ethanporcaro/eric-fulltext-meta huggingface dataset:
Chinese College Students' English Reading Comprehension in Silent and Loud Reading-Mode
Author: Jiang, Yan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Reading Comprehension,Silent Reading,Oral Reading,Second Language Learning,Second Language Instruction,Experimental Groups,Control Groups,Comparative Analysis,Interviews,Student Attitudes,Statistical Analysis,Pretests Posttests

In language teaching, emphasis is usually placed on students' reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing context. This current study, by comparing silent reading mode and loud reading mode, attempts to find out their respective effects on Chinese college students' reading comprehension. There was a 16-week experiment on 29 sophomores, who were divided into experimental and control groups. Data were elicited through conventional process of language experiment. Besides these quantitative data, an interview was designed to collect students' attitudes and opinions as qualitative data. All the results indicate that silent reading-mode significantly improves participants' reading comprehension while aloud reading-mode does not reveal the same findings.
Senior High School Students' Errors on the Use of Relative Words
Author: Bao, Xiaoli
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Error Patterns,High School Students,Error Analysis (Language),Language Usage,Tests,Grammar,Questionnaires,Secondary School Teachers,Scoring,Qualitative Research,Statistical Analysis,Learning Strategies,Interlanguage

Relative clause is one of the most important language points in College English Examination. Teachers have been attaching great importance to the teaching of relative clause, but the outcomes are not satisfactory. Based on Error Analysis theory, this article aims to explore the reasons why senior high school students find it difficult to choose relative words and how to improve this situation. Participants in this study are 73 senior high school students from Tong Liao, Inner Mongolia. These students are given a test on using relative clause. Questionnaire on these 73 students and 30 teachers has also been carried on. After collecting and scoring the tests paper and questionnaires, using quantitative and qualitative method, the author finds the main causes of the students' choosing wrong relative words stem from: students pay much attention to language form and apply English rules mechanically, ignoring meaning and context of the language; students' grammar knowledge is not comprehensive and systematic and students tend to neglect or forget some grammar points; students lack necessary basic English grammar and vocabulary knowledge, resulting in the difficulty in understanding the meaning of the sentence; students can't adjust to relative clause because of language transfer. Therefore, teachers should strengthen the exercises of students' English basic knowledge, teach grammars systematically and comprehensively, encourage students to use effective learning strategies to learn English, find ways to increase the input and output of English language and train students think in English mode. As to the students, they should learn to reflect on themselves, strive to improve their English and correct their learning attitude, and learn to use learning strategies effectively under the help of teachers.
An Empirical Study on the Application of Cooperative Learning to English Listening Classes
Author: Han, Min
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,English,Listening,Listening Comprehension,Listening Skills,College Students,Questionnaires,Pretests Posttests,Interviews,Interpersonal Communication,Foreign Countries,Experimental Groups,Control Groups,Teaching Methods,Listening Comprehension Tests,Scores,Instructional Effectiveness

Cooperative learning is a strategic instructional system applied by many educators the world over. Researchers of cooperative learning have carried out the study in this field and proved that cooperative learning can create a more interesting and relaxed learning atmosphere. It is generally acknowledged that cooperative learning can reduce learners' anxiety, promote teacher-students and students-students relationships, stimulate learners' motivation and increase their self-confidence. In cooperative learning environments, the learners cooperate and communicate with each other to achieve their mutual goals. Listening, as one of the most important language inputs, its importance for English learning is self-evident. This paper researches on the feasibility and effectiveness of the application of cooperative learning to college English listening classes. An empirical study for a whole semester was carried out in the forms of questionnaire, pretest, posttest and interviews. All the results from the findings demonstrate that cooperative learning can improve learners' communicative competence significantly and cooperative learning is very effective in English listening classes in this study.
The Effects of Guided vs. Unguided Pressured Planning on EFL Learners' Writing Fluency
Author: Mohammadnia, Zhila
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Writing Ability,Language Proficiency,Writing Tests,Writing Processes,Planning,Guidance,Task Analysis,Statistical Analysis,Essay Tests,Difficulty Level,Scaffolding (Teaching Technique)

