ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Object-Based Activities and an Online Inquiry Platform to Support Learners' Engagement with Their Heritage Language and Culture
Author: Charitonos, Koula
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Native Language Instruction,Inquiry,Active Learning,Computer Assisted Instruction,Cultural Background,Greek,Secondary School Students,Handheld Devices,Foreign Countries,Student Centered Learning,Learning Activities

Heritage language education is distinct from the field of second language acquisition due to having the concept of identity always at its core (Leeman, Rabin, &amp; Roman-Mendoza, 2012). This paper draws on this concept and presents an action research study focusing on the teaching and learning of Greek as a heritage language in the context of Supplementary Education in the UK. The main aim of the study is to support young learners in gaining an understanding of how language is intertwined with social and cultural aspects. The study took place in two Greek Supplementary Schools in UK during the academic year 2015-16. The participants are learners of Greek language attending pre-GCSE, GCSE and A'Level classes (13-17 years old). For the purposes of this study, the learners used mobile and web-based technologies, i.e. nQuire-It platform (http://www.nquire-it. org), to explore their environment through specific missions. The study involved a number of classroom sessions, attendance of an inter-generational object-handling workshop run by educators based at the British Museum at each of the two schools, and also participation in a museum visit. The paper presents this study and shares some preliminary findings and insights regarding the integration of mobile technologies within heritage language learning and teaching. [For the complete volume of short papers, see ED572005.]
Exploiting Behaviorist and Communicative Action-Based Methodologies in CALL Applications for the Teaching of Pronunciation in French as a Foreign Language
Author: Burston, Jack
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: French,Second Language Learning,Second Language Instruction,Questionnaires,Pronunciation Instruction,Student Attitudes,Feedback (Response),Greek,Native Language,Oral Language,Teaching Methods,Internet,Teacher Student Relationship,Computer Mediated Communication,Course Evaluation,Communicative Competence (Languages),Phonetics,Error Correction,Pronunciation,Phrase Structure,College Students,Student Surveys,Foreign Countries

This article describes the use of instructional technology to promote, through a combination of behaviorist/structuralist and communicative/action-based methodologies, correct pronunciation of French as a Foreign Language (FFL) to native Greek-speaking false-beginner-level learners. It is based on the analysis of a teaching programme, complemented by an end-of-semester student evaluation questionnaire. Within the curriculum of the A1/A2 level French courses at Cyprus University of Technology (CUT), learners acquire the spoken language largely through communicative action-based tasks. In addition, teacher-authored preparatory exercises, created using the &quot;Schoolshape&quot; digital language lab system, provide the content of pronunciation exercises. Being cloud-based, &quot;Schoolshape&quot; allows teaching and learning to extend out of the classroom. Students can complete exercises virtually anywhere there is a broadband Internet connection and receive immediate automatic feedback as well as profit from the asynchronous online monitoring of their instructor. Moreover, the pronunciation exercises, whose substance is linked to the action-based tasks, can be meaningfully integrated into the communicative curriculum. An end-of-year survey collects feedback from students concerning the attention paid to their pronunciation in general and their use of &quot;Schoolshape&quot; in particular. [For the complete volume of short papers, see ED572005.]
Mobile Assisted Language Learning of Less Commonly Taught Languages: Learning in an Incidental and Situated Way through an App
Author: Cervini, Cristiana
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Uncommonly Taught Languages,Technology Uses in Education,Educational Technology,Telecommunications,Handheld Devices,Computer Oriented Programs,Finno Ugric Languages,Polish,Italian,Portuguese,Cultural Awareness,Teaching Methods,Foreign Countries,College Students

