ethanporcaro/eric-fulltext-meta huggingface dataset:
iPad Acceptance by English Learners in Saudi Arabia
Author: Lawrence, Barry A. M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Adoption (Ideas),Technology Uses in Education,Predictor Variables,English Language Learners,English (Second Language),Males,Vocational Education,Technical Institutes,Online Surveys,Multiple Regression Analysis,Educational Benefits,Usability,Use Studies,Intention,Electronic Learning,Correlation,Statistical Analysis,Likert Scales

This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, &amp; Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners, and a simultaneous multiple regression analysis was conducted on the data. The results indicated that a belief in the device's educational potential, a sense that it was straightforward to use, and the perception that the infrastructure would support usage were all significant predictors of the behavioral intention to use iPads. Social factors did not indicate an acceptance of the device. The findings highlighted areas of importance for educators intending to adopt mobile devices in second language instruction and partially supported the application of the UTAUT.
Investigating the Washback Effects of Task-Based Instruction on the Iranian EFL Learners' Vocabulary Learning
Author: Hamzeh, Alireza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Testing Problems,English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Language Teachers,Teaching Methods,Task Analysis,Vocabulary Development,Experimental Groups,Control Groups,Statistical Analysis,Language Tests,Student Placement,Pretests Posttests

The current research was an attempt to explore the washback impact of task-based instruction (TBI) on EFL Iranian learners' vocabulary development. To this end, conducting an Oxford Placement Test (OPT), 30 out of 72 EFL Iranian learners studying in an English language institute, were randomly selected. Then, they were assigned to experimental (N = 15) group, and control group (N = 15). The experimental group of the study was taught through TBLI and the control group of the study was instructed the vocabulary via conventional teaching instruction for 12 ninety-minute sessions. The class sessions were held twice a week. The data was examined through independent sample t-test. The findings revealed that there was significantly different between two groups' performance in the posttest, thereby TBI had a significant effect on developing Iranian EFL learners' vocabulary development. Furthermore, some pedagogical implications for EFL instructors and learners as well as syllabus designers have been presented.
SPIRE Project: Parental Involvement in Young Children's ESL Reading Development
Author: Harji, Madhubala Bava
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Participation,English (Second Language),Second Language Learning,Multimedia Materials,Program Descriptions,Parent Role,Parent Child Relationship,Literacy Education,Second Language Instruction,Literacy,Family Environment,Educational Environment,Parent Teacher Cooperation,Interviews,Qualitative Research,Home Visits,Parent Attitudes,Story Reading,Foreign Countries,Preschool Children,Preschool Teachers,Positive Attitudes

Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental involvement. The six month Smart Partnership in Reading in English (SPIRE) formalised programme, which created a platform for non-native parents to play a more active role in developing early literacy skills in young children, particularly, reading skills in English language, was explored as an option. 25 non-native five year old children, 25 parents and the class teacher were involved in the programme. A rich ESL literacy environment was created both at school and homes by making a wide range of English storybooks and multimedia materials available for the children to be taken home. The parent-teacher partnership scaffold the children's reading development. The teacher reads storybooks in school and the parents at home. Qualitative data gathered via interviews, home visits, meetings and informal conference provided evidence for parents' positive attitudes towards reading English storybooks and towards being involved in their child's reading development, a positive link between levels of parental involvement and reading development, and the plausibility of involving non-native parents through a formalised reading programme. The SPIRE programme explored in the Malaysian context can also be adopted in non English speaking countries for similar purposes.
Saudi EFL Preparatory Year Students' Perception about Corrective Feedback in Oral Communication
Author: Alhaysony, Maha
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Student Attitudes,Feedback (Response),Speech Communication,Error Patterns,Questionnaires,Gender Differences,Language Proficiency,Oral Language,Teaching Methods,Preferences,Statistical Analysis