Task-based planning can be conceptualized as the opportunity to work out task performance before the actual performance. It allows learners to process the content and language of their planned production at a deeper and more meaningful level. In the face of the wide range of research conducted on the effects of pre-task planning on L2 production, relatively little attention has been paid to the impacts of pressured within-task planning. The present study was, therefore, primarily aimed at investigating the effects of guided pressured within-task planning and unguided pressured within-task planning on the fluency of EFL learners' written production. The participants of the study were 30 upper-intermediate EFL learners whose age ranged between 18 and 22. In both guided and unguided conditions, the participants were provided with two sample process-writings, the only difference was that in the guided condition, the participants were provided with the samples including underlined sequence markers, bolded passive verbs, and underlined simple present verbs plus a list of sequence markers to serve as guide during writing. The results obtained from independent-samples t-test revealed the fact that guided pressured planning condition resulted in greater fluency than unguided pressured planning condition. The findings of the study may have pedagogical implications for teachers to design sequences of instructional activities providing opportunities for the learners to benefit from different types of planning in task performance.
Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model
Author: Satilmis, Yilmaz
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Teaching,Natural Sciences,Models,Undergraduate Students,Achievement Tests,English (Second Language),Teaching Methods,Teaching Models,Content Area Reading,Content Area Writing,Turkish,Pretests Posttests,Student Surveys,Instructional Effectiveness,Academic Achievement,Foreign Countries

This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based education is considered effective not only in acquiring the skills of language, but also grasping and mastering the content knowledge of academic subjects that are required for students' achievements in learning the terms related to natural sciences. In analysis of three models of content-based instruction, the Adjunct Model was explained and mentioned to be quite reliable for the teaching content of any subject along with foreign language methods and techniques. It has been proved to be convenient for both content and language teaching through pedagogical experiment. &quot;Participants&quot; were undergraduate students from the Engineering and Natural Sciences Faculty of a university at intermediate level. The achievement test was applied to 48 students who were English and Turkish speaking students as foreign languages. Two working groups as experimental and control were formed by language teachers. The collected data was analyzed. The results, mentioned in experiment part, and conclusion show that concepts or terms of natural sciences could be taught efficiently through content-based teaching in schools and universities.
A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings
Author: Zhaochun, Sun
Date: 2015-00-00
Type: Journal Articles
Subjects: Task Analysis,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Guidelines,Writing Skills,Majors (Students),Asians,Cultural Context,College Students,Foreign Countries,Instructional Effectiveness,Writing Improvement,Statistical Analysis,Grammar,Pretests Posttests

Under task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to traditional teaching methods which focus only on the correctness of grammar. In this study, the author employs Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence when such a framework is applied to English writing course for English majors in Chinese EFL context. The study results are derived from quantitative data yielded from experiments designed for this research. The findings of this research reveal that the application of TBL framework to English writing classrooms in Chinese EFL settings is effective in improving English majors' writing competence and performance. This study provides the teaching of EFL writing a feasible and effective approach.
Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas
Author: Jia, Jinan
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Communication,College Students,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Minority Groups,Questionnaires,Self Concept,Communicative Competence (Languages)

The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural characteristics. In this paper, the composition of intercultural communication competence, the absence of foreign language teaching culture of college students in China frontier minority areas and the strategy of improving intercultural communication competence of college students were discussed. The characteristics of intercultural communication competence of college students in China frontier minority areas and the law of their intercultural communication competence training were then investigated in depth.
Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program
Author: Ahmadi, Parviz
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Academic Discourse,Socialization,Foreign Countries,Language Teachers,Graduate Students,Group Discussion,Microteaching,Cooperative Learning,Program Design,Collegiality,Teaching Methods,Oral Language,Student Teachers,Scaffolding (Teaching Technique),Peer Relationship,Communities of Practice,Semi Structured Interviews

Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices including small-group discussions and debates after microteachings over the first year of the program. It explores how the student teachers are initiated further into the values and practices of their EFL discourse community through collegial interactions with their peers. The active participation of the participant teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Designing professional training programs that are likely to contribute to collegial interaction can be of great importance in teacher education programs.
Horror from the Soul--Gothic Style in Allan Poe's Horror Fictions
Author: Sun, Chunyan
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Literature,Authors,Aesthetics,Fiction,Death,Personality Problems,Literary Devices

