Volume 8- Issue 1 (January 2023)

January 2023

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Examining Chinese University Students’ Digital Nativity and Its Effect on Their Intentions to Use Technology in English Learning

Ailin Xie Fang Huang Mingyan Zhao
Pages: 1-8

Digital natives demonstrate distinct characteristics compared with digital immigrants. Considering the importance of analyzing learner traits in language education, this study explores Chinese EFL learners’ digital nativity and its effects on their intentions to use technology for learning English. A questionnaire was used to collect responses from 109 university students. Results from data analyses suggested that Chinese EFL students had positive responses to digital nativity and behavioral intentions to use technology. In addition, growing up with technology and striving for instant rewards significantly influenced their technology-using intentions, while the influences from being comfortable with multitasking and reliant on graphics for communication did not achieve significant levels. Based on the findings, the study provides some suggestions to governments, policymakers, and teachers to consider students’ features when promoting technology-enhanced language teaching and learning.

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Examination of Parents' Selection of Children Books

Elçin Yazıcı Arıcı
Pages: 9-17

The research was conducted to determine whether the education and income status of the parents made a difference in the selection of books. The study group of the research consisted of 151 parents who had children aged 3-6 years. These children attended independent public preschools in the city centre of Istanbul, which were selected by a random sampling method. Data were collected in two steps. First, a “General Information Form” was delivered to collect generic information on the parents. Then, Saçkesen’s (2008) “Children’s Book Selection Criteria Scale” was utilised to determine the consideration of parents for choosing a book for their children. The research is a causal-comparative study that aims to determine the causes or consequences of differences between groups. A Two-Way ANOVA was performed in the 3x3 model, as there were three categorical independent variables belonging to income level, three categorical independent variables belonging to education level, and a dependent variable in the continuous variable structure in the study. The findings indicate no significant difference between the book choice criteria of parents according to the income level when the education levels of the parents are not taken into consideration. However, when the income levels are not taken into consideration, a significant difference was found between the education level scores of parents for their book selection criteria. After a significant interaction between the income and education levels was found, simple effect analyses for the subgroups reveal significant differences between the secondary school-high school graduation levels of the parents in the low-income group and the secondary school-university graduation levels of the parents in the middle-income group. Focusing on parents with lower education and income levels can be a good starting point to increase parents' awareness of book selection.

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Development of Teachers’ Views on Mixed and Single-Gender Education Scale

Mustafa Yüksel ERDOĞDU
Pages: 18-28

The aim of this study was to develop “Teachers’ Views on Mixed and Single-gender Education Scale”. The study group consisted of 718 teachers in 18 different schools who volunteered to participate in the study in Küçükçekmece District of İstanbul. Both Exploratory and Confirmatory Factor Analysis were carried out for the validity of the scale. With Exploratory Factor Analysis, it was found that the scale consisted of two factors (positive views on single-gender education and positive views on mixed-gender education) and 18 items and the scale explained 63% of the total variance. When the fit index values of the scale were examined, it was found that the model had a good fit. In order to calculate the discriminative values of the scale items, mean scores of upper and lower groups were examined with t-test and it was found that all of the items were discriminative. Cronbach Alpha values calculated for the scale reliability were found to vary between .81 and .89.

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Relation between School Effectiveness and Trust in the Instructor Based on the Candidate Teachers’ Views

Mustafa KALE
Pages: 29-43

The purpose of this research is determining the relation between school effectiveness and trust in instructors on the basis of the opinions of the bachelor level students studying at Gazi University, Gazi Faculty of Education. The research has been conducted using the correlational survey model. The current situation has been detected and described on the basis of the candidate teachers’ opinions. The universe of the research consists of the students of Gazi University, Faculty of Education. Firstly 8 departments were determined using the cluster sampling method while selecting samples from this universe. 350 students were included in the sample using the element sampling method among the students of 2nd, 3rd and 4th grades studying in those departments selected. The Perceived School Effectiveness Index (PSEI) adapted to Turkish by Yıldırım (2015) from School Effectiveness Index (SE-Index) originally developed by Hoy (2004) and the scale of “Trust in Instructor” adapted to Turkish by Kale (2013) from “Student Trust in Faculty (STP-Scale)” scale developed by Forsyth et al. (2011) were used for collecting data in the research receiving permission from the researchers. According to the findings obtained in the research, the school effectiveness perception of the departments of Arabic Language Teaching, Social Sciences Teaching, English Language Teaching and Pre-School Teaching are “lower than the mean”, and the perception of the departments of German Language Teaching, Guidance and Psychological Consultancy, Turkish Language and Literature Teaching and Elementary School Teaching are “higher than the mean”. The level of trust in the instructors has been found to be at “Mean” level for all departments. Considering these results, one may say that both the school effectiveness and the trust in the instructor are at mean level. Meaningful difference was found between the perception of the departments on school effectiveness among the departments of Elementary School Teaching and English Language Teaching and Arabic Language Teaching. It is observed that there is meaningful difference between the departments of Elementary School Teaching and Pre-School Teaching in terms of trust in the instructors. Again according to the research results, there is mean, positive and meaningful relation between school effectiveness and trust in the instructor. It has been suggested that trust in the instructor is a meaningful predictor of school effectiveness. Certain shared findings were reached in the quantitative researches examined such as the finding that managerial, organizational and personal variables are correlated with school effectiveness.

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