ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Distinct Multiple Intelligences in Primary Students through Interest Centers
Author: Dueñas Macías, Fredy Alonso
Date: 2013-10-00
Type: Journal Articles
Subjects: Multiple Intelligences,Elementary School Students,Learning Centers (Classroom),Student Development,Grade 5,Questionnaires,Observation,Student Interests,Student Needs,Planning,Foreign Countries,Qualitative Research,English (Second Language),FLES,Action Research

This article reports on an action research study that focused on developing the distinct multiple intelligences of an English class of fifth graders through interest centers at a Colombian school. A multiple intelligences questionnaire, an open-ended observation form, and a student mini-report sheet were used to collect data. Findings revealed that through the interest centers, students maximized some of their intelligences. The implementation phase showed how careful planning, considering the students' needs and interests as well as predominant and less developed multiple intelligences, allowed the participants to follow a routine guided by activities and materials adapted to the English textbook and the school's curriculum while developing the multiple intelligences. Besides, it was found that interest centers not only foster language learning but maximize students' multiple intelligences.
Exploring EFL Students' Reading Comprehension Process through Their Life Experiences and the &quot;Sight Word Strategy&quot;
Author: Camargo, Jennifer
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Reading Comprehension,Prior Learning,Sight Method,Sight Vocabulary,Public Schools,Elementary School Students,Grade 5,Data Collection,Audio Equipment,Field Studies,Notetaking,Archives,Student Attitudes,Reflection,Data Analysis,Syntax,Semantics,Experience

Due to the role language and literature play in the construction of social, economic and cultural systems, reading comprehension has become a growing challenge. This study examined how the relationship between English as a foreign language reading comprehension and life experiences while using the &quot;Sight Word Strategy&quot; could prove significant. Fifth graders at a public school in Bogotá participated in this study. Data were collected using tape recordings, field notes, archival data and students' reflections. Analysis indicated that comprehension and construction of meaning were generated by sharing life experiences and through the interaction produced in each one of the &quot;Sight Word Strategy&quot; stages. The study suggested further research into a more encompassing definition of reading comprehension and life experiences correlation as an appropriate goal for English as a foreign language.
Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions
Author: Lucero, Edgar
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Associations,English Teachers,English (Second Language),Foreign Countries,Questionnaires,Group Membership,Statistical Analysis,Content Analysis,Teacher Surveys,Professional Development,Expectation,Teacher Characteristics,Qualitative Research

This article presents the results of an on-line cross-sectional questionnaire and further discussion about the characterization of ASOCOPI's affiliates, their expectations of being a member, and the contributions that the association has made to their professional development. The respondents' answers were analyzed by following a statistical analysis and a content analysis under a survey research approach. Findings reveal that the Association has highly qualified and experienced English teachers who maintain expectations in relation to encountering opportunities to update its teaching and research knowledge, creating professional links, and knowing about academic events and studies in the field. Contributions are oriented to their teaching, research, and professional practices. Discussion highlights prominent issues about the Association's profile, trends, and ideals.
The Effectiveness of Learning Geography Using Computer-Based Games
Author: Prell, Jerry
Date: 2012-11-00
Type: Journal Articles
Subjects: Middle School Students,Suburban Schools,Grade 7,Instructional Effectiveness,Computer Games,Educational Games,Geography,Student Motivation,Academic Achievement,Scores,Control Groups,Experimental Groups,Comparative Analysis,Regression (Statistics),Spatial Ability,Predictor Variables,Social Studies,Map Skills

Eighty, seventh grade students attending a suburban middle school in southern Connecticut participated in the study evaluating the effectiveness of computer based geography games on student motivation and achievement. Using Connecticut Mastery Test (CMT) Scores and baseline U.S.A scores as criteria to develop matched pairs, students were divided so that the control group played Sheppardsoftware.com's States Level 3 and the experimental group played States Level 6. According to the data collected, States Level 3 and States Level 6 are significantly effective instructional tools that students enjoyed playing. CMT scores in spatial reasoning did not prove strong predictors of students' performance whereas U.S.A. baseline testing was a strong indicator in two of three categories. Results support the use of computer-based games to increase student motivation and social studies achievement.
From a Bureaucratic to a Critical-Sociocultural Model of Policymaking in Colombia
Author: Correa, Doris
Date: 2013-10-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Foreign Countries,Educational Policy,Bilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Educational Change,Language Proficiency,Global Approach,Student Attitudes,Teacher Attitudes,Specialists,Participative Decision Making,Policy Analysis

