ethanporcaro/eric-fulltext-meta huggingface dataset:
Technological Readiness of the UAE Higher Education Institutions for the 21st Century
Author: Al Blooshi, Asma
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Practices,Educational Change,Computer Attitudes,Educational Assessment,School Effectiveness,Futures (of Society),Computer Literacy,Global Approach,Creativity,Critical Thinking,Problem Solving,Decision Making Skills,Benchmarking,Scores,Computer Assisted Testing,Statistical Analysis,Teacher Surveys

Educational institutions are considered as main indicator of a nation's competitiveness and the excellence of implementing their goals and objectives increase a nation's sense of competitiveness. Thus, it is important to receive a progress report showing how close the educational institutions are in accomplishing the 21st century visions and goals. The aim of this study are to investigate how ready the educational institutions for the 21st century, identify 21st century tools that are used in the three educational institutions, examine the abilities of students to learn from any where any time and study the type of assessment tools which are practiced in the educational institutions. 235 instructors participated in the study from three United Arab Emirates educational institutions. The results indicate that there is relatively change in the average scores for all three measures.
Some Tentative Proposals to the Current Reform of Chinese College English Teaching on the Basis of Needs Analysis
Author: Jian, Shi
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Change,English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Foreign Countries,International Education,Course Descriptions,Needs Assessment,Language Proficiency,Teaching Methods,English for Special Purposes

Under the circumstances of economic globalization and educational internationalization as well as against the background of the improved requirements in the new High School English Syllabus (HSES), the Chinese college English teaching (CET) nowadays is confronted with great pressure and unprecedented challenges with the decrease of school-aged population and increase of quality competition in higher education. Based upon the needs analysis (NA) of students' progress in English proficiency, the social development and the growth in the discipline of English itself, this paper submits some tentative suggestions or proposals as regards the appropriate English teaching models at tertiary institutions in hope to do a bit of good to the current CET reform in China.
Improving EFL Graduate Students' Proficiency in Writing through an Online Automated Essay Assessing System
Author: Ma, Ke
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Experimental Groups,Pretests Posttests,Statistical Significance,Automation,Essays,Educational Assessment,Regression (Statistics),Writing Improvement,Student Attitudes,Student Journals,Interviews,Writing Processes,Graduate Students,Correlation,Statistical Analysis

This study investigates the effects of using an online Automated Essay Assessing (AEA) system on EFL graduate students' writing. Eighty four EFL graduate students divided into the treatment group and the control group participated in this study. The treatment group was asked to use an AEA system to assist their essay writing. Both groups were pretested before the treatment. After the sixteen-week treatment period, the writing posttest was given to both groups to measure their progress in their writing. The results indicate that, although both groups have no significant difference in the pretest, the difference between their mean scores on the posttest is statistically significant. The mean score of the treatment group is higher than that of the control group, and students' use frequency of the AEA system is closely related to their writing improvement. Therefore, it is concluded that, students' using the AEA system contributes significantly to their writing improvement. Thus a linear regression is modeled to predict the weight of the AEA system use frequency to proficiency improvement in writing. Finally, students' perceptions based on their learning journals and interviews show the changes in the process of writing.
Use of Communication Strategies by Tourism-Oriented EFL Learners in Relation to Gender and Perceived Language Ability
Author: Zhao, Tao
Date: 2013-00-00
Type: Journal Articles
Subjects: Tourism,English (Second Language),Second Language Learning,Questionnaires,Communication Strategies,Statistical Analysis,Oral Language,Gender Differences,Language Skills,Foreign Countries,Second Language Instruction,Student Attitudes,Correlation,Undergraduate Students,Language Proficiency,Self Evaluation (Individuals)

