ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Self-Concept and Motivation in Young Talents of a Private University in Tarapoto
Author: Carranza, Renzo F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,College Students,Private Colleges,Correlation,Academic Ability,Self Concept Measures,Learning Motivation,Measures (Individuals),Psychometrics,Statistical Analysis,Engineering Education

The objective of this study was to determine the relationship between academic self-concept and academic motivation in young talents (Scholarship 18) at a Private University in Tarapoto city, Peru. The sample was obtained through a probabislitic sampling and there were 92 young talents, being 47.8% male and 52.2% female between 17 and 22 years old. I used a descriptive, correlational and non-experimental design. The sample was evaluated using the AF5 Self-concept Scale (García and Musitu) academic section that consists of 6 items, and the Academic Motivation Scale that consists of 28 items. The psychometric properties of the instruments indicated that they are valid and reliable. Data were processed in SPSS (Statistical Package for the Social Sciences) version 20.0. The results show that there is a direct and highly significant relationship between academic self-concept and academic motivation in young talents (r = 0.301**, p&lt;0.004), which indicates the higher the academic self-concept, the greater the academic motivation.
Mental Health Assessment in Professors&apos; Training in Two Chilean Universities
Author: Ossa, Carlos J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mental Health,College Faculty,Foreign Countries,Teacher Attitudes,Teacher Surveys,Interviews,Teaching Methods,Competence,Public Policy,Teaching Conditions,Work Environment,Teacher Educators,Professional Education,Sociocultural Patterns,Psychology,Administrator Attitudes,Qualitative Research

This study analyzed the evaluation of professors of pedagogy and directors programs, about the importance of mental health in vocational training, and factors that might influence this valuation. The methodology includes participation of 17 academicians (professors and belonging to the managerial staff) of two universities in southern Chile. A survey with closed and open questions, and in-depth interviews were used to collect information. Data was analyzed using content analysis. The results show that teachers have, mostly, a high personal assessment of the topic (X[line over top] = 2.8, between 0 and 3). There is, on the other hand, an ambivalent valuation on the part of the institutions; a lack of knowledge and a low conceptual and procedural proficiency of pedagogues, and a low priority as a competence in their training (59% of participants are not aware of the existence of any programs or courses related to this subject). The ambivalence in institutions, its importance as competence in teachers' training and the consistency with the low priority given to the subject in public policies are discussed.
Relationship between Mind and Brain: A Proposal of Solution Based on Forms of Intra- and Extra-Individual Negentropy
Author: Alegre, Alberto A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Brain,Personality,Brain Hemisphere Functions,Concept Formation,Social Cognition,Information Theory

It is proposed that the problem of the mind-brain relationship can be overcome by a non-classical materialistic model of personality based on the information defined as a special form of negentropy with a structure and activity, which in five intra-individual categories, organizes all and each of the levels of the personality, and, in an extra-individual category organizes the society. This concept of information leads to a monistic view of the universe and turns into conceptions of society, personality, consciousness, and mental activity based on a theoretical framework that explains the nature of the social individual.
School Performance
Author: Lamas, Héctor A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Research,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Learning Strategies,Models,Educational Assessment

The school performance study of students is, due to its relevance and complexity, one of the issues of major controversy in the educational research, and it has been given special attention in the last decades. This study is intended to show a conceptual approach to the school performance construct, contextualizing the reality in the regular basic education classrooms. The construct of learning approaches is presented as one of the factors that influences the school performance of students. Besides, an outlook of the empirical research works related to variables that are presented as relevant when explaining the reason for a specific performance in students is shown. Finally, some models and techniques allowing an appropriate study of school performance are presented.
It Takes Research to Build a Community: Ongoing Challenges for Scholars in Digitally-Supported Communicative Language Teaching
Author: Dooly, Melinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Communication Skills,Geographic Location,International Cooperation,Computer Mediated Communication,Educational Research,Second Language Instruction,Telecommunications,Handheld Devices,Internet,Social Media,Communities of Practice

