ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences, Causes, and Solutions for Injustice in COVID-19 Online Classes: Evidence from University EFL Students in Iran
Author: Estaji, Masoomeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,COVID-19,Pandemics,School Closing,Online Courses,Equal Education,Student Experience,Teacher Student Relationship,Educational Quality,Technological Literacy,Language Teachers,College Faculty,Justice,Educational Technology,Distance Education,College Students,Student Attitudes,Barriers

Although the investigation of justice has gained momentum in in-person, traditional classes during the last two decades, not much is known about this phenomenon and its violation (known as injustice) during COVID-19 imposed online classes. To address this gap, university students' experiences of injustice during online classes were examined, and the perspectives of 91 Iranian EFL students were explored. The data were collected by employing an open-ended questionnaire and subsequently content analyzed via MAXQDA (Version 2020) to extract the themes and subthemes on the questions under study. Results uncovered that (1) the majority of the students had experienced injustice during their online EFL classes; (2) online-, teacher-, and class-related factors were the leading causes of injustice; and (3) the suggested solutions to mitigate the experience of injustice revolved around improving teacher-student interpersonal relationships, teaching practice quality, online teaching literacy, and online-related factors, and creating an enjoyable learning environment. The findings are discussed with the prospect of developing the practices of university EFL teachers and teacher educators to enhance EFL students' experiences of online language learning during and beyond the COVID-19 outbreak.
Compression and Implicitness through Dependent Phrases in Academic ESL Writing by Filipino Researchers across Disciplines
Author: Hernandez, Hjalmar Punla
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Phrase Structure,Teaching Methods,Foreign Countries,Research Reports,Grammar,Writing (Composition),Researchers,Curriculum Design,Psychology,Discourse Analysis,Nouns,Language Usage,Word Frequency,Journal Articles,Periodicals,Communications,Form Classes (Languages),Writing Instruction,Writing for Publication

Grammatical compression and implicitness have been proven as characteristics of academic writing (Biber &amp; Gray, 2010, 2016), but they are an underexplored area of research particularly in academic ESL (English as a second language) writing. In this study, we explored the dependent phrases that most and least characterize academic ESL writing by cross-analyzing 42 published research articles (RAs) authored by Filipino researchers (FRs) in Curriculum and Instruction, Communication, and Psychology using Biber et al.'s (1999, 2021) framework. Salient findings showed that attributive adjectives, nominal prepositional phrases, and noun premodifiers had the highest frequencies of use, thus most characterizing academic ESL writing across disciplines. In contrast, prepositional phrases as adverbials and appositive noun phrases as noun postmodifiers had the lowest occurrences, hence least characterizing academic ESL writing. We argue that academic ESL writing regardless of its discipline is highly packed with dense information by the three most common nominal modifiers. Our study has applied implications for teaching academic writing, assessing academic writing, and publishing academic research.
High Attachment in Thai Learners&apos; Processing of English Relative Clauses
Author: Wang, Jie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Proficiency,Language Processing,Phrase Structure,Grammar,Grade 8,Grade 10,Grade 11,Secondary School Students,Thai,Bilingual Students

Resolution to ambiguity imposed by English relative clauses (RC) was examined with Thai EFL students in this study. Offline experimental items included two-site context NPs, i.e., NP1 &quot;of&quot; NP2 (Complex NP of) and NP1 &quot;with&quot; NP2 (Complex NP &quot;with&quot;) modified by RCs. As NP1 and NP2 occupy higher and lower positions in the hierarchical structure of a complex NP, RC attachment to NP1 and NP2 are termed High Attachment (HA) and Low Attachment (LA). It was hypothesized that the RC would be attached to NP1 in the Complex NP &quot;of,&quot; and NP2 in the Complex NP &quot;with,&quot; based on the Thai L1 strategy and the universal properties of thematic prepositions, respectively. Three proficiency levels, i.e., beginning, intermediate, and upper-intermediate, were established for the participants. The results confirmed both predictions. In addition, there were a rise and decline across the three proficiency levels in the employment of HA for the Complex NP &quot;of&quot; and a continuous and significant increase in the employment of LA for the Complex NP &quot;with.&quot; Overall, this study suggests the influence of an L1 strategy and the development of an L2 strategy in the absence of a corresponding L2 structure, in association with L2 employment of thematic information.
How Does a TPACK-Related Program Support EFL Pre-Service Teachers&apos; Flipped Classrooms?
Author: Kusuma, I. Putu Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,English (Second Language),Second Language Instruction,Flipped Classroom,Preservice Teachers,Language Teachers,Technology Integration,Foreign Countries,Educational Technology,Knowledge Level,Student Attitudes,Program Implementation

A worldwide discussion about Technological Pedagogical Content Knowledge (henceforth, TPACK)-related program or a program that provides technology, pedagogy, and content courses related to EFL flipped classrooms is scarce. Thus, the present study aimed at exploring (1) how a TPACK-related program supported the EFL pre-service teachers' understanding of flipped classrooms and their implementation, and (2) how a TPACK-related program supported the pre-service English teachers' technology integration in their flipped classrooms. This study employed a basic qualitative approach and recruited three EFL preservice teachers who implemented flipped classrooms as participants. The data were collected by administering semi-structured interviews using an interview guide. Other documents were also collected to ensure the trustworthiness of the data. Then, the data were analyzed using the data analysis spiral strategy. The results revealed that the TPACK-related program helped the EFL pre-service teachers improve their understanding of flipped classrooms, develop considerations when implementing flipped classrooms, and successfully implement technology in their flipped classrooms. This study also provides three implications for improving the TPACK-related program worldwide, especially when teaching content about flipped classrooms approach.
How to Measure and Increase Second Language Writing Motivation
Author: Eryilmaz, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Student Motivation,Second Language Learning,Writing (Composition),English (Second Language),Test Construction,Factor Analysis,Test Validity,College Students,Foreign Countries

