ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Discourse of English Language Acquisition
Author: Lazebna, Nataliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Internet,Teacher Student Relationship,Technology Integration,Video Technology,Teaching Methods,Web Sites,Role,Technology Uses in Education,Learning Activities,Literacy,Translation,Undergraduate Students,Language Processing,Language Usage,Foreign Countries,Course Descriptions,Films

This paper focuses on the use of modern technologies and the Internet in ESL learning. In the modern world of technology, language-learning processes transform into interactive activities, involving different technical tools and methods. Based on recent researches and studies in this field, implementation of media, audio, and visuals during classes improves cooperation between a teacher and students thus creating an interactive and technologically oriented cooperation atmosphere. The technologically perceptive environment in the classroom facilitates the ESL learning process thus improving and strengthening students' gained knowledge and enables their active participation during classes. Practical strategies of technology implementation, broadcasting of video during classes, representing related website addresses, and many other features of special tactics implementation in the ESL learning process are in the focus of this research paper. A special concern of this study considers the role of the Internet in the modern ESL learning process as an effective tool for information search and communication improvement during classes. Web searching tactics and strategies are of vital importance for modern ESL learners. Therefore, the development of students' creativity and imagination, facilitation of the learning process, and active engagement of both a teacher and students can be the result of effective technology implementation in the ESL learning process.
Examining the Impact of Grammarly on the Quality of Mobile L2 Writing
Author: Dizon, Gilbert
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Writing Evaluation,Computer Software,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Instructional Effectiveness,Writing Improvement,Artificial Intelligence,Feedback (Response),Grammar,Accuracy,Writing Skills,Syntax,Language Fluency,Handheld Devices

While the use of automated writing evaluation software has received much attention in CALL literature, as Frankenberg-Garcia (2019) notes, empirical research on predictive text and intelligent writing assistants is lacking. Thus, this study addressed this gap in the literature by examining the impact of Grammarly, an intelligent writing assistant that incorporates predictive text technology, on the mobile writing quality of Japanese L2 English students. Specifically, the study explored if Grammarly had a significant effect on the grammatical accuracy, lexical richness, writing fluency, or syntactic complexity of L2 students' writing when compared to unassisted mobile writing. A total of 31 university EFL students participated in the 8-week study which utilized a counterbalanced design. Participants took part in weekly guided freewriting tasks under each writing condition (Non-Grammarly and Grammarly) over the duration of the study. The descriptive statistics and results from t-tests showed that when students wrote with the assistance of Grammarly, they produced fewer grammatical errors and wrote with more lexical variation. These findings highlight the potential of predictive text and real-time corrective feedback as a way to support L2 writing, particularly among novice writers who may struggle to write effectively in the L2.
Developing and Delivering a Culturally Relevant International Work-Integrated Learning Exchange for Indigenous Students
Author: Ramji, Karima
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Curriculum Development,Experiential Learning,Indigenous Personnel,Minority Group Students,Foreign Countries,College Students,Learning Experience,Cultural Literacy

Students, faculty, and staff in postsecondary institutions around the world are engaging in conversations about decolonization and Indigenization. These conversations are also emerging in the context of work-integrated learning and experiential learning programs. This article presents the key findings of a research project investigating the impacts of an Indigenous international work-integrated learning (WIL) exchange between the University of Victoria (British Columbia, Canada) and three partner institutions in Australia. It introduces key concepts and insights from the literature about decolonizing and Indigenizing postsecondary education and links them to WIL. It describes the specific context at the University of Victoria out of which this programming emerges and the values that guided its creation. It presents the key findings of the research to date related both to Indigenous perspectives and the application of a Cultural Intelligence (Earley &amp; Ang, 2003) framework. Finally, it offers some reflections on the implications of the findings for decolonizing WIL moving forward.
Exploring EFL Teachers&apos; Professional Identity Development in a CALL Teacher Preparation Program
Author: Meihami, Hussein
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Professional Identity,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Teacher Education Programs,Active Learning,Student Projects,Theory Practice Relationship,Technology Integration,Intention

The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers' professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers' interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers' professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbinska, 2016), including three components: affiliation, attachment, and autonomy. Teachers' professional identity comprises these components. Teachers' narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers' professional identity. The findings also indicated that EFL teachers' willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers to integrate what they obtain from the programs in their teaching.
Incorporating E-Portfolio with Flipped Classrooms: An In-Depth Analysis of Students&apos; Speaking Performance and Learning Engagement
Author: Kusuma, I Putu Indra
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Flipped Classroom,Speech Communication,Learner Engagement,Technology Uses in Education,Speech Skills,High School Students,Grade 12,Computer Assisted Instruction,English (Second Language),Second Language Learning,Foreign Countries

