ethanporcaro/eric-fulltext-meta huggingface dataset:
Regulation Aspect of Learners&apos; Language Learning Style in Differentiated ESP Instruction
Author: Synekop, Oksana
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),English for Special Purposes,Cognitive Style,Individualized Instruction,Technical Education,College Students,Self Control,Foreign Countries

This study aims to investigate the issue of regulation aspect of learner's language learning style in differentiated instruction of English for Specific Purposes (ESP) at technical universities. In particular, we defined and characterised the self-regulation levels of information technology (IT) students; outlined recommendations for improvement of students' regulation while developing listening, speaking, reading and writing skills. To achieve that purpose we used mixed research methods in our study which involved 382 third-and fourth-year IT students. To collect the data, &quot;Self-regulation Style of Learning Activities&quot; questionnaire developed by Morosanova and Bondarenko (2015), was used. As shown by the survey, most learners had a medium level of self-regulation, smaller number of students had a high level of self-regulation, and only some of them had a low level of self-regulation, which implies that students need to develop their regulation skill. Using the descriptors suggested by Morosanova and Bondarenko (2015), we defined students' self-regulation levels in ESP instruction. To enhance the level of self-regulation, share-regulation and coregulation in ESP learning the recommendations were given. In particular, since learning can be conducted individually, in pairs, teams and groups, various specifics of students' regulation in ESP study was reflected in checklists for self-regulation, socially shared regulation and co-regulation. For creating the checklists, the phases of Zimmerman (2003) model and cognition, metacognition, motivation, emotion, and behaviour regulation areas were used. Finally, recommendations were suggested to ESP teachers for improvement of learners' regulation while developing listening, speaking, reading and writing skills in differentiated ESP instruction.
STEAM as a Factor of Individual Systems Thinking Development for Students of Electronics Specialty
Author: Yakymenko, Yuriy
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Teaching Methods,Electronics,Higher Education,Thinking Skills,21st Century Skills,Foreign Countries,Undergraduate Students,Problem Solving

The present paper addresses the issue of teaching electronics as an integrative course at university. One of the urgent demand to universities is to prepare future specialists for solving multi-tasked global problems. Therefore, educators need to employ new teaching strategies and methods. Systems thinking skills are considered as the requirement of the twenty-first century that should be developed at universities. We suggest STEAM approach as a powerful tool to foster the development of individual systems thinking skills in students of electronics specialty. In order to verify our hypothesis, we assessed students' level of system thinking skills and employed systems thinking tools development during teaching field-related and English language classes to accomplish STEAM as an approach that supports individual types of information perception through technical, creative, scientific cognitive skills. Our assumption was confirmed by the results of the post-test. Among the skills that were changed: information needs and general resources identification, feasibility and sustainability of solution assessment, root causes identification and perspectives evaluation. We also identified the most efficient practical tools and differentiated them by subjects. Due to these transformations, we are able to develop technological literacy and foster cognitive skills such as creative, critical and systems thinking for problem-solving process.
Reimagining the Ever-Changing Construct of Saudi Writerly Identity: A Heuristic Approach
Author: Alharbi, Majed
Date: 2020-12-00
Type: Journal Articles
Subjects: Heuristics,Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Writing Skills,Foreign Countries,Transfer of Training,Error Patterns,Western Civilization,Interference (Language),Writing Research,College Students,Foreign Students,Arabs,Literary Genres