This study sought to investigate the attitudes of Saudi EFL students towards corrective feedback (henceforth CF) on classroom oral errors. The subjects were 3200 (1223 male and 1977 female) students enrolled in an intensive English language programme in the preparatory year at the University of Ha'il. A questionnaire was the main instrument. This study seeks to extend our knowledge by examining the relationship between CF and gender, proficiency level, and students' track. The results revealed that students generally have a positive perception of oral CF. Further, delayed CF was more favoured than immediate feedback. Of the methods of CF used by the teacher, the students preferred asking for clarification, repetition, explicit feedback, metalinguistic feedback, elicitation, and recasting; the majority of them regarded no correction as a poor method. Although the students wanted all of their oral errors to be corrected, they reported wanting their serious errors to be corrected first, followed by frequent errors, individual errors, and then, less serious errors; less frequent errors was the least preferred category. Regarding the choice of correctors, students favoured teacher correction, then self-correction, and finally, classmate correction. As far as the three variables considered, the analysis of the data revealed that in sum, regardless of gender, students' proficiency level, and track, all students had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes once they were made aware of the purpose, significance, and methods of CF. However, the findings of the study showed that there was a significant gender difference, with women responding to CF significantly more than men. Moreover, the results revealed that highly proficient students preferred CF more than students with a lower proficiency, although there were no significant differences for most of the items. Additionally, there were some significant differences among students with different tracks. Pedagogical implications, limitations of the study, and recommendations for further research are also discussed.
Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students
Author: El-Sakka, Samah Mohammed Fahim
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Learning Strategies,Anxiety,Language Proficiency,Pretests Posttests,Statistical Analysis,Experimental Groups,College Students,Teaching Methods,Second Language Instruction,Foreign Countries,Language Tests,Oral Language,Quasiexperimental Design,Likert Scales,Questionnaires

The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3rd- year EFL university students were selected to form the experimental group of the study. This experimental group was tested using the pre-post speaking test and speaking anxiety scale before and after being exposed to the self-regulated strategy treatment. The experiment lasted for three months during the first term of 2015-2016 academic year. Paired- samples t-test revealed significant differences between the pre-test and posttest of speaking proficiency as well as speaking anxiety in favor of the posttests. Additionally, a negative correlation was shown between speaking proficiency and speaking anxiety. It was concluded that teaching self-regulated strategies to university students was effective in developing their speaking proficiency and reducing their anxiety considerably.
Addressing the Needs of 21st-Century Teachers Working with Culturally and Linguistically Diverse Learners
Author: Hadjioannou, Xenia
Date: 2016-00-00
Type: Journal Articles
Subjects: Needs Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Mixed Methods Research,Case Studies,Faculty Development,Longitudinal Studies,Knowledge Base for Teaching,Academic Achievement,Teacher Education,Literacy,Teaching Methods,Teacher Surveys,Interviews,Teacher Attitudes,Student Attitudes,Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Observation

Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in education as more and more schools host increasing numbers of students whose primary language is not English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners and feel ill equipped to support their academic development. This mixed-methods case study explores the longitudinal impact of a professional-development program designed to increase teachers' knowledge of second language acquisition and of appropriate instructional practices for supporting English language learners (ELLs). Findings suggest that participation in the program had a positive effect on participants' knowledge of language and literacy acquisition, their ability to plan and manage instruction for ELLs, their understanding of appropriate assessment for ELLs, and their classroom practice. A year later, though focal participants claimed maintenance, these effects were only marginally present in their classroom practice.
The Creative Teacher: Learning from Psychology and Art Education to Develop Our Creative Processes in Teaching English to Speakers of Other Languages
Author: Schoff, Susannah
Date: 2016-00-00
Type: Journal Articles
Subjects: Creative Teaching,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Teacher Attitudes,Grammar,Lesson Plans,Literacy Education,Art Education,Design,Graduate Students,Language Skills,Skill Development