Learning has been moving out of classrooms into virtual and physical spaces for over a decade now (Naismith, Lonsdale, Vavoula, &amp; Sharples, 2004). It is becoming mobile &quot;in space&quot;, i.e. carried across various domains (workplace, home, places of leisure), &quot;in time&quot;, as it encompasses different moments of the day, and in terms of &quot;learning purpose&quot;, which may be related to work, self-improvement or leisure (Vavoula &amp; Sharples, 2002). In line with the principles of learning in an informal, incidental and mobile way, an open source and geolocalised application for learning foreign languages with a smartphone is being implemented within Key Action 2 of the Erasmus Plus European framework by the project called ILOCALAPP--Incidentally Learning Other Cultures and Languages--(Ceccherelli et al., 2016). ILOCALAPP will result in an app to aid in learning Finnish, Italian, Polish and Portuguese embedded within their respective cultural practices. The target group is mobility students, so the app will be situated in the university city where international students arrive, i.e. the Finnish language content will unfold in Rovaniemi, Italian in Bologna, Polish in Poznan, and Portuguese in Coimbra. The learning content will blend in the students' everyday contexts, whereby the app would be used incidentally in a game-like manner, thus providing enjoyable learning moments throughout their daily activities in an informal way. [For the complete volume of short papers, see ED572005.]
Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED
Author: Bianchi, Francesca
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Comprehension,Multimedia Materials,Multimedia Instruction,Task Analysis,Decision Making Skills,Decision Making,Difficulty Level,Metadata,Learning Modules,Learning Processes,Computer Managed Instruction,Data Analysis,Specialists,English (Second Language),College Second Language Programs,Foreign Countries

The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that integrates TED talk videos and transcripts and enriches them with tagging features and a data logging system. The data collected offered an answer to the following questions: Which of the three tasks was perceived by the students as more difficult? How was each task faced by the students? How did the logs contribute to an understanding of the students' approaches to the tasks? The experiment also suggested ideas for further development of LearnWeb's log features from a pedagogical and research perspective. [For the complete volume of short papers, see ED572005.]
An Evaluation of Text-to-Speech Synthesizers in the Foreign Language Classroom: Learners' Perceptions
Author: Bione, Tiago
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Second Language Instruction,English (Second Language),Foreign Countries,Semi Structured Interviews,Positive Attitudes,Technology Uses in Education,College Students,Adult Students,Accuracy,Comprehension

As stated in Cardoso, Smith, and Garcia Fuentes (2015), second language researchers and practitioners have explored the pedagogical capabilities of Text-To-Speech synthesizers (TTS) for their potential to enhance the acquisition of writing (e.g. Kirstein, 2006), vocabulary and reading (e.g. Proctor, Dalton, &amp; Grisham, 2007), and pronunciation (e.g. Cardoso, Collins, &amp; White, 2012). Despite their demonstrated effectiveness, there is a need for up-to-date formal evaluations of TTS systems, specifically for their potential to promote the ideal conditions under which languages are acquired, particularly in an English as a Foreign Language (EFL) environment, as suggested by Cardoso, Smith, and Garcia Fuentes (2015). This study evaluated a modern English TTS system in an EFL context in Brazil, at a number of levels, including speech quality, opportunity to focus on form, and learners' cognitive processing of TTS-generated texts. Fifteen Brazilian EFL learners participated in the study in which they listened to both human and TTS-produced speech samples while performing the above-mentioned tasks. Semi-structured interviews were used to collect data about participants' perceptions of the technology. We report an analysis of these interviews, which indicate that EFL learners have overall positive attitudes towards the pedagogical use of TTS, and that they would like to use the technology as a learning tool. [For the complete volume of short papers, see ED572005.]
Vlogging: A New Channel for Language Learning and Intercultural Exchanges
Author: Combe, Christelle
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Electronic Journals,Student Journals,Web Sites,Video Technology,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Teaching Methods,Informal Education,Intercultural Communication,Social Networks,French,Data Collection,Ecology,Data Analysis,Qualitative Research,Web 2.0 Technologies,Computer Mediated Communication,Discourse Analysis

The potential for computer-supported learning in educational contexts has opened up the possibilities for learners to interact in informal contexts outside the classroom. The context of the present research is a young American individual's vlog on YouTube sharing his experiences as a learner of French. This paper focuses on the potential use of vlogs for developing language speaking skills and intercultural exchanges between users. The aim of the study is to describe and analyse informal learning communication using a vlog between one American French Language learner posting his learning experiences on YouTube and his audience. We highlight learner's opportunities in terms of speaking and intercultural skills in a vlog environment. This study is based on an empirical method of collecting ecological data on the web. The qualitative data analysis method is based on the description of the online conversation (Develotte, Kern, &amp; Lamy, 2011) in addition to interaction analysis and technodiscursive analysis (Paveau, 2015). We discuss the qualitative findings of the research conducted on this multimodal corpus in order to highlight the vlog's potential for supporting informal language learning, speaking and intercultural exchanges between YouTube users in a globalised world. [For the complete volume of short papers, see ED572005.]
Teaching Turkish in Low Tech Contexts: Opportunities and Challenges
Author: Antoniou, Katerina
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Computer Assisted Instruction,Educational Technology,Access to Computers,Turkish,Questionnaires,Focus Groups,Participant Observation,Foreign Countries,Barriers,Age Differences,Technological Literacy