In the context of the National Bilingual Program 2004-2019, currently called &quot;Program for Strengthening the Development of Competencies in a Foreign Language,&quot; the Colombian government has implemented a series of actions to raise the level of English proficiency of teachers and students and insert the country into globalization processes. The purpose of this article, which is the result of a project conducted by the authors in Antioquia (Colombia) about the stakeholders' views of the program, is to show how these actions fit a bureaucratic policymaking model which has been highly questioned by policy experts and to propose a new model which can be used to make deep changes in the program with the participation of all stakeholders.
Reflections on Critical Incidents of EFL Teachers during Career Entry in Central Mexico
Author: Lengeling, M. Martha
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,English (Second Language),Second Language Learning,Language Teachers,Foreign Countries,Beginning Teachers,Teaching Methods,Critical Incidents Method,Teacher Education,Teacher Education Programs,Faculty Development

This article explores the reflections of critical incidents of eight beginning English as a foreign language teachers and one of their trainers in Mexico. Based upon narrative inquiry and through the use of journals, critical incidents and how they have impacted beginning teachers in their thinking were specifically looked at. From the data we found seven emerging themes which basically revolve around the relationships that are established between the teacher and the students, the emerging professional identities of the beginning teachers, and the tutor's reflection on knowledge transfer. Results showed how these teachers reflected upon their teaching practice and how the critical incidents helped them to analyze and evaluate their teaching process.
Bridging the Gap between Theory and Practice in a B.A. Program in EFL
Author: Posada Ortiz, Julia Zoraida
Date: 2014-04-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Second Language Learning,Second Language Instruction,Bachelors Degrees,Critical Theory,Student Teachers,Reflective Teaching,Case Studies,Teacher Researchers,Foreign Countries,Program Descriptions,Course Descriptions,Teacher Attitudes,Seminars,Teacher Role

This article describes the theoretical principles underlying the research component of the Bachelor's program of Basic Education with an Emphasis in English at a public university in Bogotá (Colombia), and an exercise of syllabus revision that served to link theory and practice through the research component of the program. The aim of the exercise was to reflect upon the syllabus and discuss how, from the different components of the program, student-teachers can understand research as the bridge to link what they learn in class and their practice in school contexts. A group of teachers revised the theoretical foundations as well as their practice in each cycle of the program, using the main tenets of critical pedagogy, teacher research, reflective teaching, and case study.
The Effects of DI Flashcards and Math Racetrack on Multiplication Facts for Two Elementary Students with Learning Disabilities
Author: Lund, Kaitlyn
Date: 2012-04-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Materials,Mathematics Instruction,Multiplication,Elementary School Mathematics,Elementary School Students,Learning Disabilities,Instructional Effectiveness,Urban Schools,Grade 6,Pretests Posttests,Mathematics Achievement

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located in an urban school district in the Pacific Northwest. Targeted math facts were chosen based on the students' pretest scores. The effects of the DI flashcard procedure were evaluated using a multiple baseline design across sets of problems. Both participants improved their mastery of multiplication facts. The flash card procedure was inexpensive and easily implemented in a resource room setting.
&quot;Of Being and Not Being:&quot; Colombian Public Elementary School Teachers' Oscillating Identities
Author: Quintero Polo, Álvaro Hernán
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Elementary School Teachers,Professional Identity,Teacher Responsibility,Focus Groups,Teacher Attitudes,Teacher Empowerment,Teacher Administrator Relationship,Educational Policy,Grounded Theory,Knowledge Level,Professional Autonomy,Decision Making,Neoliberalism,Teacher Role

This article presents the partial results of a larger study conducted in Bogotá (Colombia) with public elementary school teachers. Given their nature, and since they are equally affected not only by one, but by every policy of the Colombian educational system, the primary school teachers cannot be treated here as if they taught English only. They are responsible for teaching all subjects (math, social studies, physical education, English, Spanish, etc.). Data were collected through focus groups. Partial results show that the teachers' identities range from feeling powerful to feeling powerless, depending on where they stand, that is, the field of knowledge, in the classroom, and in their relationship with the policies makers.
Personal Narratives: A Pedagogical Proposal to Stimulate Language Students' Writing
Author: Salamanca González, Fredy Orlando
Date: 2015-00-00
Type: Journal Articles
Subjects: Personal Narratives,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Language Usage,Writing (Composition),Foreign Countries,Writing Instruction,Teaching Methods,State Universities,College Students,Student Attitudes,Teacher Student Relationship,Intervention