This article explores the teaching of English to speakers of other languages as an art, and as such, how teachers can engage in the creative process to develop their own teaching and encourage students to gain more meaningful and effective language skills. Drawing on the work of psychologists, art educators, and creative pedagogy, the writer details four stages in the creative process (Wallas, 1926/2014) and eight habits (Hetland, Winner, Veenema, &amp; Sheridan, 2013) to practice within those stages to help all teachers identify, evaluate, and develop their creativity. A grammar lesson from the writer's work as an ESL instructor in reading/writing for graduate students in art and design is used to exemplify how we can all become more creative and successful facilitators of language learning.
Understanding Culturally Influenced Approaches to Creativity in an English for Art Purposes Program
Author: Connors, Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Influences,Creativity,English for Special Purposes,Art Education,Art,Imitation,Plagiarism,College Students,College Faculty,Asians,English (Second Language),Second Language Learning,Student Attitudes,Language Attitudes,Interviews

&quot;To lead, one must follow.&quot; Lao-Tzu's quote embodies the belief that many 1st-semester students at our institution hold regarding their approach to creativity. Whether working on an essay or an art project, many have a tendency to imitate a more skilled person's work as a way of learning, improving, and building confidence. Conversely, it is not uncommon for their instructors to push them to generate original ideas and think outside of the box. These conflicting approaches and other opposing cultural tendencies can lead to a host of challenges for both instructors and our student artists, especially students from Confucian heritage cultures. This article shares observations of these challenges and suggestions for addressing them.
Designing an EFL Reading Program to Promote Literacy Skills, Critical Thinking, and Creativity
Author: Ferrer, Erica
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Design,English (Second Language),Second Language Learning,Second Language Instruction,Reading Programs,Creativity,Critical Thinking,Cooperative Learning,Bullying,Racial Bias,Student Centered Learning,Thinking Skills,Literature Appreciation,Role Playing,Lesson Plans,Teaching Methods,Civil Rights,Interpersonal Relationship,College Students,Student Attitudes,Teacher Attitudes,Feedback (Response),Program Descriptions,Reading Material Selection,Foreign Countries

This article details the design and implementation of a reading program in a university EFL setting as a strategy to encourage creativity, critical thinking, collaborative learning, and reading for enjoyment (Anderson &amp; Krathwohl, 2001; Richards &amp; Renandya, 2002). This student-centered project challenged ELLs to address issues such as bullying, racism, relationships, culture, and human rights through reading texts and activities, spanning a range of language levels from beginners to high-intermediate. The program includes a combination of intensive and extensive reading, lower- and higher-order thinking skills, and creative language production in the form of reading group discussions, poster sessions, and character role-plays. Included are sample lesson plans, reading materials, and activities, which can easily be modified for other language-learning contexts.
Equalizing Educational Opportunity: In Defense of Bilingual Education--A California Perspective
Author: Wang, Hao
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Bilingual Education,English Only Movement,Language of Instruction,Immigrants,Social Integration,Bilingual Education Programs,Educational Opportunities,Equal Education,State Legislation,Global Approach,Elementary Secondary Education,Teaching Methods,Educational Planning

Under critical examination, the English language and its use in daily interactions carry with them symbolic values in our social world, including social mobility, educational achievement, and employment. Its representations in government bodies, mass media, education, and legal documents have further increased those values and subtly created a hostile environment for many US immigrants who are nonnative English speakers. In the bilingual education debate, this view of nativism and monolingualism has received support from critics who believe that bilingual education serves only to disembody national unity and cohesion. As a result of the English-only view, a number of bilingual education programs are curtailed in the states of California, Arizona, and Massachusetts. In this article, I adopt the theoretical framework of equal educational opportunity (EEO) to examine bilingual education conceived by the California Education for a Global Economy Initiative. In the discussion section, I also propose a bilingual education plan that could better reflect language-positive liberalism and a participatory educational ideal.
Educational Resilience of an Undocumented Immigrant Student: Educators as Bridge Makers
Author: Borjian, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Resilience (Psychology),Academic Achievement,Educational Attainment,Higher Education,Educational Experience,Elementary Secondary Education,Semi Structured Interviews,Personal Narratives,Foreign Countries,Self Concept,Social Support Groups,Financial Support