Language learning has witnessed a series of changes with regards to the use of Information and Communication Technology (ICT). Recently, the digital divide has been a topic of discussion in language learning studies. Digital divide is the inequality that exists between information-poor and information-rich communities. Within the field of Computer-Assisted Language Learning (CALL), scant literature exists regarding the use of technology in poor ICT contexts. Yet, many people learn and teach language in such contexts. Egbert and Yang (2004) define low-tech context as possessing limited general access to technology, limited or no Internet access, no software, old and mandated software, and few computers and other technologies. Following action research design, we implemented a small-scale intervention using game-based quizzes in order to address the challenges encountered in teaching Turkish in a limited-tech context. Data collected included questionnaires, focus groups and participant observation in the classroom. The findings of the study informed the opportunities and challenges of teaching and learning Turkish in a technology-limited classroom. [For the complete volume of short papers, see ED572005.]
Urban Explorations for Language Learning: A Gamified Approach to Teaching Italian in a University Context
Author: Charitonos, Koula
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Italian,Educational Games,Electronic Learning,Handheld Devices,Second Language Learning,Second Language Instruction,Participant Observation,Focus Groups,Foreign Countries,College Second Language Programs,College Students,Student Attitudes

The recent technological developments and widespread use of mobile technologies challenge traditional knowledge and skills, with language learning increasingly taking place beyond the language classroom in learners' own environments. The paper presents the ImparApp study that focuses on a pervasive and gamified approach to language teaching and learning. The study investigated language learning with mobile devices as an approach to augmenting language learning by taking learning outside the classroom into the real-world context. The paper reports on the design, development and testing of an introductory Italian Language Learning game, i.e. ImparApp, that is developed with the use of MIT's TaleBlazer authoring tool. Preliminary findings of the pre-pilot of the game prototype are drawing on data collected through participant observation of a play-test session followed by a focus group interview. The paper contributes to the field of mobile-assisted language learning with insights on pervasive and gamified approaches to teaching and learning a foreign language. [For the complete volume of short papers, see ED572005.]
Communicate to Learn, Learn to Communicate: A Study of Engineering Students' Communication Strategies in a Mobile-Assisted Learning Environment
Author: Cheng, Li
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Engineering Education,College Students,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Communication Strategies,Interviews,English (Second Language),Second Language Instruction,Program Effectiveness

This paper reports a 3-month study investigating engineering students' Communication Strategies (CSs) in a mobile-assisted course. 67 Chinese learners of English in this course volunteered to participate in the study. The instruments included oral communication sessions, stimulated recall interviews, WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic tasks. Moreover, these CSs were closely related to the students' involvement in meaning negotiation while they were interacting to complete learning tasks. It is suggested that instructors have CS training tailored to their students' learning tasks. Future research should focus on a longitudinal investigation of the transfer of CSs across tasks. [For the complete volume of short papers, see ED572005.]
Educational Attainment in the United States: 2015. Population Characteristics. Current Population Reports. P20-578
Author: Ryan, Camille L.
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,National Surveys,Adults,Gender Differences,Racial Differences,Ethnic Groups,Whites,Asian Americans,African Americans,Hispanic Americans,American Indians,Disabilities,Age Differences,Census Figures,Geographic Location

