ethanporcaro/eric-fulltext-meta huggingface dataset:
It&apos;s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-Playing Game
Author: Brom, Cyril
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Motivation,Role Playing,Difficulty Level,Cognitive Processes,Interests,Psychological Patterns,Scores,College Students,Simulated Environment,Educational Technology,Technology Uses in Education,Equipment

Game-based learning is supposed to motivate learners. However, to what degree does motivation driven by interest in playing an instructional game affect learning outcomes compared to motivation driven by interest in the very learning process? This is not known. In this study with a unique design and intervention, young adults (N = 128; a heterogeneous sample) learned how to control an electro-mechanical device in a 40- minute-long learning session integrated into a 2-hour-long educational live action roleplaying game (edu-LARP). Edu-LARPs are supposedly engaging games where players take part in team role-playing by physically enacting characters in a fictional universe. In our edu-LARP, players had to understand how the to-be-learned device worked in order to win the game. Departing from typical game-based learning research, learningand playing-related variables were assessed for each learner separately (i.e., a within-subject design). Affective-motivational factors related to playing (rather than learning) predicted learning outcomes in a positive, but considerably weaker, way compared to learning-related, affective-motivational factors. Developed interest in LARP-like games was primarily related to enjoying the game rather than better learning outcomes; whereas, developed interest in the instructional domain was primarily related to enjoyment of learning and better learning outcomes. Overall, autonomous motivation to play was connected to higher learning outcomes, but this connection was weak.
The Influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific Region
Author: Read, John
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Second Language Learning,Global Approach,Benchmarking,Language Proficiency

In the last 15 years the Common European Framework of Reference (CEFR) has become a very influential basis for the design of language curricula and the assessment of language learning outcomes, not only in its home continent but around the world. This article provides a basic introduction to the CEFR and then identifies the issues that have arisen when governments and language educationists have set out to apply the framework in the education systems of Taiwan, Japan and China. There is also some discussion of initiatives to establish national frameworks as alternative to the CEFR in Australia and New Zealand. The conclusion is that it is difficult to achieve a balance between the desirability of setting international standards in language learning and the need to represent the social and educational contexts of particular countries.
Classifiers and Maxim Flouting
Author: Jaturongkachoke, Ketkanda
Date: 2019-07-00
Type: Journal Articles
Subjects: Morphemes,Semantics,Thai,Native Speakers,Nouns,Pragmatics,Communication Strategies,Language Usage

Numeral classifiers have been studied by both linguists who consider them to be function morphemes with no semantic significance and those who contend that they are semantically loaded. While considering both views not to be incorrect, this study, leaning toward the latter view, demonstrates that speakers use classifiers to achieve their intended communicative goals. Questionnaires were administered to native speaker informants to ascertain whether Thai native speakers are bound by linguistic rules when matching a noun with its classifier. In many cases, the assignment of classifier to noun was found to be indecisive. Such indecisiveness suggests that the assignment of a classifier to a noun is not rigidly rule-governed. In addition to the questionnaire, informants were asked to read four short scenarios, each of which consisted of a misuse or flouting of a classifier. Not judging the flouting as a mistake, they stated what communicative goal was achieved via such flouting. The results show that classifiers, in addition to having semantic contents, can be used as pragmatic devices.
Gender and Questions as Complaints: An Interlanguage Pragmatic Study
Author: Thongtong, Tiwahporn
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Gender Differences,College Freshmen,Questioning Techniques,Interlanguage,Speech Acts,Inquiry,Problem Solving

This paper investigates how male and female Thai EFL learners use questions to perform complaints similarly or differently. The participants were first-year English major Thai undergraduate students. The role play was a research instrument used for data collection. The chi-square analysis showed statistically significant differences between the male and female questions. The male learners utilized &quot;appeal&quot; more frequently while the female learners opted for &quot;inquiry&quot; more frequently. The male learners tended to use the questions to solve the problems while the female learners tended to opt for the questions to inquire about the problems and to ask for information.
Demotivation in L2 Classrooms: Teacher and Learner Factors
Author: Chong, Miao Yee Clare
Date: 2019-07-00
Type: Journal Articles
Subjects: Student Motivation,Second Language Learning,Teacher Influence,Student Characteristics,Second Language Instruction,Research Needs,Educational Research