This study was intended to explore the relationship of gender, perceived language ability with communication strategy use by tourism-oriented EFL learners studying at the universities in the Southwest China to improve and maintain their oral communication in English. The Communication Strategy Questionnaire was used for data collection, and the quantitative method such as Analysis of Variance (ANOVA) and Chi-square tests were employed for data analysis. The results demonstrated that although the gender and perceived language ability had minor relationship with students' overall use of communication strategy, the gender and the perceived language ability showed their significant variations in the students' choice of individual communication strategies.
The Effect of Topical Structure Analysis Instruction on University Students' Writing Quality
Author: Liangprayoon, Somlak
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Writing Instruction,Rhetoric,Discourse Analysis,College Students,Instructional Effectiveness,Student Attitudes,Pretests Posttests,Questionnaires,Interviews,Positive Attitudes,Writing Skills

Coherence is considered one of the characteristics of effective writing. Topical structure analysis (TSA) has been taught to students as a revision strategy to raise their awareness of importance of textual coherence and helps them clearly understand its concept. This study aimed to investigate the effectiveness of TSA instruction in improving university students' writing quality and to explore the proportions of topical progression in essays written by high and low proficiency students. It also examined the opinions of the students on TSA instruction. The participants consisted of two groups of 20 third year students majoring English Education at Chiangrai Rajabhat University. Data were collected through the pretest and the posttest of essay writing, two selected essays of high and low proficiency students, a questionnaire and an interview. The results indicated that TSA instruction had a significantly positive effect on students' writing quality. More specifically, TSA instruction was more beneficial to the low proficiency students than the high proficiency ones. Further, both successful and less successful students employed the sequential progression the most in the essays. The students had positive opinions on TSA instruction.
Lecturers' Perception of Strategies for Enhancing Business Education Research in Tertiary Institutions in Nigeria
Author: Okoro, James
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Business Education Teachers,Business Education,Educational Research,Higher Education,Questionnaires,Hypothesis Testing,Schools of Education,Statistical Analysis,Business Administration Education,Gender Differences,Barriers,College Faculty,Experienced Teachers,Student Evaluation,Information Seeking,Information Sources,Knowledge Level,Research Methodology,Research Skills,Educational Quality

Business education programme seems to have been faced with inadequate qualitative research in tertiary institution in Nigeria. The study therefore, assessed the strategies for enhancing Business Education research. Two research questions and six hypotheses guided the study. A 66 item questionnaire was administered to 164 colleges of education and 109 lecturers of universities in South South Nigeria making a total of 273 lecturers. The research questions were answered using mean and while z-test was used to test the null hypotheses. The findings revealed that the inability of students to source current literature, poor knowledge of research procedures by supervisors, poor knowledge of research procedures by students are some of the constraints affecting business education research. The findings also revealed that students' ability to source current literature, knowledge of research procedures by supervisors and knowledge of research procedure by students can enhance business education research. It was recommended that regular workshops and seminars should be organized for lecturers and students on how to supervise and write projects respectively; researchers should ensure that quality information is generated from the study being investigated.
Pre-Service Teachers' Middle-Level Lessons on World Religions: Planning, Teaching, and Reflecting
Author: Anderson, Derek L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Religious Education,Religion Studies,Educational Planning,Lesson Plans,Secondary School Students,Grade 7,Knowledge Level,Social Studies,Bias,Christianity,Intention,Anxiety

The purpose of this study was to examine how 22 elementary pre-service teachers (PSTs) planned and taught lessons on world religions to 7th-grade students. Pre- and post-lesson interview transcripts, lesson observations, as well as PST lesson plans and reflection journals served as data sources. Prior to teaching, the PSTs lacked adequate knowledge of world religions, were apprehensive about the task, and sought to teach without bias. Despite attempts at powerful and purposeful social studies teaching that was student-centered, the PSTs portrayed a bias toward Christianity, lacked solemnity, and were unprepared for student reactions. Because nearly each state includes world religions in its social studies standards, teachers must improve their capacity and willingness to teach world religions effectively.
The Social Treatment of Ex-Dropouts Reenrolled in Secondary School in South Africa
Author: Brown, Byron A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Dropouts,Reentry Students,Antisocial Behavior,Social Bias,Social Isolation,Peer Relationship,Aggression,Dropout Attitudes,Peer Acceptance,Student Experience,Social Experience,Qualitative Research,Semi Structured Interviews