This report provides a portrait of educational attainment in the United States based on data collected from the Current Population Survey (CPS). The report examines educational attainment of the adult population by demographic and social characteristics such as age, sex, race and Hispanic origin, and disability status, as well as differences in educational attainment between the native and the foreign born. Historical data are also included to present some general trends over time. Highlights of this report include: (1) In 2015, almost 9 out of 10 adults (88 percent) had at least a high school diploma or GED, while nearly 1 in 3 adults (33 percent) held a bachelor's or higher degree; (2) The percentage of women who had a bachelor's degree or higher (33 percent) was not statistically different than the percentage of men (32 percent) with this level of education; (3) Educational attainment varied by race and Hispanic origin. More than half of Asians aged 25 and older had a bachelor's degree or higher in 2015. Asians were more likely than non-Hispanic Whites to have at least a bachelor's degree; (4) Asians and non-Hispanic Whites were more likely to hold a bachelor's degree or higher compared with Blacks and Hispanics; (5) Native adults were more likely to have a high school education or higher but were no more likely than foreign-born adults to hold an advanced degree; and (6) Adults without a disability were more likely to hold a bachelor's degree or more than adults with a disability.
Young Adult Migration: 2007-2009 to 2010-2012. American Community Survey Reports. ACS-31
Author: Benetsky, Megan J.
Date: 2015-03-00
Type: Reports - Research
Subjects: Young Adults,Migration,Demography,Socioeconomic Status,National Surveys,Community Surveys,Housing,Geographic Location,Population Trends,Trend Analysis,Metropolitan Areas,Educational Attainment,Age Groups,Family Characteristics,Accuracy,Statistical Data

Young adults in the United States have the highest rate of migration compared with other age groups. The most common reasons for moving among all ages are job, housing, or family related. Many of these moves are made between the ages of 18 to 34, an age group marked by various life course transitions associated with moving. These include getting a job, going to college, getting married, or having children. This report describes the demographic and socioeconomic status of young adult migrants, aged 18 to 34 using the 2007-2009 and 2010-2012 American Community Survey (ACS) 3-year estimates. The ACS is a nationally representative, ongoing survey that produces annual estimates of socioeconomic, demographic, and housing characteristics at the national and subnational levels. Migrants in this report include any young adults whose current address was different from their address 1 year ago. These estimates represent the years of the postrecession period using the 2010-2012 ACS 3-year estimates and were compared with the 2007-2009 ACS 3-year estimates, which represented the years of the recession period. The geographic location of young adults was also analyzed for the two time periods with a focus on metropolitan areas. This report is organized as follows: First, there is an overview of migration trends across age groups, then each time period is examined--postrecession (2010-2012) and recession (2007-2009). Second, each time period examines the mobility trends for young migrants as well as their demographic and socioeconomic characteristics. Third, there is an analysis of the geography of young inmovers by metropolitan areas.
Digital Literacy and Sustainability--A Field Study in EFL Teacher Development
Author: Allen, Christopher
Date: 2016-08-00
Type: Reports - Research
Subjects: Computer Literacy,Sustainability,English (Second Language),English Teachers,Secondary School Teachers,Inservice Teacher Education,Teaching Experience,Reflective Teaching,Focus Groups,Computer Uses in Education,Second Language Instruction,Foreign Countries

This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers' reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers' perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development. [For the complete volume of short papers, see ED572005.]
Using Instructional Technology to Integrate CEFR &quot;Can Do&quot; Performance Objectives into an Advanced-Level Language Course
Author: Burston, Jack
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Educational Technology,Foreign Countries,English for Academic Purposes,Majors (Students),Course Descriptions,College Freshmen,Advanced Courses,Second Language Learning,Second Language Instruction,Behavioral Objectives,Linguistic Competence,Internet,Guidelines

The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) &quot;Can Do&quot; performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes of demonstration is English for Rehabilitation, an English for Specific Academic Purposes (ESAP) course offered at the Cyprus University of Technology. It is a two-semester compulsory subject for first-year students majoring in Rehabilitation Sciences, a Health Faculty discipline. The ultimate goal of the course is to increase students' linguistic competence to allow them to function professionally in English as independent learners in all four skills: listening, reading, speaking and writing. It will be shown how Internet resources, in particular YouTube and various Google applications (Google Drive, Google Docs, Google Scholar, Google Slides, Hangouts) are used to provide and organise online content as well as to support students in the production of written and oral materials based on discipline-specific input. [For the complete volume of short papers, see ED572005.]