This article provides an argument for closer multilateral alliances between the emergent and loosely-bound international community of educational researchers who are working in areas related to Digitally Supported Communicative Language Teaching and learning (herein DSCLT). By taking advantage of the communications revolution that is currently reshaping the world, internationally aligned investigators can foster new knowledge, technology, and practices that develop improved teaching strategies and policies appropriate to our rapidly changing times. Beginning with a brief overview of the impact that technology has had on education and post-2000 nascent research areas related to DSCLT, this article goes on to examine whether or not the impact of research is geographically bound, and if so, how transnational alliances can be useful in bridging gaps in the continuum of knowledge-building. Finally, the potential gains that could stem from an enhanced collaboration between international research communities are examined, although admittedly such endeavors are not without challenges.
Eye Movements of Online Chinese Learners
Author: Stickler, Ursula
Date: 2015-00-00
Type: Journal Articles
Subjects: Eye Movements,Attention,Online Courses,Educational Technology,Technology Uses in Education,Interaction,Learning Activities,Interviews,Recall (Psychology),Learner Engagement,Intention,Reading,Chinese,Second Language Learning,Computer Mediated Communication,Synchronous Communication,Adult Learning,Teleconferencing,Questionnaires,Measurement Equipment,Foreign Countries

Although online tutorials are becoming commonplace for language teaching, very few studies to date have provided insights into learners' behaviours in synchronous online interactions from their own perspective. This study employs eyetracking technology to investigate ten learners' attention during synchronous online language learning in a multimodal environment. The participants were learners of Chinese as a Foreign Language at beginner's or lower-intermediate level. While learners took part in two different online activities, one focusing on reading, the other on interaction with others, their gaze focus was tracked, and in subsequent stimulated recall interviews the learners reflected on their engagement with the screen and their intentions while reading or speaking online. Our findings show that during reading tasks, when Pinyin transcriptions as well as Chinese characters were presented, all beginner and lower intermediate participants focused to some degree on the Pinyin. In the interactive task learners' gaze was drawn to elements of the screen that were not immediately necessary for technical or linguistic reasons but that could be interpreted as containing social presence information, e.g. names listed and emoticons employed by other users.
An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language
Author: Liu, M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Second Language Instruction,English (Second Language),Technology Uses in Education,Educational Technology,Language Teachers,Usability,Web Sites,Teaching Methods,Web 2.0 Technologies,Teacher Attitudes,College Students,Questionnaires,Program Effectiveness,Use Studies,Video Technology,Student Attitudes

Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL (LingQ, Lang-8, italki, and Polyglotclub) through site design and user experience from two perspectives: using the sites as a language teacher through site analyses; and using the sites as a language learner through usability testing. The findings showed that these sites have the potential to facilitate language learning. The learning tasks created using the social networking features of these sites are to provide examples of how to use these SNSLL as teaching tools under a socio-constructivist learning framework. In addition, the results of the usability testing highlighted the importance of considering the website's information, interface, and interaction designs. SNSLL should be as easy to use and as intuitive to navigate as possible. We hope the findings will provide valuable insights regarding how SNSLL can be used as teaching and learning tools, and how they should be designed to facilitate pedagogical goals.
Using Netnography to Explore the Culture of Online Language Teaching Communities
Author: Kulavuz-Onal, Derya
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Assisted Instruction,Web Based Instruction,Ethnography,Communities of Practice,Participant Observation,Research Methodology,Educational Research,Language Teachers,English Language Learners,Data Collection,Research Design,Educational Benefits,Computer Mediated Communication,Web 2.0 Technologies,Field Studies,Notetaking,Interviews,Archives

Netnography (Kozinets, 2010) is an ethnographic approach to study communities that exist primarily online. Engaging in online participant observation, the netnographer connects to the online community through a computer screen, and the field is located inside the screen. Although it has been used in marketing research extensively, netnography is a relatively new methodology in educational research. In this paper, I give an overview of netnography and its applicability in studying online language teaching communities. Drawing upon a netnography of a globally-distributed online community of practice of English language teachers, Webheads in Action, I provide detailed accounts of my experiences during data collection and particular methodological considerations in netnography in order to shed light on the often untold aspects of an ethnographic design in online research that involves participant observation. I conclude with a discussion of possible benefits of a participant observer approach in netnography in understanding the culture of online language teaching communities, and invite CALL researchers to consider netnography and online participant observation in their future studies.
Second Language Teacher Development through CALL Practice: The Emergence of Teachers&apos; Agency
Author: Kitade, Keiko
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Instruction,Language Teachers,Technology Uses in Education,Educational Technology,Technological Literacy,Empowerment,Japanese,Semi Structured Interviews,Teacher Attitudes,Social Influences,Faculty Development,Case Studies,Qualitative Research,Personal Narratives