Dropout recovery and return to school is an education access priority for government in countries in both the western and non-western worlds. In a qualitative investigation involving a sample of dropouts who had re-enrolled in secondary school in South Africa, this study explored antisocial aspects in their social experiences at school. The aim was to explore the social treatment of ex-dropout who re-enrolled in secondary school and discuss ways to help them reintegrate in the school community. The study revealed that the major antisocial aspects in dropout experience were prejudice and social hostility, expressed through experiences of social ostracism, isolation, categorisation and rejection. This was motivated by a matrix of intersecting modern and traditional forces. Relational and physical aggressions, which occurred in response to dropout out-group labelling and categorisation, were major factors in the social interactions. The evidence of hostility and reactions substantiated previous studies. The various implications of the findings for the school climate were highlighted. The study stressed that for dropouts to reintegrate, the entire school culture that condones social categorisation, relational or physical aggression against them, needs to be altered.
Corrective Feedback (CF) and English-Major EFL Learners' Ability in Grammatical Error Detection and Correction
Author: Asassfeh, Sahail M.
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pretests Posttests,Quasiexperimental Design,Feedback (Response),Error Correction,Intervention,Role,Majors (Students),Language Teachers,Preservice Teachers,Statistical Analysis,Grammar,Writing Instruction,Writing Tests,Undergraduate Students,Interlanguage,Teaching Methods,Scores,Learning Processes

Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types (implicit vs. explicit) on students' ability to detect and correct some &quot;common&quot; grammatical errors (definite and indefinite article, subject-verb agreement, prepositions, spelling, and logical connector use). The study used a quasi-experimental pretest, posttest with a 12-week treatment program. The results indicated a statistically significant difference in students' performance prior to and after exposure to the intervention, confirming the positive role CF has on students' performance. However, there was no significant difference attributed to the type of CF introduced. The paper sets recommendations for both practitioners and researchers and suggests a reconceptualization of the EFL learning process.
The Effect of Colloquial Jordanian Arabic on Learning the English Definite Article and Negation
Author: Tawalbeh, Ibrahim Z.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Form Classes (Languages),Morphemes,Semitic Languages,Grade 10,High School Students,Public Schools,Language Tests,Error Analysis (Language),Error Patterns,Syntax,Language Laboratories

This study was conducted to investigate the influence of Colloquial Jordanian Arabic upon the use of negation and the definite article in English. The sample of the study consisted of 100 male and 100 female Jordanian 10th graders in the academic year 2011-2012. The students were randomly selected from public schools in the region of Karak-Jordan. A translation test as well as a gap-fill test were constructed to arrive at the objectives of the study. The study concluded that the students committed more transfer errors in their use of English negation and the definite article than other types of errors in the same syntactic areas as a result of the effect of CJA.
A Corpus Based Study on the Use of Preposition of Time &quot;On&quot; and &quot;At&quot; in Argumentative Essays of Form 4 and Form 5 Malaysian Students
Author: Loke, Darina Lokeman
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computational Linguistics,Teaching Methods,English (Second Language),Second Language Learning,Essays,Persuasive Discourse,Discourse Analysis,Error Patterns,Form Classes (Languages),Secondary School Students,Language Patterns,Error Analysis (Language)

This article presents a corpus-based investigation on English prepositions of time presented in the argumentative essays of Form 4 and Form 5 Malaysian secondary students in the MCSAW corpus. The aims were to find out the distribution patterns and the common errors in the use of preposition of time, &quot;on&quot; and &quot;at&quot;. This corpus based study investigated the distribution patterns of on and at in an argumentative type of essay. Furthermore, this study also highlighted some common errors found in the use of these preposition of time and prepare some possible explanations for the errors. Last but not least, the result of this study can provide suggestions on the teaching of preposition of time on and at and also the use of MCSAW Corpus for future studies.
A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners
Author: Zheng, Cui
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Persuasive Discourse,Writing (Composition),English (Second Language),Second Language Instruction,Second Language Learning,Computer Software,College Students,Logical Thinking,Comparative Analysis,Organization,Qualitative Research