The advent of technology has enabled the implementation of e-portfolio in students speaking performance to collect and store their artifacts online. With the implementation of technology, e-portfolio tends to be incorporated with flipped classrooms. Previous studies, however, failed to consider the implementation of this incorporation, especially in teaching speaking skills. It is thereby leading to a lack of literature on this topic. This research, therefore, aims to examine the effect of e-portfolio in flipped classrooms on students' speaking performance and explore their learning engagement. An explanatory sequential mixed-method approach consisting of speaking test and interview methods was used to obtain data from 63 twelfth grade students, 29 in the experiment group and 34 in the control. The speaking test and interviews data were analyzed using the independent t-test and the qualitative content analysis technique, respectively. The result showed a significant effect of e-portfolio in flipped classrooms on students' speaking performance. Furthermore, students showed active behavioral, cognitive, and affective engagement. In conclusion, this study discussed all three possible implications for English language teaching.
Learners&apos; Perspectives on Interaction in a Language MOOC
Author: Jitpaisarnwattana, Napat
Date: 2021-00-00
Type: Journal Articles
Subjects: Interaction,Open Education,Online Courses,Electronic Learning,English for Special Purposes,Second Language Instruction,Second Language Learning,Barriers,Affordances,Sense of Community,Self Efficacy,Language Proficiency,Time Management,Synchronous Communication,Preferences,Social Media,Discussion Groups,Professional Personnel,Foreign Countries

This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. It also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner-learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
Teaching Grammar and Vocabulary in COVID-19 Times: Approaches Used in Online Teaching in Polish Schools during a Pandemic
Author: Krajka, Jaroslaw
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Computer Assisted Instruction,Technology Integration,Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Language Teachers,Mentors,Elementary School Teachers,Secondary School Teachers,Student Teachers,Affordances,Barriers,Foreign Countries

Technology has been called to the rescue on a number of occasions, be it in large classes, under-resourced contexts, after earthquakes or other natural disasters. The COVID-19 pandemic which struck the whole world in Spring 2020 afterwards necessitated a sudden shift from face-to-face to distance teaching. With no preparation, no training and very little support from the state, language teachers had to find their own ways transferring language instruction to the online medium. This paper explores the modes, approaches, affordances and obstacles of COVID-era grammar and vocabulary teaching in Poland. Apart from examining the shape of online teaching from two perspectives (student teachers and school teachers), the study confronts the approaches used in Polish schools against well-established models: stages of CALL (Warschauer &amp; Healey, 1998, Bax, 2003), SAMR (Puentedura, 2006) and Skills pyramid (Hampel &amp; Stickler, 2005).
A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
Author: Martin, Florence
Date: 2021-08-00
Type: Journal Articles
Subjects: Electronic Learning,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Web Based Instruction,Instructional Effectiveness,Effect Size,Meta Analysis,Conventional Instruction,Distance Education,Outcomes of Education,Academic Achievement,Periodicals,Journal Articles

Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.
Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings
Author: Rodrigues, Michelle
Date: 2021-08-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Measures (Individuals),Caregiver Child Relationship,Distance Education,Online Courses,Developing Nations,Foreign Countries,Parent Child Relationship,Instructional Effectiveness,Evaluators,Training,Student Satisfaction,Trainees

Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning-parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English, Portuguese, and Spanish. The aim of the current study was to present and evaluate two online training programs for the RIFL measures. These distance learning courses were designed as open-source and asynchronous to enable their use in low- and middle-income countries and remote areas. The following course components are used: readings, lectures, observation of interactions on video, coding practice with automated feedback on item coding, and quizzes. Of the 76 trainees who registered for one of the online courses, 58 (76%) completed all theoretical module components. Student performance was generally high. Marks on quizzes ranged between 83%-100%. Ninety percent of those who took the reliability tests passed (40/44). Student satisfaction during and after the course was high. The effective online training programs are available free of charge and the RIFL suite of measures is efficient to implement. Implications for research and practice are discussed.
Distance Learning in Museums: A Review of the Literature
Author: Ennes, Megan
Date: 2021-08-00
Type: Journal Articles
Subjects: Distance Education,Museums,Literature Reviews,Citation Analysis,Electronic Learning,Nonschool Educational Programs,Elementary Secondary Education,Faculty Development,Technology Uses in Education,Partnerships in Education,Barriers