In a public university in Tunja (Colombia), undergraduate language students mentioned that writing was important and yet, they kept at a distance from it due to its requirements. The aim of this pedagogical intervention was to find a strategy to encourage students to write and, more importantly, to feel an identity with their texts. For this pedagogical intervention, students were required to write narratives that allowed them to portray their experiences using the target language and to look for the most accurate words and descriptions. From a pedagogical perspective, writing the narratives provided the teacher with the possibility of knowing his students better and to feel an affiliation towards them.
Enhancing Listening Comprehension through a Group Work Guessing Game
Author: Baleghizadeh, Sasan
Date: 2010-12-00
Type: Journal Articles
Subjects: Listening Comprehension,Group Activities,Educational Games,Second Language Instruction,Teaching Methods,Instructional Innovation,Learning Strategies,Metacognition

The present paper is an attempt to introduce an innovative technique for a more effective teaching of L2 listening comprehension through a process-oriented approach. Much of what is traditionally known as listening practice is in fact testing material in which students are required to listen to a recording and answer a number of comprehension questions. However, as a preliminary step, teachers should focus on the process of listening comprehension by encouraging students to employ efficient learning strategies during the listening process and cooperatively evaluate them in the class. The suggested technique in this article provides students with appropriate metacognitive strategies, which pave the way for successful L2 listening practice.
Mirror Mirror on the Wall, Is Blended Instruction the Best of All? Students' Perceptions of Blending Face-to-Face and Online Instruction
Author: Terras, Katherine
Date: 2012-04-00
Type: Journal Articles
Subjects: Blended Learning,Online Courses,Conventional Instruction,Comparative Analysis,Student Attitudes,Undergraduate Students,Teacher Education Programs,Student Surveys,Course Objectives,Teacher Student Relationship,Learning Experience,Program Descriptions,Teaching Methods,Likert Scales,Statistical Analysis

According to Ayala (2009), blended learning is &quot;the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students' perceptions of taking courses that utilized a blended instruction approach. Study participants consisted of 36 undergraduate students enrolled in teacher education programs. There were 18 seniors, 12 juniors, and 6 sophomores. For all 36 participants, this was their first blended course. Their perceptions were attained through a survey that compared instruction delivered online to those presented face-to-face. The categories addressed included student learning, course objectives, instructor involvement, media elements, overall learning experience, and advantages. The survey measured if both online and face-to-face instruction were effective in the blended courses, as well as to ascertain advantages over courses offered purely online or face-to-face.
The Construction of Social Reality through the Use of the English Language: A Study with Argentinean Pre-Service Teachers
Author: Luchini, Pedro Luis
Date: 2010-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Student Research,Student Attitudes,Phonology,Discourse Analysis,Comparative Analysis,Travel,Motor Vehicles,Housing,Preferences,Statistical Analysis

This case study aims at replicating a study conducted in 2007 with a group of ten trainees at the English Teacher Training Program at Universidad Nacional de Mar del Plata. In 2007, the participants recorded a dyadic interactive task. Speech data were analyzed to see how, through the use of language, learners construed their social reality. In the present work, seventeen pre-service English language teachers enrolled in a four-year program at Instituto Superior IDRA, in Mar del Plata, Argentina, completed a task similar to the one carried out by the 2007 group. Findings from both groups were cross-checked. Results revealed that most learners in both groups preferred to satisfy personal needs such as traveling, buying a house and a car to getting involved in doing academic research.
Analysis of the Teaching Practices at a Colombian Foreign Language Institute and Their Effects on Students' Communicative Competence
Author: Jaime Osorio, María Fernanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Second Language Instruction,Communicative Competence (Languages),Semi Structured Interviews,Pragmatics,Observation,State Universities,College Faculty,Language Teachers,Statistical Analysis,Foreign Countries,Qualitative Research,Teacher Attitudes,Pretests Posttests,Language Tests