This paper takes on a heuristic approach (Crowley &amp; Debra, 2004) to the study of Saudi writerly identity. In this critical review paper, the author argues that little work has been carried out to study Saudi English as a second langauge (ESL) writers' identity, for most of the empirical studies approach their writing as substandard writers. Therefore, this paper adds critical insights to the exciting literature about L2 Saudi writers and invite second language (L2) researchers to deconstruct the essentialized view towards peripheral writers. The paper also was guided by the question: how are ESL Saudi writers perceived in the Western educational system? Throughout the paper, the researcher problematizes that most studies about L2 Saudi writers are rife with references to phenomena in these student writings as negative transfers and linguistic errors. Other empirical studies were blinded from Saudi L2 discourse by the minutia of mechanism and look at students' writings as illegitimate. However, studies like Canagarajah's (2013) and Saba's (2013) can forward the conversation into a deeper understanding of these students' writing identities and how they perceive themselves as writers and knowledge constructors. The article briefly explores the current definition of identity and how it is related to second language writing, followed by an explanation of Ivanic's framework of writer identity. Then, the paper reviews previous research on how ESL Arab students negotiate and construct their written identities in Western educational settings. Finally, the author proposes directions for future empirical research and promising windows for studying the identity of Saudi ESL writers.
Religious Expressions as Situation Bound Rituals in Iraqi Computer-Mediated Communication
Author: Alsabbah, Rasha A. Saeed
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Arabs,Semitic Languages,Beliefs,Religious Factors,Social Distance,Islam,Language Usage,Muslims,Discourse Analysis,Computer Software,Social Status,Pragmatics,Speech Acts,Foreign Countries

This study aims at exploring the linguistic habits of Iraqi Arab speakers and the situations wherein Iraqis invoke religion and the lexicon of Allah in their daily online communication. Throughout this work, it was sought to answer the question whether the religious belief of Iraqis is reflected in online chats Iraqi by involving situation-bound rituals in their CMC and the functions these expressions fulfil in this communication. Although computer-mediated communication lacks nonverbal behaviour and prosodic features support the speakers' polite intention, many researchers assert that there are many resources whereby individuals can resort to in demonstrating their solidarity. The Methods is based on examining synchronic messages exchanged on WhatsApp and Viber in four groups with the participation of 99 participants in total whose age ranged from 15 to 70 years old, with different educational qualifications and religious orientations. Social distance between the participants varied from intimate to neutral, and large. Likewise, social rank ranged from equal footing to low-high relationships and high-low relationships. The setting involved different occasions such as congratulations, greetings, farewell, thanking, offering condolences as well as receiving bad news. The findings of this research have shown that Iraqi Arabic speakers incline to enhance the politeness of their message by involving religious vocabularies that take mostly the form of supplication. Besides, the religious lexicon stands as a form of etiquette that promotes the speakers' and the addressee's faces. FIt is hoped that this work would lead to further studies related to religious expressions across computer mediated communication.
Cognitive Load Theory and Its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English
Author: Asma, Houichi
Date: 2020-12-00
Type: Journal Articles
Subjects: Cognitive Ability,Language Teachers,Teacher Attitudes,College Faculty,Second Language Learning,Second Language Instruction,English (Second Language),Brain Hemisphere Functions,Teaching Methods,Outcomes of Education,Foreign Countries,Learning Theories,Instructional Design,Learning Processes,Knowledge Level

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents' knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.
Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University
Author: Habbash, Manssour
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Technology Integration,English (Second Language),Foreign Countries,Language Teachers,College Faculty,Teacher Attitudes

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question 'Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?' The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.
Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat
Author: Rogti, Maroua
Date: 2020-12-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),College Faculty,Language Proficiency,Independent Study,Academic Achievement,Instructional Innovation,Comparative Analysis,English Literature,Reading Comprehension,College Students,Learning Strategies,Foreign Countries,Literacy Education

The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners' metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners' enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners' self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.
A Developmental Step in the Right Direction: The Case for Concept-Based Instruction in the Omani ESP Classroom
Author: Ahmed, Amer
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English for Special Purposes,Foreign Countries,Concept Formation,Grammar,Sociocultural Patterns,Learning Theories,Student Attitudes,Feedback (Response),Teacher Attitudes,Instructional Effectiveness,Phrase Structure,Sentence Structure,Language Processing,College Students,Action Research,Language Teachers