Distance learning has become an important tool in many fields of education. Museums, like other educational institutions, have been offering distance learning programs to their audiences for more than 30 years. This scoping study examined the published literature related to distance learning programs in museums to inform future research in this field. Searches were conducted in three academic databases in addition to journal hand searches. This resulted in 954 unique citations associated with distance learning in museums. Of these, 17 articles met the criteria for inclusion in the study. Forwards and backwards searches resulted in the addition of two books. A search of the research hosted by the Center for Advancement of Informal Science Education resulted in one additional study for a total of 20 manuscripts. Upon analysis, four major themes were identified. These included benefits and barriers related to distance learning programs in museums, partnerships, and educators' changing roles as they relate to distance learning programs. Each of these themes is described and areas for future research are identified. Future work should move beyond the predominately evaluative case studies and pursue larger questions about how future research might support museums as they continue to design and implement online programming. This may include exploring best practices in museum-based distance learning and how to develop effective professional development opportunities for the educators engaged in these programs. Such research will enhance museum-based distance learning programs so that they can continue to support global learners.
Instructor Impact on Differences in Teaching Presence Scores in Online Courses
Author: Fiock, Holly
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Online Courses,Instructional Design,Individual Differences,Teacher Effectiveness,College Faculty,Communities of Practice,Inquiry,Student Attitudes,Direct Instruction,Graduate Students

Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements: (1) facilitation of discourse; (2) direct instruction; and (3) instructional design and organization--that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry survey from 160 learners in 11 course sections were analyzed using a one-way analysis of variance (ANOVA) to determine whether statistically significant differences existed in teaching presence scores between sections of two online courses with identical course design taught by different instructors. Results showed significant differences between individual instructors' teaching presence scores for each of the two courses. Specifically, significant differences were found in each sub-element of teaching presence except for one course's instructional design and organization. Conceptual and methodological explanations of the findings are provided, and implications and suggestions for future research are discussed.
The Lexical Approach in Action: Evidence of Collocational Accuracy and the Idiom Principle in the Writing of EFL Intermediate Students
Author: Debabi, Mohamed
Date: 2018-09-00
Type: Journal Articles
Subjects: Phrase Structure,Correlation,Comparative Analysis,Second Language Learning,Second Language Instruction,Language Processing,Figurative Language,Scores,Writing Evaluation,Language Usage,Accuracy,Writing (Composition),Pretests Posttests,Linguistic Theory,Foreign Countries,Undergraduate Students

The use of collocation has always been considered as a good yardstick by which the idiomaticity of second language (L2) use is reliably judged. Hence, this study aims at investigating the relationship between optimizing the lexical approach and improving the collocational accuracy and the ability to operate on the idiom principle in the writing of Algerian English Freshmen. To carry out this research, an experimental and a control group were assigned for a quasi-classroom experiment. While the experimental group was taught collocations based on the principled practices of the lexical approach, the control group was taught conventionally with on special attention paid to collocations. Data was collected from 124 compositions (pre/posttests) done by these learners. Results of this investigation show that there is a correlation between training students to chunk language successfully and the increase of collocational strength with high mutual information (MI) scores in their writing. Additionally, the chunk-based instructional program helped the experimental group develop a habit of processing language as building blocks and this, in turn, reflects these students' tendency to operate on the idiom principle. Correspondingly, the paper concludes with pointing out some implications for effective acquisition of L2 lexis and future horizons related to developing the idiomaticity of L2 writing.
The Use of L1 as a Source of Humour to Facilitate Interaction in EFL Classrooms
Author: Jawhar, Sabria Salama
Date: 2018-09-00
Type: Journal Articles
Subjects: Language of Instruction,Native Language,Humor,Interaction,Interpersonal Communication,Second Language Instruction,Language Proficiency,English (Second Language),Foreign Countries,Communicative Competence (Languages),Semitic Languages,Language Usage

The recent decades have witnessed a remarkable increase in the body of research that examine the relationship between humour and language acquisition. This study, however, uses the microanalytical approach of Conversation Analysis (CA) to investigate the impact of the teachers' competent use of the first language (L1) as a source of humour on classroom interaction and, consequently, learning. The turn-by-turn analysis of the data shows how the teacher's use of L1 as a source of humour resulted in smoothness in the interaction and helped in avoiding communication breaking down as a result of the students' insufficient knowledge of the target language (L2) knowledge. The study found that the careful use of L1 as a source of humour also led to the production of longer and more meaningful turns by students, who are characterised as having limited linguistic resources. This use of L1, however, is context sensitive. Pedagogically, despite the scepticism surrounding the use of L1, the paper concludes by emphasising the usefulness of the competent use of L1 as a source of humour in EFL to increase classroom interaction and recommends increasing the teachers' awareness regarding the potential of the competent and occasional use of L1.