This research report is an account of a study carried out at the Foreign Language Institute of a Colombian public university. Its main purposes were to analyze the teaching practices the participating teachers used in their English lessons, and to assess the effects of these practices on the development of students' communicative competence. A qualitative-descriptive methodology was followed by means of lesson observations and semi-structured interviews. A quantitative data analysis of test results was also undertaken to measure the development of students' communicative competence. Pre-communicative teaching practices were found to be more frequent than communicative ones. Likewise, certain aspects of the students' organizational and pragmatic competences were also enhanced.
A Case Study on Content Based Instruction for Primary School Children
Author: Hidalgo Dávila, Helda Alicia
Date: 2011-12-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Materials,Language Teachers,Teaching Methods,Course Content,Learning Motivation,Material Development,College Faculty

Teaching English at the primary school level is a challenge in countries such as Colombia where children study this language for only one hour a week in most institutions, and in the best of cases for 3 hours a week. Most of the public schools do not have enough and/or adequate English materials at their disposal for students to work with; therefore, the task of the English teacher is difficult. A case study with a group of children in public schools was developed at Universidad de Nariño (Pasto, Colombia) to test some materials developed by a group of professors who considered CBI (Content-Based Instruction) materials as an option to motivate children to learn English and as a tool for language acquisition through the subject matter contents.
Infrastructure and Resources of Private Schools in Cali and the Implementation of the Bilingual Colombia Program
Author: Miranda, Norbella
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Elementary Education,Bilingual Education,Educational Policy,Educational Resources,Educational Facilities,Institutional Characteristics,Program Implementation,Profiles,Administrator Characteristics,Teacher Characteristics,Student Characteristics,Expectation,Student Attitudes,Teacher Attitudes,Parent Attitudes,Mixed Methods Research,Observation,School Surveys,Check Lists

Institutional factors affect the implementation of educational policies. Physical school infrastructure and the availability of resources determine to a certain extent whether a policy may be successfully transformed into practice. This article provides a description and analysis of school infrastructure and resources of private institutions of strata 1-4 in Cali and how these two factors relate to the implementation of the Bilingual Colombia Program (BCP). In general, it was found that schools were alike regarding the availability of general resources and the inadequate condition of some infrastructure aspects. Yet, significant gaps among schools were found in the availability and number of specialized resources for English language teaching. Results suggest that additional resources might need to be allocated in schools for a successful implementation of the BCP.
The Impact of ICT Training through Wikis on In-Service EFL Teachers: Changes in Beliefs, Attitudes, and Competencies
Author: Fandiño Parra, Yamith José
Date: 2012-12-00
Type: Journal Articles
Subjects: Information Technology,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Mentors,Teacher Role,Role Models,Teacher Student Relationship,Cooperative Learning,Electronic Publishing,Action Research,Teaching Methods,Qualitative Research,College Faculty,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Teacher Surveys,Questionnaires,Diaries

The development of information and communication technology (ICT) invites teachers to abandon traditional roles and act more as mentors, exploring the new media themselves as learners and thus acting as role models for their students (Fitzpatrick &amp; Davies, 2003). For turning students into producers of online content and creating a collaborative learning environment, wikis appear to help foreign language teachers to infuse ICT in their classrooms (Kovacic, Bubas &amp; Zlatovic, 2007). Within this context, results from an action research project carried out in four public schools suggest that beliefs, attitudes, and competencies can be impacted positively when working on the use of new technologies with in-service English teachers.
Con &quot;Confianza&quot;: The Emergence of the Zone of Proximal Development in a University ESL Course
Author: Soto-Santiago, Sandra L.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Puerto Ricans,Sociocultural Patterns,Learning Theories,Qualitative Research,Focus Groups,Student Attitudes,Teaching Assistants,Teacher Student Relationship,College Faculty,State Universities,Teaching Methods,Course Content,Peer Relationship,Spanish Speaking,Agricultural Education,Majors (Students),Ethnography,Case Studies,College Students,Interviews

This article illustrates how a classroom community characterized by &quot;confianza&quot;--a feeling of mutual understanding, respect, and emotional closeness--facilitated the English language learning of Spanish-speaking students in a content-based English as a second language class at a Puerto Rican public university. To understand the processes by which this language learning took place qualitative data were collected through classroom observations and focus groups. The authors examined the language choices students made in their interactions with professors, teaching assistants, and peers as they engaged in classroom conversations using both Spanish and English as learning tools. The central claim of the article is that &quot;confianza&quot; created the conditions through which learners were able to activate their zone of proximal development.