Despite facing multiple challenges in obtaining a college degree, some immigrant students successfully navigate the US educational system. Learning about their experiences in our schools can help us identify and implement specific practices and policies that make schooling more rewarding for a large student population. The journey of a Guatemalan immigrant from elementary school to a 4-year university is described in this article. The obstacles she faced throughout are presented and ways in which hurdles were overcome are explained. Educators from kindergarten teachers to university professors are encouraged to learn about the context in which students emigrate to the US and the multitude of out-of-school factors that influence their educational achievement.
Arranged Bursa Folk Songs for Fourhands Piano and Their Practice in Music Education Departments
Author: Demirci, Sirin Akbulut
Date: 2016-11-10
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Folk Culture,College Students,Music Activities,Outcomes of Education,Statistical Analysis,Qualitative Research,Semi Structured Interviews,Student Attitudes,Geographic Regions

The article presents the results of a study carried out within the scope of a project entitled, &quot;Arranged Bursa Folk Songs for Fourhands Piano Extended Piano Techniques and Teaching in Music Education Departments.&quot; It is number KUAP (E)-2014/28 of the Uludag University Scientific Research Projects Unit and was supported by the Bursa Metropolitan Municipality. Six Bursa Folk Songs- were arranged for fourhands piano by composer Berkant Gençkal. Five of them were taught and played by six students in chamber music lessons in the Uludag University Music Education Department at the undergraduate and graduate level during the 2015 spring semester. The practice finished with a concert. All pieces were recorded by two teachers. The aim of the project is to enrich the Turkish piano literature and examine the effects on student education. The results were analysed with the N-Vivo Qualitative research programme. According to answers provided by six students to semi-structured interview questions, all students found the project positive in terms of having them acquire a different in chamber music repertoire with its own traditional rhythm and notation.
Examining the Organizational Cynicism among Teachers at Schools: A Mixed Methods Study
Author: Levent, Faruk
Date: 2016-11-10
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Public School Teachers,Negative Attitudes,School Attitudes,Mixed Methods Research,Collegiality,Teacher Administrator Relationship,Teacher Responsibility,Administrative Organization,Alienation,Performance Factors,Participative Decision Making,Phenomenology,Likert Scales

The purpose of this study is to examine the organizational cynicism among teachers at schools. In this study, which was conducted by a mixed method, &quot;the Organizational Cynicism Scale for Teachers&quot; was used in the quantitative dimension, while a semi-structured interviewing technique was used in the qualitative dimension. The quantitative part of this research population consists of 348 teachers who worked in public schools on the Anatolian side of Istanbul in 2014 to 2015 academic year. In the qualitative part of this research, 30 teachers were interviewed concerning factors that affect teachers in terms of interaction, process and assignment of duties in the organizational sense. In the analysis of quantitative data, descriptive statistical techniques were used, while qualitative data was worked out by content analysis. According to the results obtained in the quantitative dimension of the research, it was seen that the organizational cynicism level of teachers was at low and medium level. It was determined that this result was also supported by the findings obtained by means of qualitative analysis.
The Effect of Fire Context on the Conceptual Understanding of Students: &quot;Expansion-Contraction&quot;
Author: Er Nas, Sibel
Date: 2016-11-10
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Scientific Concepts,Concept Formation,Instructional Materials,Grade 5,Quasiexperimental Design,Pretests Posttests,Instructional Effectiveness,Concept Teaching,Relevance (Education),Semi Structured Interviews,Freehand Drawing,Science Tests,Nonparametric Statistics,Statistical Analysis,Foreign Countries

The aim of this study is to investigate effects of the guiding materials developed based on the &quot;fire context&quot; and related to &quot;expansion-contraction&quot; concepts in the conceptual understanding of students. A quasi-experimental method has been used in the study. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A concept test, an interview consisting of semi-structured questions, and a drawing test, have been utilised in the research. While no significant difference (U = 345, p&gt;0.05) has been found between the pre test scores of the control group and experiment group students, a significant difference (U = 238, p&lt;0.05) has been found in favour of the experiment group in the post test. A great majority of the students have explained the &quot;expansion-contraction&quot; concept as &quot;mass change&quot;. The findings obtained from student drawings support this as well. For future studies, development of materials which emphasise the distinction of the concepts of flexibility and mass change and the concepts of expansion and contraction can be suggested.