Edgar Allan Poe made tremendous contribution to horror fiction. Poe's inheritance of gothic fiction and American literature tradition combined with his living experience forms the background of his horror fictions. He inherited the tradition of the gothic fictions and made innovations on it, so as to penetrate to subconsciousness. Poe's horror fictions became the origin of Southern fictions, to a certain degree. In his works, he revealed people's horror towards supernatural, nothingness, death, evil and disintegration of personality. He tried to demonstrate that horror originates from our soul. By means of symbol, suspense, first person narrator, exaggeration of atmosphere and anti-closure, Poe tried his best to construct an intact uniform, mysterious and shaking effect. Poe's fictions feed readers aesthetic enjoyment. In the portrait of evil and horror, he achieves the sublimation and purification of man's inner world.
Students' Perceptions of the Effectiveness of the English Program Taught at the College of Technological Studies in Kuwait
Author: Aldaihani, Hussein A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English Instruction,English (Second Language),Instructional Effectiveness,Program Implementation,Questionnaires,Minimum Competency Testing,Language Proficiency,Academic Achievement,Achievement Gains,Student Improvement,Teaching Methods,Educational Technology,Feedback (Response),Program Evaluation,Program Effectiveness,Language Skills,Behavioral Objectives,Reading Skills,Grammar,Writing Skills,Speech Skills,Program Content,College Students

This research aims at examining the Students' perceptions of the effectiveness of the English program implemented in the College of Technological Studies in Kuwait. A sample of 242 students was randomly selected from the population. The students were asked to respond to a 21-statement questionnaire designed to obtain information about how they perceive their competencies in English after they have successfully completed the requirements of the English program. The statements of the questionnaire were distributed in such a way so that information can be obtained about five areas that have bearings on the attainment of the goals of the program and the students' improvement in the four skills. Overall, the participants viewed the English program as effective in improving their English competencies. However, they also pointed to some inadequacies which seem to be related to the program's implementation. In order for these inadequacies to be effectively redressed, the researchers recommend that further studies be conducted on other aspects of the programs, like the teaching methods and tools used in implementing it and feedback from instructors.
On Students' De-Motivation, Gender, Major, and Educational Level in Iranian EFL Context
Author: Aliakbari, Mohammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Majors (Students),Factor Analysis,Teaching Styles,Likert Scales,High School Students,College Students,Learning Motivation,Questionnaires,Educational Facilities,Language Tests,Scores,Student Attitudes,Qualitative Research,Statistical Analysis

The present study investigated de-motivation among Iranian secondary high school and university students with respect to gender, major, and level of education and explored students' experiences in overcoming de-motivation. Data were gathered from 485 participants who comprised 215 male and 270 female. A 35 Likert type item de-motivation questionnaire developed by Sakai and Kikuchi (2009) was administered. Based on factor analysis, five de-motivating factors were identified: Learning Contents and Materials, Teachers' Competence and Teaching Styles, Inadequate School Facilities, Lack of Intrinsic Motivation, and Test Scores. To analyse the collected data Mann-Whitney U and Kruskal-Wallis Test were employed. The results indicated that students' gender and major were influential elements for their motivation, but educational level did not influence students' motivation and also &quot;Importance of English&quot; was the prominent reason for overcoming de-motivation.
An Investigation into Pragmatic Knowledge in the Reading Section of TOLIMO, TOEFL, and IELTS Examinations
Author: Karbalaei, Alireza
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Language Proficiency,Pragmatics,Knowledge Level,Test Items,Item Analysis,Reading Tests,Reading Comprehension,Statistical Analysis,Foreign Countries

