ethanporcaro/eric-fulltext-meta huggingface dataset:
Practice and Evaluation of Blended Learning with Cross-Cultural Distance Learning in a Foreign Language Class: Using Mix Methods Data Analysis
Author: Sugie, Satoko
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Second Language Learning,Chinese,Second Language Instruction,Mixed Methods Research,Teaching Methods,Web Based Instruction,Student Motivation,Native Speakers,Instructional Design,Foreign Countries,Distance Education,Synchronous Communication,Vocabulary Skills,Intercultural Communication,Learning Motivation,Self Efficacy

The Information and Communication Technology (ICT) utilization in Chinese as a &quot;second&quot; foreign language has mainly been focused on Learning Management System (LMS), digital material development, and quantitative analysis of learners' grammatical knowledge. There has been little research that has analyzed the effectiveness of cross-cultural distance learning by the mixed methods. In this study, Chinese classes were instructed with blended learning which has three phases such as classroom teaching, Web-Based Training, and Cross-Cultural Distance Learning. This practice was based on an instructional design and a motivational design. This study aimed to explore the outcome of learning and learners' experiences with the mixed methods. A quantitative analysis shows that Japanese students have already had high motivation from the beginning, and that learners who are anxious about communication skills have gained confidence through the interaction practices. As a qualitative analysis result, learners failed to communicate with Chinese students and felt that they lacked vocabulary, but experienced the use of Chinese in authentic contexts through the synchronous face-to-face interaction. They also improved in aggressiveness and motivation for learning Chinese. They fixed words and sentences which were learned in the classroom in the process of talking to different partners. All participants enjoyed the rare chance of interaction between young native speakers, and formed a positive impression of them.
Bridging the Gap between Research and Practice: Voice of Mediators
Author: Mehrani, Mehdi B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,English (Second Language),Second Language Learning,Focus Groups,Social Networks,Language Teachers,Second Language Instruction,Instructional Materials,Educational Research,Educational Practices,Rewards,Teacher Education Programs,Foreign Countries,Qualitative Research,Interviews

The present study aimed to explore the strategies that could be potentially employed in the Iranian ELT context to bridge the gap between research and practice. Data were collected through conducting a &quot;focus group discussion&quot; with a number of practitioner-researchers. The findings showed that to improve the relationship between researchers and practitioners both teacher and researcher reward systems should be restructured, so as to encourage teachers toward an evidence-based practice, and researchers toward a problem-based research. Developing professional and social networks, founding an organization for promoting collaboration and cooperation between researchers and practitioners, supporting the involvement of teachers in academic activities, and revising and updating educational materials are also required for improving the link between research and practice.
A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching
Author: Rezaee-Manesh, Najafquli
Date: 2014-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Correlation,Teacher Attitudes,Foreign Countries,Institutes (Training Programs),Questionnaires,College Faculty,Secondary School Teachers,Self Evaluation (Individuals),Student Evaluation,Teacher Student Relationship,Scaffolding (Teaching Technique),Cooperative Learning,Competition,Mediation Theory,Independent Study,Interviews

The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors' knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors' mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors' guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors' step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners' potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers.
Reviewing the Challenges and Opportunities Presented by Code Switching and Mixing in Bangla
Author: Hasan, Md. Kamrul
Date: 2014-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Language Usage,Socioeconomic Status,Native Language,Pragmatics,Metalinguistics,Indo European Languages,Foreign Countries,Observation

This paper investigates the issues related to code-switching/code-mixing in an ESL context. Some preliminary data on Bangla-English code-switching/code-mixing has been analyzed in order to determine which structural pattern of code-switching/code-mixing is predominant in different social strata. This study also explores the relationship of language use to the socioeconomic class of the language user. The redefined concept of modernization, the increased number of cross-cultural contact and the need for language innovation play a dominant role in the language user's application of code-switching/mixing that determine the socioeconomic rank. Out of four major types of code-switching/mixing, our focus of interest is on &quot;inter-sentential mixing&quot; and &quot;intra-sentential mixing&quot; i.e. where elements are mixed from both languages that are used in the same sentence and/or in the same conversation. The context and factors that lead to the motivation of using L1 and L2 in a social milieu are also explored in this paper. Our findings suggest that the users are concerned about the language during their speech in order to establish and/or to realize social function, pragmatic function, and meta-linguistic function.
A Review on Extra-Curricular English Course in Replacement of Graduation Certification
Author: Lee, Eunpyo
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Graduation Requirements,Language Tests,Second Language Instruction,Translation,Questionnaires,Personality Traits,Learning Motivation,Student Attitudes,High Stakes Tests,Scores,College Seniors,Course Evaluation,Listening Skills,Foreign Countries,Student Motivation,Extracurricular Activities