A growing number of studies examining second language (L2) teacher education from the perspective of sociocultural theory, in particular the activity theory framework (Engeström, 1999), show that transformations in teachers' cognition and practice can be fostered through negotiation of sociocultural and cognitive dissonance in their teaching environments. This case study examines 16 years of cognitive development of two Japanese language teachers practicing computer-assisted language learning (CALL) and the challenges they experienced as a result of the evolution of information and communications technology (ICT). The focus is on the challenges faced by L2 teachers and their responses, and how these challenges relate to the development of teachers' agency as CALL practitioners. Narrative inquiry data for both participants were collected following the Trajectory Equifinality Approach (e.g., Valsiner &amp; Sato, 2006), in which each teacher's life trajectory is visualized to identify critical points based on social affordances and constraints. The critical points were further analyzed and interpreted within and between activity systems. The data suggests that the teachers became aware of the social nature of the technology through the challenges they encountered when coordinating their own and students' mismatched values attached to ICT. Such a change in perceptions not only impacted their pedagogical usage of the technology but in turn also constituted their agency.
Reflexive Photography, Attitudes, Behavior, and CALL: ITAs Improving Spoken English Intelligibility
Author: Wallace, Lara
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Instruction,Educational Technology,Photography,Reflection,Teaching Assistants,Foreign Students,Graduate Students,Phenomenology,Student Attitudes,Qualitative Research

Research in the field of Computer-Assisted Language Learning (CALL) has frequently taken a top-down approach when investigating learners' attitudes and behavior, both in the course as well as for their personal use. Suggestions are given for use of technology, and future research (Beatty, 2010; Levy &amp; Stockwell, 2006). One perspective that has not been examined in CALL is Reflexive Photography, a method that lends itself to rigorous and focused analysis and can illuminate the participants' experiences and perceptions in a way that the above methods cannot. In reflexive photography, participants are asked to photograph their experience of the phenomenon in question. These photographs serve as the basis for the discussion with the researcher that follows, and help to define the scope of the particular phenomenon. Together, the participants and the researcher co-produce the information regarding the phenomenon (Jenkings, Woodward &amp; Winter, 2008). Reflexive photography has been used to explore issues of identity and experience in other fields, although in CALL, it has been underutilized. The present study identified current uses of technology among International Teaching Assistants (ITAs) taking a course to improve their spoken English intelligibility. Midway through the term, learners photographed what they deemed to be helpful and what they felt obstructed the improvement of their oral English production. They then shared seven to ten photographs in a focus group of peers. At the end of the term, the researcher interviewed the learners regarding these experiences. The photos and the interviews were coded and the researcher examined the emergent findings, using observations and electronic communication from throughout the term to triangulate and support the data. The findings revealed valuable insights through the eyes of the learners regarding what technology the learners found to be helpful and/or obstructive, both in the course as well as for their personal use, and suggestions for improvements in use of technology are given. Finally, future research directions in CALL using reflexive photography are discussed.
Sustaining Multimodal Language Learner Interactions Online
Author: Satar, H. Müge
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Modalities,Online Courses,Computer Mediated Communication,Computer Assisted Instruction,Educational Technology,Interpersonal Communication,Interviews,Questionnaires,Reflection,Video Technology,Videoconferencing,Interaction,English (Second Language),Second Language Learning,Late Adolescents,Young Adults,Preservice Teachers,Foreign Countries,Case Studies,Qualitative Research

