiraju iskazi kojima se pretpostavlja osnaživanje interpersonalnih veština (u prvom redu komunikacijskih), intrapersonalnih (najpre osnaživanje kritičkog mišljenja i proučavanja literature), te digitalnih prenosivih veština. Dobijeni rezultati potvrdili su primarnu hipotezu da se u silabusima nastavnih predmeta inoviranog studijskog programa Strukovni vaspitač osnovnih strukovnih studija Visoke škole u Vršcu u znatnoj meri javljaju iskazi o osnaživanju prenosivih (pre svega, komunikacijskih, ličnih i digitalnih) veština koje mogu olakšati i ubrzati proces ulaska diplomiranih vaspitača na tržište rada i pripremiti ih za celoživotno učenje i efikasan profesionalni razvoj. Realizovano istraživanje može biti motivacija za dalja, komparativna i dr. istraživanja o integraciji prenosivih veština u visokoškolsku nastavu i nudi putokaze za praktične implikacije.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88830350","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}
Life satisfaction is among the basic components which demonstrate that individuals can lead a quality life. Many intertwined factors affect individuals' life satisfaction. Analyzing these factors at different levels will allow the analysis results to be more significant. This study aimed to reveal the effects of variable at the student and department level that will affect the life satisfaction level of university students, using the Hierarchical Linear Modeling. In addition, the study aimed to reveal which variables have a significant effect on life satisfaction in this two-level structure. The sample of the research consists of 1237 students, studying in 30 departments in different faculties at Inönü University in the 2020-2021 academic year. The variables about students represent the first level while variables about department represent the second level. Considering the life satisfaction levels of individuals, it was concluded that 13% of the variability was due to the differences between departments and that 87% of variability due to the differences between students. It was also concluded that variables that became important in explaining the differences between students' life satisfaction at the first level were: working, selfregulation, physical discomfort, physical activity variables and that variables such as gender, age, income, having a sibling, relationship status, family cohesion, emotion regulation, parents' education level, having close friends and a religious belief were found to be insignificant in explaining life satisfaction at the student level and that the added variables could explain 75% of students' life satisfaction. Variables at the department level explain 6% of the differences between departments. It was concluded that the variable that could explain the differences between students' life satisfaction at this level was the variable of departments' scores on assigning teachers and that the number of students and faculty members in the department were found to be insignificant.
{"title":"Analysi̇s of li̇fe sati̇sfacti̇on level of uni̇versi̇ty students usi̇ng hi̇erarchi̇cal li̇near modeli̇ng","authors":"Serpil Pekdoğan, Meltem Yurtcu","doi":"10.5937/istrped2201147p","DOIUrl":"https://doi.org/10.5937/istrped2201147p","url":null,"abstract":"Life satisfaction is among the basic components which demonstrate that individuals can lead a quality life. Many intertwined factors affect individuals' life satisfaction. Analyzing these factors at different levels will allow the analysis results to be more significant. This study aimed to reveal the effects of variable at the student and department level that will affect the life satisfaction level of university students, using the Hierarchical Linear Modeling. In addition, the study aimed to reveal which variables have a significant effect on life satisfaction in this two-level structure. The sample of the research consists of 1237 students, studying in 30 departments in different faculties at Inönü University in the 2020-2021 academic year. The variables about students represent the first level while variables about department represent the second level. Considering the life satisfaction levels of individuals, it was concluded that 13% of the variability was due to the differences between departments and that 87% of variability due to the differences between students. It was also concluded that variables that became important in explaining the differences between students' life satisfaction at the first level were: working, selfregulation, physical discomfort, physical activity variables and that variables such as gender, age, income, having a sibling, relationship status, family cohesion, emotion regulation, parents' education level, having close friends and a religious belief were found to be insignificant in explaining life satisfaction at the student level and that the added variables could explain 75% of students' life satisfaction. Variables at the department level explain 6% of the differences between departments. It was concluded that the variable that could explain the differences between students' life satisfaction at this level was the variable of departments' scores on assigning teachers and that the number of students and faculty members in the department were found to be insignificant.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85070184","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}
Violeta Janusheva, J. Talevski, Milena Pejchinovska-Stojkovikj
Among other aspects, the quantitative researchers point out that defining the research sample is an extremely important question which contributes to the research validity and objectivity, thus raising dillemas on specifying the sample in the qualitative researches related to language phenomena and questions. Therefore, this paper aims to answer the question: How can the sample be determined in the language oriented qualitative research, taking into consideration three different qualitative research scenarios developed by the authors, which, in fact, serve as a sample. The analysis of these scenarios exploits the general qualitative interpretative/inductive approach. The research results clearly show the complex process of choosing the sample, indicating that in the language qualitative researches the decision on the sample depends on the research question and the research goal, that the sample cannot be determined in advance due to the nature of the qualitative researches and that the sample directs the researches in many ways. Thus, determining the sample is an ongoing and constant process of feeding the research question with new information until the saturation is achieved and in the same time, while sampling, the researcher is, in fact, analyzing the data. This research has theoretical and practical implications as well, especially for those who are challenged to conduct the qualitative research on language issues. It provides them with knowledge that broadens their horizons and makes them aware of the qualitative researches' relevance and, in particular, of the sample determination.