This study examines an extra-curricular English course that gives a chance for the low-proficient seniors who have not yet met the graduation qualification to graduate upon completion of 90 hours of English program. The subjects were 14 seniors who failed to obtain the minimum requirement scores and had to complete the course in summer of 2014. A total of 5 sets of the TOEIC mock-tests were administered to see if the subjects made any progress in each test after providing lectures on the tips to improve listening skills and test scores. The study analyzed the results of the TOEIC L/C, subjects' translation sheets and the questionnaire at the end of the course. Subjects' personality factors were mainly focused for the study. The affective domain by Krathwohl, Bloom, and Masia (1964) was adopted to investigate the subjects' learning factors along with their motivation. Based on the results of the study, the extra-curricular English course seemed ineffective as the subjects' perception of the course was extremely nonchalant without any desire and motivation to learn. Their willingness to learn English was practically non-existent in each class presumably partly due to the lenient nature of the course and pressure to focus on their national qualification exam. It is recommended to provide a more practical course that includes testing the students and that reinforces a learning environment. The course is advised to be offered in the 3rd year so during the senior year, students can put in their effort on more urgent priority such as national nursing test and/or national biomedical laboratory science test.
An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case
Author: Kang, Manjin
Date: 2014-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Korean,North Americans,Second Language Learning,Second Language Instruction,Language Research,Vocabulary Development,College Students,Essays,Error Patterns,Phrase Structure,Figurative Language

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed to find out what the actual features of lexical errors made by some American college learners of Korean language. These beginner-intermediate level learners showed a variety of features of lexical errors. Detailed explanations and discussion on the finding are followed. It concludes with some implications and some suggestions for the future research.
Ensuring Validity of Practical English Certification Test of Local Office of Education in Korea
Author: Kang, Mun-koo
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Tests,Test Validity,Content Validity,Construct Validity,Standardized Tests,Elementary School Students,Middle School Students,High School Students,Public Education,Second Language Instruction,Correlation,Regression (Statistics),English Teachers

This study is aimed at ensuring the validity of the Practical English Certification Test (PECT) of the Chung-nam Office of Education (COE) in Korea. Motivated by the demand for a developing localized English test to empower English learning in public education, the COE conducted the PECT for 38,544 students of elementary, middle and high schools in Chung-nam Province. The present study was designed to conduct the content and construct the validity of the PECT. Content validity was investigated by a critical review of researchers and educators in English education and proposed that the PECT is fulfilled with clarity in wording, relevance of items, formatting of items and clarity of the instructions. Likewise, in order to ensure the construct validity of the PECT, the present study sampled 148 students (i.e., 52 elementary, 44 middle and 57 high school students) from a total of 38,544 PECT takers and encouraged them to take the standardized English tests (i.e., PELT for elementary level and TOEIC® for secondary level). The findings reported that the PECT is substitutable for the standardized tests, PELT and TOEIC®. In short, the study suggests that conducting the localized English test, the PECT, seems worth trying in order to measure learners' achievement accomplished by English learning in public education.
Analyzing the Cohesion of English Text and Discourse with Automated Computer Tools
Author: Jeon, Moongee
Date: 2014-00-00
Type: Journal Articles
Subjects: Connected Discourse,Computational Linguistics,Textbooks,Discourse Analysis,Psycholinguistics,Scores,Sentence Structure,Essays,Vocabulary,English,English Instruction,Readability,Syntax,Semantics