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner's dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive development, this paper investigates the effectiveness of concept-based instruction (CBI). As a pedagogical approach, CBI targets a learner's internalization of the concept of a &quot;language constituent&quot; that assists the learner with the meaning making abilities of sentences where the English passive is used. Twenty-two university students enrolled in an ESP course participated in the study. The data was collected through the teacher's observations, students' artifacts, and students' feedback on the effectiveness of CBI. Data analysis reveals the effectiveness of CBI in heightening learner awareness of the concept of a language constituent, developing learner knowledge of the English passive, and improving their meaning-making abilities at the phrasal and sentential levels.
A Semantic and Rhetorical Study of Manipulation in Two English and Arabic Political Speeches
Author: Jasim, Raid Muhammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Political Attitudes,Contrastive Linguistics,Presidents,English,Semitic Languages,Speeches,Semantics,Ideology,Reputation,Role,Discourse Analysis,Language Usage,Audiences,Antisocial Behavior,Deception,Foreign Countries

Manipulation is a discursive phenomenon used by speakers to affect the thoughts ( and indirectly the actions) of the recipients. This study is concerned with manipulation in two political speeches; one in English delivered by the American President Donald J. Trump, while the other in Arabic delivered by the Iraqi President Barham Salih to be the study's data. Each one of these two speeches is divided into serial-numbered extracts( henceforth Ext.). The study aims at investigating the semantic and rhetorical devices utilized as manipulation strategies in these speeches. To this end, the qualitative and quantitative methods of analysis will be followed in this study. The significance of the study stems from how the ideological dimension based on bettering off the speaker's image and derogating others' image plays a vital role in the political speeches. This study draws on Van Dijk's ideological approach to Critical Discourse Analysis (CDA) of political discourse, and accordingly, it is adopted as a model. Results revealed that both speakers use lexicalization, a list of three, repetition, and citing as effective techniques in their two speeches to affect their recipients' minds. The study concluded that the ideological framework of &quot;positive self-presentation&quot; and &quot;negative other-presentation&quot; is the central umbrella under which manipulation can exist and work freely. The findings might help linguists and political analysts to understand how politicians use the linguistic features in their discourse to affect the audience's thoughts and behaviors manipulatively.
An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom&apos;s Taxonomy
Author: Belarbi, Fatine Merieme
Date: 2020-12-00
Type: Journal Articles
Subjects: Taxonomy,Second Language Learning,Second Language Instruction,English (Second Language),Thinking Skills,Test Construction,Foreign Countries,Language Tests,Language Proficiency,High Stakes Tests,Secondary School Students,Content Analysis,Item Analysis

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students' learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom's taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: 'To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom's taxonomy?' This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom's taxonomy. This study is significant as it helps tests' designers to design practical EFL exams that develop students' thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students' higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.
A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning
Author: Aajami, Raghad Fahmi
Date: 2020-12-00
Type: Journal Articles
Subjects: Psycholinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Skills,Language Usage,Linguistic Theory,Semantics,Comparative Analysis,Undergraduate Students,Pretests Posttests,Correlation,Concept Formation,Foreign Countries,Models,Teaching Methods,Computer Software

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05=) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.
Role of Commerce Education on Growing India&apos;s Economy
Author: Tabasum, Heena
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Economic Development,Role of Education,Professional Personnel,Attitudes,Higher Education,Global Approach

Commerce education plays a very important role in economic growth. It is one of the keys which lead to success in all sectors of the economy. Commerce education has gained such importance because activities relating to commerce are also affected when the business cycle is going well. Through commerce education, students are exposed to the environment of the business world. It enables the importance of smearing economic ideologies while making business decisions. It makes them aware of social, economic, and political problems. Commerce outfits to the distribution trait of any business. Production must be consumed; there exists a suitable distribution channel to aid this consumption. And that is what commerce does by creating a market for surplus products. It has widened up the global market and has been similarly useful in hastening the practice of exchange in local markets around the globe. It is already established that good commerce plays a tremendous role in the economic development of the country. An attempt is made to analyze the role of commerce education in the growing economy of India.