Studies on learner demotivation has attracted the attention of second language (L2) researchers and scholars worldwide in recent years. In this paper, L2 demotivation is defined as external and internal influences which can lead to the diminishing motivation to study the target language. This paper further identifies and discusses significant influences in the form of teacher- and learner-related factors that affect learner demotivation. For teacher-related influences, inappropriate teaching styles and attitudes, poor teaching quality as well as teacher demotivation have been cited by several studies as key factors of learner demotivation. Learner demotivation can also be affected by learner-related influences arising mainly from intrinsic issues such as low self-esteem or poor self-worth. Suggestions for pedagogical implications include the enhancement of teachers' professional development, the use of 5Ts (Teacher, Teaching Methodology, Text, Task and Test), as well as imparting students' coping strategies for self-regulation. Finally, we suggest that future studies on demotivation could explore less commonly applied theories and research methods and expand demotivation research to include older L2 learners.
A Correlational Study between Language Attitudes and English Language Orientation of Indonesian EFL Learners
Author: Mbato, Concilianus Laos
Date: 2018-06-00
Type: Journal Articles
Subjects: Correlation,Language Attitudes,Student Attitudes,Indonesian,English (Second Language),Second Language Learning,Second Language Instruction,Bilingualism,College Students,Educational Benefits,Futures (of Society),Gender Differences,Foreign Countries,Questionnaires,Reliability

This study investigated the correlation between bilingual language attitudes and English language orientation of Indonesian EFL learners in Yogyakarta, Indonesia. 256 students from five universities (two public and three private) participated in the research. The participants answered a questionnaire, which was divided into two parts, namely a bilingual language attitude questionnaire and an English language orientation questionnaire. The bilingual language attitude questionnaire was adapted from Sicam and Lucas (2016), while the English language orientation questionnaire was adapted from Mbato (2013). For the data analysis, Pearson's Product-Moment Correlation coefficient and independent-samples T-test were used by using SPSS version 20.0 for Windows. The results showed that language orientation had a positive and significant correlation with language attitudes toward English and a positive but insignificant correlation with language attitudes towards the Indonesian language. It indicates that English language orientation strongly influenced Indonesian EFL students' language attitudes towards English but not necessarily towards Indonesian language. We also found that Indonesian EFL students had a high awareness of the benefits of learning English for their future. The other result showed that there was no difference between male and female students in instrumental orientation. This research offers implications for English language teaching and learning in a foreign language context.
An Investigation of Instagram&apos;s Metonymy: A Multimodal Social Semiotic Approach
Author: Koowuttayakorn, Sichon
Date: 2018-06-00
Type: Journal Articles
Subjects: Social Media,Visual Aids,Photography,Figurative Language,Language Usage,Semiotics,Grammar,Color,Context Effect,Aesthetics

This paper applied a social semiotic lens toward investigating the metonymic representations repeatedly displayed on the Instagram official account and the Instagram blog. The main source of data were 90 photos gathered from ten &quot;Weekend Hashtag Projects&quot; (WHPs), a weekly photo challenge organized by the Instagram team. The multimodal analyses revealed that the WHP photos shared some common visual properties including medium to low color saturation, medium color modulation, minimal background, unengaged social actors, long distant shots, and unique visual presentations. Thus, the metonymy VISUAL PROPERTY FOR BRAND IMAGE was proposed. These findings suggest that certain visual elements that were repeatedly featured on Instagram has subtly yet persuasively suggested its users what kind of visual aesthetics are highly valued in the community.
The Use of International Business Management Collocations by Thai EFL Speakers
Author: Chansopha, Nopparat
Date: 2018-06-00
Type: Journal Articles
Subjects: International Trade,Business Administration,English (Second Language),Phrase Structure,Nouns,Language Tests,Business English,Foreign Countries,Form Classes (Languages),Decision Making,Language Proficiency,Instructional Materials,Second Language Learning,Second Language Instruction

Although there has been a plethora of collocation research, little attention has been placed on collocations in the field of International Business Management (IBM). Employing the notion of interlanguage variation, this study aims to investigate what collocations in the IBM field are difficult for Thai learners to produce and to determine their pattern of IBM collocational use. This study also examines whether proficiency and different test types significantly affect learners' use of IBM collocations. Under investigation, target collocations included adjective-noun and noun-noun collocations relevant to IBM. Sixty Thai university students divided into advanced and upper intermediate groups were asked to participate in the study. Sources of data stemmed from two types of test materials: collocation judgement tests where the participants were requested to decide whether a group of words was a collocation and fill-in-blank tests where they were required to produce a collocate appropriate for a given situation. As demonstrated, only the advanced learners could acquire IBM noun-noun collocations in the fill-in-blank test with ease. Both groups of participants appeared to have employed the same pattern of IBM collocational use. The findings further portrayed that proficiency and the test materials administered to collect the data significantly interfered with the participants' pattern of IBM collocational use. The results lend initial support to devising learning materials aligned with learners' level of proficiency, first language knowledge, and familiarity with some collocates required for certain nodes in English language classrooms. Useful suggestions for further research are also provided.
Developing an Instructional Model to Teach Thai Research Assistants to Write English Scientific Research Articles
Author: Thongrin, Saneh
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Writing Difficulties,Writing for Publication,Scientific Research,Teaching Methods,Research and Development,Research Assistants,Native Language,Models,Language Patterns,Thai,Foreign Countries