Social presence is considered an important quality in computer-mediated communication as it promotes willingness in learners to take risks through participation in interpersonal exchanges (Kehrwald, 2008) and makes communication more natural (Lowenthal, 2010). While social presence has mostly been investigated through questionnaire data and quantitative content analysis of online interactions based on a set of predefined indicators, in a smaller number of studies the concept has also been investigated through qualitative analysis of interviews (Kehrwald, 2008, 2010). Yet studies that bring together multiple sources of data collection and examine multimodal language learning contexts are almost non-existent. In this paper, the theory of social presence is employed to explicate language learners' online multimodal communication using a case study approach. Multiple sources of data were collected, including interviews, open-ended and closed post-task questionnaires, stimulated reflection and recordings of video interactions. The main findings of the study included an innovative social presence framework developed for the analysis of online multimodal language learner interactions (Satar, 2010), which can be used in further qualitative and exploratory research. It also has potential applicability for educators to develop strategies for language learners to guide them in creating and transmitting their social presence. The focus of this article is a cross-case analysis for one of the components of social presence, sustaining interaction, bringing together social presence theory, interactional sociolinguistics and multimodal interaction analysis. Finally, strategies are proposed for language learners on how to sustain their online multimodal interactions.
A Taxonomy of Vocabulary Learning Strategies Used in Massively Multiplayer Online Role-Playing Games
Author: Bytheway, Julie
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,English (Second Language),Second Language Learning,Computer Games,Computer Simulation,Educational Technology,Semi Structured Interviews,Observation,Coding,Comparative Analysis,Learning Strategies,College Students,Foreign Countries,Qualitative Research,Grounded Theory

Initiated in response to informal reports of vocabulary gains from gamers at universities in New Zealand and the Netherlands, this qualitative study explored how English language learners autonomously learn vocabulary while playing massively multiplayer online role-playing games (MMORPGs). Using research processes inherent in Grounded Theory, data was collected from a criterion sample of six experienced English-as-a-second-language players of World of Warcraft. Data included semi-structured interviews, observations, elicited email texts and extant texts. Data was transcribed, coded, and refined through a cyclic process of constant comparative analysis until patterns emerged. The results revealed 15 vocabulary learning strategies, including noticing frequency of words, recognizing knowledge gaps, selecting words for attention, equating images and actions to words, giving and receiving explanations and feedback, observing players, using words to learn words, reading in-game information, and using Google. This taxonomy of 15 vocabulary learning strategies provides a framework for further research into vocabulary learning strategy taxonomies and autonomous learning in informal digital contexts.
The Development of Second Language Critical Thinking in a Virtual Language Learning Environment: A Process-Oriented Mixed-Method Study
Author: Mroz, Aurore
Date: 2015-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Critical Thinking,Educational Technology,Thinking Skills,Focus Groups,College Students,French,Simulated Environment,Student Attitudes,Program Effectiveness,Skill Development,Technology Uses in Education,Interaction,Interpersonal Relationship,Semi Structured Interviews

This article presents a process-oriented mixed-method study, focusing on the emergence of second language (L2) critical thinking (CT) skills in the collaborative discourse produced by a focal group of five college-level students of French working in a virtual language learning environment (the VLLE Cinet Second Life). Levels of CT ability were elicited through episodes of L2 negotiation and co-construction of meaning. The study also examines the perception by students of the impact of the VLLE on the emergence of their L2 CT skills. Motivated by the need advocated in recent CALL research for a shift in paradigm and in method to alleviate the limitations inherent to quantitative studies, the study was situated at the juncture of sociocultural theory and ecological perspective, and this article focuses on the theoretical rationale behind the selection of a mixed-method methodology.
The Role of Qualitative Approaches to Research in CALL Contexts: Closing in on the Learner&apos;s Experience
Author: Levy, Mike
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Educational Technology,Mixed Methods Research,Research Methodology,Educational Research,Dictionaries,Electronic Publishing,Foreign Countries,Student Surveys,Qualitative Research

The article considers the role of qualitative research methods in CALL through describing a series of examples. These examples are used to highlight the importance and value of qualitative data in relation to a specific research objective in CALL. The use of qualitative methods in conjunction with other approaches as in mixed method research designs are a particular focus. It is argued that qualitative methods are especially effective when used in this way. The discussion also aims to elaborate upon the role of qualitative approaches within CALL specifically, as a domain for research study with particular attributes that require a qualitative orientation. Here the use of electronic dictionaries is considered. Dictionary use is suited to such a discussion because it occurs frequently in everyday life, suggesting a qualitative approach, as well as in research studies that are strictly controlled, as in a quantitative approach. The contrast is instructive and helps demonstrate the respective strengths and limitations of each method. Also central to the discussion is the language learner. A number of the studies described emphasize the importance of listening to the students' voice in the qualitative component (e.g., Conole, 2008; Jones, 2003). It is in the unpacking of what students actually do moment-by-moment in CALL tasks and activities that best illustrate the strengths of qualitative methods in enhancing our understanding of mediated learning and thereby driving productive research agendas.