{"title":"Determining the sample in the language oriented qualitative researches","authors":"Violeta Janusheva, J. Talevski, Milena Pejchinovska-Stojkovikj","doi":"10.5937/istrped2201270j","DOIUrl":"https://doi.org/10.5937/istrped2201270j","url":null,"abstract":"Among other aspects, the quantitative researchers point out that defining the research sample is an extremely important question which contributes to the research validity and objectivity, thus raising dillemas on specifying the sample in the qualitative researches related to language phenomena and questions. Therefore, this paper aims to answer the question: How can the sample be determined in the language oriented qualitative research, taking into consideration three different qualitative research scenarios developed by the authors, which, in fact, serve as a sample. The analysis of these scenarios exploits the general qualitative interpretative/inductive approach. The research results clearly show the complex process of choosing the sample, indicating that in the language qualitative researches the decision on the sample depends on the research question and the research goal, that the sample cannot be determined in advance due to the nature of the qualitative researches and that the sample directs the researches in many ways. Thus, determining the sample is an ongoing and constant process of feeding the research question with new information until the saturation is achieved and in the same time, while sampling, the researcher is, in fact, analyzing the data. This research has theoretical and practical implications as well, especially for those who are challenged to conduct the qualitative research on language issues. It provides them with knowledge that broadens their horizons and makes them aware of the qualitative researches' relevance and, in particular, of the sample determination.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75321589","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}
The aim of this research is to develop a Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers. In the research, the exploratory sequential mixed method in which the qualitative and quantitative procedures are used, respectively, is preferred. The 5-point Likert type measurement tool consists of fluency, flexibility, and originality factors. A structure consisting of 27 items and explaining the 64.028% of the total variance was obtained due to the exploratory factor analysis (EFA). The 3-factor structure obtained through EFA was validated using confirmatory factor analysis (CFA). In addition, it was determined that the convergent, discriminant, and nomological validity are provided. The reliability analysis of the measurement tool resulted acceptably. The research concluded that the Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers is valid, reliable, and useful for pre-service mathematics teachers.
{"title":"Developing a mathematical creativity self-efficacy perception scale for pre-service mathematics teachers","authors":"K. Açıkgül, Altun Aksungur","doi":"10.5937/istrped2201015a","DOIUrl":"https://doi.org/10.5937/istrped2201015a","url":null,"abstract":"The aim of this research is to develop a Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers. In the research, the exploratory sequential mixed method in which the qualitative and quantitative procedures are used, respectively, is preferred. The 5-point Likert type measurement tool consists of fluency, flexibility, and originality factors. A structure consisting of 27 items and explaining the 64.028% of the total variance was obtained due to the exploratory factor analysis (EFA). The 3-factor structure obtained through EFA was validated using confirmatory factor analysis (CFA). In addition, it was determined that the convergent, discriminant, and nomological validity are provided. The reliability analysis of the measurement tool resulted acceptably. The research concluded that the Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers is valid, reliable, and useful for pre-service mathematics teachers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86781335","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}
With the spread of the Covid-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on self-regulatory behaviors of tertiary level EFL learners enrolled in an online intensive language preparatory program. Quantitative and qualitative data were gathered to explore learners' perceived levels of online self-regulation; the predictive role of online learning self-efficacy beliefs in their self-regulation; and the strategies they used to regulate their learning in online education. Findings revealed learners' moderate level of online self-regulation predicted by their self-efficacy beliefs. Moreover, EFL learners used a variety of strategies to regulate their learning before, during and after synchronous online classes.
{"title":"Exploring university students' self-regulation in online foreign language education","authors":"G. Kurt, Burak Tomak","doi":"10.5937/istrped2202433k","DOIUrl":"https://doi.org/10.5937/istrped2202433k","url":null,"abstract":"With the spread of the Covid-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on self-regulatory behaviors of tertiary level EFL learners enrolled in an online intensive language preparatory program. Quantitative and qualitative data were gathered to explore learners' perceived levels of online self-regulation; the predictive role of online learning self-efficacy beliefs in their self-regulation; and the strategies they used to regulate their learning in online education. Findings revealed learners' moderate level of online self-regulation predicted by their self-efficacy beliefs. Moreover, EFL learners used a variety of strategies to regulate their learning before, during and after synchronous online classes.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72601721","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}
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