This study employed Kamimura and Oi (1996)'s classification of the organizational patterns of the argumentative essay structure: Thesis Statement (TS), Background Information (BI), Reservation (R), Hesitation (H), Rational Appeals (RA), Affective Appeals (AA) and Conclusion (C). 178 essays, 84 written by Chinese EFL learners, 84 written by Korean EFL learners, and 10 written by English native speakers, were coded and analyzed via NVivo. The results show that Chinese and Korean EFL learners prefer the direct deductive expressions in their English argumentative writings, which is different from Kaplan's (1966) findings. No significant difference exists in the essay structure among Chinese and Korean EFL writers' writing and the English native speakers' writings. The only difference lies in the contents of the rational and affective appeals, which are still strongly influenced by the cultural and social background. The results indicate that Chinese and Korean EFL writers, especially most of the university students are able to handle the structure of English argumentative writings with plenty of writing practice and teachers' instruction.
Accent Priority in a Thai University Context: A Common Sense Revisited
Author: Jindapitak, Naratip
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Dialects,Pronunciation,Official Languages,Measures (Individuals),Student Attitudes,Student Surveys

In Thailand, there has been much debate regarding what accents should be prioritized and adopted as models for learning and use in the context of English language education. However, it is not a debate in which the voices of English learners have sufficiently been heard. Several world Englishes scholars have maintained that being a denationalized language, English should be viewed through the lens of linguistic hybridization. In this paper, we investigated Thai university English learners' preferences for varieties of English and their attitudes towards the importance of understanding varieties of English in order to generate a better understanding as to what extent native and non-native varieties gain acceptance as English models. We also explored whether learners' attitudes were consistent with the ideology of English as an international language which sees English in its pluralistic sense. The findings of this study suggest that even though the majority of learners preferred native-speaker accents as models for learning and use, they considered non-native Englishes worth understanding and learning. The findings challenge the old paradigm of English language teaching that is based on the concept of linguistic Americanization or Britishization, prioritizing the native-speaker school of thought. In closing, we proposed some pedagogical suggestions that, we believe, are consistent with how English functions in the world as an international lingua franca.
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension
Author: Ahmadi, Mohammad Reza
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Comprehension,Reading Strategies,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Skill Development,Role,Teaching Methods

Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether &quot;meta-cognitive reading strategy awareness&quot; enhances EFL students' reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This paper focuses on the four main issues. First, it discusses the definition of metacognitive reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of metacognitive reading strategy. Third, definition of reading comprehension and different models of reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and reading comprehension will be discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.
Teacher Trainees' Use of Computer-Mediated Tasks in Teaching English as a Second Language: A Preliminary Study
Author: Mohamed, Misrah Hamisah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Preservice Teachers,College Faculty,Student Surveys,Semi Structured Interviews,Qualitative Research,Statistical Analysis,Teacher Attitudes,Computer Attitudes,Positive Attitudes,Computer Assisted Instruction,Computer Uses in Education,Internet,Questionnaires

This study is to identify the level of use of technology-mediated tasks amongst teacher trainees during their teaching practicum. This article reports a survey conducted with 63 teacher trainees and a semi-structured interview conducted with nine lecturers in a TESL programme at a Malaysian university. The result of the quantitative and qualitative tools revealed that the majority of the teacher trainees had positive perceptions towards the use of computer-mediated tasks. The thematic analysis revealed that the use of computer-mediated tasks by teacher trainees was also high. The data points to the need for future studies on the level of teacher trainees' exposure to computer-mediated tasks.