The present study focused on the analysis of listening sections of two international English proficiency tests, i.e. IELTS and TOEFL tests, and one local English proficiency test, i.e. TOLIMO from pragmatic perspective. An attempt was made to explore the areas of pragmatic knowledge presented, and to assess test takers' pragmatic knowledge. For this purpose, 250 items from each of these three proficiency tests were collected and analyzed. IELTS and TOLIMO tests were taken from preparation textbooks available in the market, and TOEFL tests were taken from the tests administered from 2000 to 2004. To elucidate what areas of pragmatic knowledge was involved in each item, Jung's (2002) classification of components of pragmatic knowledge was used. In this study, pragmatic knowledge, included the ability to perform speech acts, the ability to convey and interpret non-literal meanings, the ability to perform politeness functions, the ability to perform discourse functions, and the ability to use cultural knowledge. The results of the study showed that TOLIMO, TOEFL and IELTS tests are able to assess test takers' pragmatic knowledge; however, higher instances of pragmatic knowledge components were involved in TOEFL and TOLIMO test.
The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communication on Iranian EFL Learners' Listening Comprehension Ability at Upper-Intermediate Level
Author: Heidar, Davood Mashhadi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Listening Comprehension,Synchronous Communication,Computer Mediated Communication,Alternative Assessment,Web 2.0 Technologies,Adult Students,Learning Theories,Pretests Posttests,Questionnaires

The present paper concentrates on a web-based inquiry in the synchronous computer-mediated communication (SCMC) via Web 2.0 technologies of Talk and Write and Skype. It investigates EFL learners' socio-cognitive progress through dynamic assessment (DA), which follows Vygotsky's inclination for supportive interchange in the zone of proximal development. Sixty adult EFL learners at upper-intermediate level were randomly assigned to the control and experimental groups. The participants in the experimental group were involved in dynamic assessment in synchronous computer-mediated communication for seven weeks. The results reveal that, through interactions in the ZPD, DA in synchronous computer-mediated communication lets us explore not only the actual level of learners' listening ability but also to diagnose and assess the potential level of their listening development.
Is There Room for Pragmatic Knowledge in English Books in Iranian High Schools?
Author: Gholami, Javad
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Textbooks,Foreign Countries,High School Students,Content Analysis,Syntax,Vocabulary,Classification,Skill Development

Pragmatic competence and its development has been a pivotal issue in ELT in the last two decades. This paper explored pragmatic knowledge incorporation into Iranian EFL textbooks. Three high school English books named &quot;English Book 2,&quot; &quot;English Book 3&quot; and &quot;Learning to Read English for Pre-University Students&quot; were investigated with regard to their use of pragmatic features of English. These three textbooks were analyzed specifically based on speech acts, four politeness strategies, and lexical and syntactic classification. In addition, tense in temporal deixis, adjacency pairs and hesitation marks were analyzed too. The findings demonstrated that little consideration is given to the incorporation of pragmatic knowledge in developing these materials. This shortcoming may partially account for artificiality of the textbooks. Based on the findings, it is suggested that textbook developers include more pragmatic knowledge into Iranian EFL textbooks to increase on the one hand the authenticity of the textbooks and on the other hand pragmatic knowledge of Iranian EFL students.
The Effects of Pre- Versus Post-Presentation Input Flooding via Reading on the Young Iranian EFL Learners' Acquisition of Simple Past Tense
Author: Rikhtegar, Omid
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Control Groups,Statistical Analysis,Institutes (Training Programs),Morphemes,Foreign Countries,Experimental Groups,Error Analysis (Language),Pretests Posttests,Linguistic Input,Reading Processes,Teaching Methods,Adolescents,Preadolescents,Language Tests,Student Placement,Regression (Statistics)

The purpose of this study was to find out the possible effects of pre-versus post-presentation input flooding via reading on simple past tense acquisition among young Iranian EFL learners. Sixty one elementary EFL learners were divided into two experimental and one control group. The experimental groups were exposed to pre and post presentation input flooding via reading while the control group received the traditional method of teaching grammar at a private language institute. A dictogloss activity was also used to check the number of ongoing grammatical errors in all groups. The treatment was conducted in thirty minutes of twelve sessions for about two months. ANCOVA and one way ANOVA results of both post-test and dictogloss indicated the significant effects of pre- and post-presentation input flooding via reading on the acquisition of simple past tense. However, the results of posttest indicated that pre- and post-presentation input flooding groups performed fairly similarly while the results of dictogloss showed the outperformance of the former to the latter.