This article investigates the lexical and discourse features of English text and discourse with automated computer technologies. Specifically, this article examines the cohesion of English text and discourse with automated computer tools, Coh-Metrix and TEES. Coh-Metrix is a text analysis computer tool that can analyze English text and discourse on various linguistic and psycholinguistic measures of cohesion, readability, and language. Many researchers in the areas of applied linguistics, English education, and language psychology have now extensively used Coh-Metrix to analyze various English texts and textbooks. Recently, the author of this article has developed a new computer tool, TEES which can be applied to evaluate English texts and essays on various linguistic and psycholinguistic measures such as text readability, text cohesion, sentence structure, vocabulary, and text marker scores. Basically, TEES has been developed to evaluate English texts and essays in terms of a standardized norm. In the TEES system, a huge size of corpus was used to construct the standardized norm. This article introduces Coh-Metrix and TEES, and presents some research findings collected from Coh-Metrix studies.
Students&apos; Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses
Author: Shaunessy-Dedrick, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Work Ethic,High Achievement,Acceleration (Education),Qualitative Research,Stress Variables,Coping,Goal Orientation,Social Support Groups,Personality Traits,Advanced Placement Programs,Student Motivation,Achievement Need,Trust (Psychology),Interviews

In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands and seeking a balance between academic goals, social needs, and extracurricular activities. The most frequently described and commonly used coping responses viewed as effective involved time and task management, seeking temporary diversions, and cognitive reappraisal. Students perceived a strong work ethic and high achievement motivation as personal traits aligned with success, and support from a broad network of peers, parents, and teachers as environmental factors that are also related to optimal performance in rigorous accelerated high school programs.
Using Web-Based Activities to Promote Reading: An Exploratory Study with Teenagers (Uso de actividades en la red para promover la lectura: un estudio exploratorio con adolescentes)
Author: Rátiva Velandia, Marlén
Date: 2012-10-00
Type: Journal Articles
Subjects: Reading Programs,Learning Processes,Reading Comprehension,Grade 10,Questionnaires,Learning Activities,Electronic Learning,Electronic Libraries,Reading Improvement,English Instruction,Teaching Methods,Student Surveys,Internet,Web Sites,Student Needs,Preferences,Reading Habits,Time on Task,Student Interests,Reading Difficulties,Incidence,Reading Processes,Mass Media Use,Instructional Effectiveness,Foreign Countries

It is considered valuable to take advantage of web activities to improve and qualify the English teaching and learning processes, especially in the promotion of reading comprehension. In this article we share the process and results of a study that focused on some activities based on web materials that were designed and used with 10th grade students, with the purpose of promoting reading. Data was gathered through the use of questionnaires, surveys and web activities. The results showed that most of the students agree on the fact that reading more information concerning a specific topic or about different subjects makes them work with enthusiasm; they also had new possibilities to access knowledge in a different way and to improve reading comprehension.
Teaching Foreign Trade in English through the Modalities Based on Competences and Using Moodle (Enseñanza del régimen de comercio exterior a través de las modalidades centradas en el desarrollo de competencias y con el uso de Moodle)
Author: Correa Díaz, Ana María
Date: 2012-10-00
Type: Journal Articles
Subjects: International Trade,Teaching Methods,Second Language Learning,Foreign Countries,Lecture Method,Active Learning,English (Second Language),Language of Instruction,College Students,Higher Education,Writing Skills,Oral Language,Management Systems,Learning Motivation,Personality Traits,Self Concept,Independent Study,Workshops,Seminars,Action Research,Questionnaires,Computer Assisted Instruction,Student Attitudes,Writing (Composition),Feedback (Response)

With the new approach to guide the learning process of students with a model based on the development of competences, and in comparison with the traditional lecture-based learning, it is necessary to start working with the teaching modalities that help to achieve this objective. With that in mind, the aim of the study reported in this article was to show that through the use of active teaching methods focusing on the development of competences we can improve the writing, speaking and research competences in English of the students who nowadays take university subjects in a foreign language in Colombia. The results showed that the support provided by the platform promotes student motivation in carrying out their self-learning, which contributes to the development of the mentioned competences.
Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning (Interacción entre pares: una perspectiva social hacia el desarrollo del aprendizaje en una lengua extranjera)
Author: Gómez Lobatón, July Carolina
Date: 2011-04-00
Type: Journal Articles
Subjects: Peer Relationship,Second Language Learning,Interaction,Instructional Innovation,Classroom Environment,Classroom Techniques,Undergraduate Students,Group Dynamics,Student Needs,Needs Assessment,Educational Theories,Group Activities,Cognitive Style,Grouping (Instructional Purposes),Curriculum Implementation,Teaching Methods,Program Descriptions,Foreign Countries