Researchers in science working in non-English contexts have been found to have problems with publication of their research articles (RAs). This study sought to explore outline ways in which explicit instruction, also called Scholarly Writing Builder (SWB), the instructional model originally constructed with the aim to coach Thai research assistants to write for publication. In response to the problems observed in realistic Thai settings and occurring in the literature, the study resorted to a research-and-development design with three phases: surveying problems and needs, constructing the instructional model for effective use, and retesting the revised model for further actual use. Phase One initially explored the problems and needs of 125 Thai research assistants and researchers in 2009/2010. The participants revealed writing problems in sentences, paragraphs, essays, and various sub-skills for RA writing. Also, the research assistants showed stronger needs in developing their writing abilities than the researchers. These results informed construction of the model implemented in Phases Two and Three in 2011 (N=25) and 2012 (N=30), where science research assistants were taught to write RAs in their field. The findings drawn from these phases revealed that the participants could write their scientific RAs effectively as a result of being trained for academic writing through the instructional model. Their L1 content was expressed in English more fluently from sentences to paragraphs to form their complete RAs. However, with awareness of RAs' generic features in their fields, they could write professionally despite some Thai linguistic patterns occasionally hindering English writing. The findings suggest that the SWB model resting on the participants' backgrounds and actual problems is of use to educators/researchers to develop scholarly-writing abilities of the apprentices working in non-English science institutes.
Mapping the CU-TEP to the Common European Framework of Reference (CEFTR)
Author: Wudthayagorn, Jirada
Date: 2018-12-00
Type: Journal Articles
Subjects: Guidelines,Rating Scales,English (Second Language),Language Tests,Universities,Standard Setting,Evaluators,Specialists,Test Items,Item Analysis,Cutting Scores,Error of Measurement,Second Language Learning,Foreign Countries,Meetings

The purpose of this study was to map the Chulalongkorn University Test of English Proficiency, or the CU-TEP, to the Common European Framework of Reference (CEFR) by employing a standard setting methodology. Thirteen experts judged 120 items of the CU-TEP using the Yes/No Angoff technique. The experts decided whether or not a borderline student at A2, B1, B2, and C1 levels would correctly answer each item. They judged the items for three rounds. Expert judgment from the third round shows that the CU-TEP cut-off scores for A2, B1, B2, and C1 levels are 14, 35, 70, and 99, respectively, out of the total of 120 points. The standard deviations of A2, B1, B2, and C1 levels are 4.75, 10.68, 19.57, and 10.11, respectively. The standard errors of judgment are 1.32, 2.96, 5.42, and 2.80, respectively. Once mapped with the CEFR, the CU-TEP scores are now meaningful in that, first, score users would know which CUTEP score range falls into which particular CEFR level, and, second, score users would also know what test takers can do with the English language with respect to a particular CEFR level. Discussion, recommendation, and limitations of the study will also be presented in this article.
Integrating Cultures into Teaching EFL in Vietnam: Teachers&apos; Perceptions
Author: Hoa, Châu Th? Hoàng
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Educational Change,Cultural Awareness,Teaching Methods,Textbooks,Content Analysis,Grade 10,Grade 11,Grade 12,Multicultural Education

In the context of ASEAN integration, intercultural education has gained a better position in teaching and learning English. As a part of educational reformation, an experimental English coursebook version for Grade 10, 11 and 12, which is integrated with intercultural content, has been applied to gradually replace the current version. To foster intercultural education, it is essential to explore the status of intercultural education from teachers' perceptions. This study aimed to investigate: (1) teachers' beliefs and perceived practices of intercultural integration, (2) their concerns about intercultural integration prior the change of curriculum as part of educational reformation, and (3) supportive factors to teachers' awareness and concerns about intercultural integration. From the data collected from 119 upper-secondary school teachers in Tra Vinh, a province in the Mekong Delta, Southern Vietnam through a five-Likert-scale questionnaire and open-ended questions, the findings illustrate that (1) the teachers had good awareness of intercultural integration but (2) they still had many concerns especially about the curriculum and management, and (3) the teachers who used the experimental coursebooks were more confident with intercultural integration than the ones who used the current version. The findings suggest that teachers should be more oriented towards intercultural instruction, and educational management should be consistent with the intercultural aims of the reformed curriculum to ensure the success of intercultural education.
Explicit Inclusion of Thinking Skills in the Learning of Second Languages
Author: Jacobs, George M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Thinking Skills,Second Language Instruction,Second Language Learning,Peer Relationship,Scaffolding (Teaching Technique),Learning Activities