This pedagogical innovation aims at discovering new ways of interaction that go beyond the unidirectional relationship that is presented in the classrooms most of the times. The innovation considers peers to be active agents in the construction of knowledge and proposes new ways to arrange groups in the classroom so that the arrangement can certainly contribute in the development of students' language learning process in a context in which English is not a priority. This study, which is being carried out with undergraduate students at a private university in Bogotá, considers the importance of new dynamics of interaction among students that might be the product of a process of meaning negotiation upon the language that is being learned in class, and what the product is of the interactions with other students that are supposed to deal with the same language level.
EFL Teenagers' Social Identity Representation in a Virtual Learning Community on Facebook (Representación de la identidad social de los estudiantes adolescentes de inglés como lengua extranjera en una comunidad de aprendizaje virtual en Facebook)
Author: Jiménez Guamán, Laura Verónica
Date: 2012-10-00
Type: Journal Articles
Subjects: Virtual Classrooms,Electronic Learning,Social Networks,Qualitative Research,Public Schools,Student Attitudes,Social Development,Identification (Psychology),Semi Structured Interviews,Asynchronous Communication,Network Analysis,Interaction,Communities of Practice,Grade 10,Electronic Publishing,Content Analysis,Group Dynamics,Social Cognition,Foreign Countries,English Language Learners

In this article I report the findings of a descriptive and interpretative qualitative study carried out in a public school in Bogotá, Colombia. The study aimed at analyzing, describing and exploring teenage students' social identity representation as observed in their participation in a learning community on Facebook. Data were collected from eight active participants through artifacts and semi-structured interviews in the Dragster Virtual Community on Facebook. Data analysis illustrated that teenagers' ways of expressing themselves are manifested in conversations and posts and these interactions portray and reflect their social identity inside the group. Their social representations are evaluated, accepted, or denied by the other members in the asynchronous group.
Screenwriting: A Strategy for the Improvement of Writing Instructional Practices (La escritura de guiones: una estrategia para mejorar las prácticas instruccionales de escritura)
Author: Amado, Hernán
Date: 2010-10-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Processes,Instructional Improvement,Educational Practices,Intervention,Adult Students,Writing Workshops,Instructional Innovation,Creative Writing,Process Approach (Writing),Writing Strategies,Writing Skills,Teaching Methods,Scripts,Foreign Countries

This article presents a pedagogical experience that addresses the use of an instructional strategy called screenwriting aimed at improving the teaching of writing in an educational context. This pedagogical intervention took place in a private English language school, where three adult students willingly participated to create their own short scripts. The idea was to introduce and reinforce the importance of screenwriting to observe its usefulness in education. Students participated in writing workshops for a 3-month period. The workshops included the respective screenwriting theory and activities that helped them to achieve completion of their final stories. Students' final pieces proved that the writing instructional practices were enriching and beneficial.
Silenced Fighters: Identity, Language and Thought of the Nasa People in Bilingual Contexts of Colombia (Voces silenciadas: identidad, lengua y pensamiento de la comunidad nasa en contextos bilingües colombianos)
Author: Escobar Alméciga, Wilder Yesid
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,American Indians,Self Concept,Native Language,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Power Structure,Minority Groups,Bilingual Education,Biographies,Spanish,Video Technology,Language Attitudes,Cultural Awareness,Teacher Education,American Indian Languages,Educational Trends

This article is the result of a theoretical investigation and a reflection guided by a revision of literature and a set of interviews conducted of two members of the Nasa community: Adonias and Sindy Perdomo, father and daughter who belong to a Nasa sub-community located in Tierradentro, Cauca, southwestern Colombia. The article addresses three major factors. Firstly, it depicts identity processes that are constructed and constituted through language. Secondly, it explores the power structures perceived by two Nasa people, one of Colombia's minority groups. Finally, it identifies and connects correlating dots between the literature, the testimonies of Adonias and Sindy Perdomo and the teaching practices, approaches and beliefs in the area of ELT (English Language Teaching) in Colombia.