This paper explains why and how thinking skills should be included in the teaching of second languages and other subjects. The authors provide examples from their lessons in four thinking skills: being careful in the use of absolute words, avoiding unsupported generalizations, using counterexamples, and identifying assumptions. Also, the authors offer suggestions on how to enhance student-student interaction in the learning of thinking skills.
Analyzing Interaction Practices in a Typical EFL Classroom Setting: A Case of Indonesia
Author: Sundari, Hanna
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Classroom Communication,Junior High School Students,Interaction Process Analysis,Teacher Student Relationship,Junior High School Teachers,Language Teachers,Language of Instruction,Linguistic Input,Verbal Communication,Nonverbal Communication,Teaching Methods,Classroom Techniques,Humor,Teacher Attitudes,Preferences

An interaction is the heart of language teaching and learning. Classroom interaction initially refers to conversational exchanges between teacher, as an initiator, and students, as responders. However, the dimension of interaction in the classroom is not solely on conversational adjustment among interactants. The aim of the study was to report the classroom interaction practices based on the experienced-teachers' perspectives at SMP (junior high school). Twenty experienced English teachers from eight SMP in Jakarta were taken part as research participants. The data were gathered through interviews and focus group discussions, completed by classroom observation/recordings. Then, the collected data were analyzed qualitatively. Major findings suggest some categories emerged as five-dimensional elucidation of classroom interaction practices for SMP in teaching English as a foreign language. Verbal interaction dimension covers the medium of instruction used in the classroom and the forms of teacher input and students' output; as well as a non-verbal dimension in bridging the communication breakdowns. Pedagogic interaction then reveals the teachers' concerns of class management for language learning environment. Furthermore, personal dimension indicates that teachers are aware of their roles to build a good rapport with the students by giving praise and humor. At last, teachers' belief system of interaction appears to affirm that what teachers perceive about language learning, students and classroom circumstances construct their selections, preferences and practices applied in the class.
Academic Citations within Rhetorical Move Structures in ELT Research Article Introductions Written by Thai and International Scholars
Author: Sirijanchuen, Natthaphong
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Foreign Countries,Citations (References),Research Reports,Discourse Analysis,Comparative Analysis,Cross Cultural Studies,Writing for Publication,Verbs,Sociocultural Patterns,Academic Language,Classification,Periodicals

The understanding of rhetorical move organization and academic citations is of paramount importance for novice scholars so that they know how to construct a quality research article introduction (RAI). This study is therefore an attempt to identify the ways in which the academic citations of the RAIs written by Thai and international scholars in the field of English language teaching (ELT) were constructed through rhetorical move structures. Based on the analysis of 60 RAIs in the corpora, the citation practice demonstrated its contextual variability within different move-step structures in terms of different sub-types in each corpus. The results showed that citations were a lot more frequently employed by the international ELT scholars than by their Thai ELT counterparts in every move-step structure, especially in Move 3: Presenting the present work. More importantly, under the sub-types of citations, the international scholars tended to use considerably more non-integral structures, including source and identification, while the integral structure, verb-controlling, seemed substantially preferred by Thai scholars. These marked differences in making references to other scholarly work could be due to their diverse sociocultural norms and writing conventions.
A Study of Constructive or Restrictive Features of Classroom Discourse in an EFL Adult Classroom in Thai Context
Author: Jeanjaroonsri, Rungsima
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Adult Education,Adult Students,Language Teachers,Classroom Communication,Interpersonal Communication,Language Usage

This study was founded on the notion that the microanalysis of classroom discourse can reveal how language is used as a tool to mediate learning (Kowal &amp; Swain, 1994). This study used the interactional features in the Classroom Context mode in the Self-evaluation teacher talk (SETT) framework by Walsh (2006) to identify how spoken interactions lead to or hinder opportunity to learn during classroom discourse between adult learners and an English teacher in a Thai classroom. The findings show that topic initiation by students, teachers' clarification and minimal repair can potentially generate constructive teacher talk whereas the lack of extended learner turn can limit learners' linguistic production. The findings adds evidence to the need to fostering teachers' awareness of their classroom language use and its effect on learning.