This study aimed to develop a Second Language (L2) Writing Motivation Scale in an EFL context. Within this central aim, sub-studies in three phases were carried out: 1) to create an L2 Writing Motivation Scale, 2) to perform a confirmatory factor analysis and validate the scale, and 3) to test two path models regarding increasing students' intrinsic motivation and decreasing their amotivation towards L2 writing. The participants included a total of 657 students from different departments of three large state universities. In the first of three study phases, an L2 Writing Motivation Scale was developed. Then, exploratory factor analysis was conducted, and a three-dimension L2 writing motivation scale emerged. Here, the test-retest reliability coefficient of the scale's dimensions was found to be satisfactory. In the second phase, confirmatory factor analysis was performed, and the scale construction was validated. Finally, two path models regarding increasing students' intrinsic motivation and decreasing their amotivation towards L2 writing were found to fit perfectly. The possible contribution of the use of the scale in L2 writing pedagogy is discussed.
Impact of Interpersonal Relations and Positioning on the Resolution of Conflicts in the EFL Classroom
Author: Sitthirak, Chongrak
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Conflict Resolution,Second Language Learning,Second Language Instruction,In Person Learning,Decision Making,Group Dynamics,English (Second Language),Student Attitudes,Self Concept,Group Discussion,Case Studies,Longitudinal Studies,Masters Programs,Graduate Students,Teacher Education Programs,Part Time Students,Language Teachers,Foreign Students,Foreign Countries

This article is based on the author's doctoral thesis on the dynamics of interpersonal relations in the onsite classroom. Drawing on positioning theory (Davies &amp; Harre´, 1999; Harre´, 2015), Sociocultural theory (Vygotsky, 1978; Lantolf &amp; Thorne, 2007) and informed by the focus on interaction in Douglas Fir Group's seminal paper (Douglas Fir Group (DFG), 2016), the research investigates how students position themselves and their classmates, the explanations for their choices, and how the dynamics of positioning and interpersonal relations affect their opportunities for language learning in group discussions. In this article, the researcher highlights the resolution of conflicts in different scenarios. The fluidity and overlap of positioning found in those interactions not only confirms the impact of interpersonal relations and positioning on resolving conflicts but also the provision and hindrance of students' opportunities for language learning occurring across contexts and time.
Computer-Aided Argument Mapping within Metacognitive Approach: Its Impact on Students&apos; Argumentative Writing Performance and Selfregulated Learning
Author: Robillos, Roderick Julian
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Metacognition,Persuasive Discourse,Written Language,Writing Achievement,English (Second Language),Second Language Learning,Foreign Countries,College Students,Self Control

Digital visual mapping to date has recently been implemented in an English Foreign Language (EFL) classroom. However, there is a growing need to implement this digital mapping tool within a strategic approach for more effective and self-regulated learning. This paper aimed to investigate the effects of Computer-Aided Argument Mapping (CAAM) within the metacognitive approach on Thai EFL learners' argumentative writing performance across the development of writing content and writing coherence and their self-regulation of learning. A mixed-method type of research was employed involving a one-group of pre- and post-test design. A total of 21 Second Year college students was purposively selected as samples. A Self-Regulation of Learning Scale (SRS) was also used to track the development of their self-regulation. Results reveal that students' argumentative writing performance made noteworthy gains as manifested by a significant difference between their pre- and post- test results. Furthermore, five of six SRL components reveal a significant relationship with students' argumentative writing performance indicative that they have become more self-regulated in their learning in terms of planning, self-monitoring, evaluation, effort, and self-efficacy. Qualitative findings reveal that the participants have positively welcomed the use of CAAM on their writing processes and self-regulation. Finally, the study findings provide thoughtful insights into utilizing digital mapping within the metacognitive approach to improve students' argumentative writing skills and self-regulated learning as well as revolutionize EFL learning classrooms in this digital period.
Developing Scientific Oral Presentation Competence Focusing on Question-and-Answer Sessions of High-Ability Science Students in Thailand
Author: Arwae, Sophia
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Skill Development,Speeches,Science Instruction,Coping,Questioning Techniques,High School Students,Academically Gifted,Journal Writing,Student Attitudes,Student Improvement,Scores,Foreign Countries,Communication Strategies

This study is aimed at developing students' scientific oral presentation competence and competence in questionand-answer sessions, through the scientific presentation instruction: focus on question-and-answer sessions (SPIQA). The SPIQA contained coping strategies for question-andanswer sessions, communication strategies, impromptu speech strategies, and Socratic questioning techniques. Also, this study explored the students' opinions toward the SPIQA. The participants were 35 high-ability science high school students. The impacts of the SPIQA on scientific oral presentation competence and competence in question-and-answer sessions were assessed through pre- and post-scientific oral presentation tests. The participants' opinions were obtained from students' learning journals, questionnaires, and interviews. Further information was extracted from the questionnaires through examination of teacher notes and journals. The findings show significant improvement in students' scientific oral presentation test scores, implying that a teaching pedagogy made up of a combination of different sets of strategies is effective. Qualitative results indicate that students had positive opinions of the strategies instruction, and that they realized the importance of oral presentation competence and competence in question-and-answer sessions in relation to their future education needs and career goals. In further studies, it is therefore recommended to raise students' awareness of strategy use for solving communication problems.
Implementation of Assessment for Learning in Online EFL Writing Class: A Case of Novice Undergraduate Teachers
Author: Fitriyah, Ima
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Formative Evaluation,Language Teachers,Writing Evaluation,Writing Instruction,Computer Software,Video Technology,Foreign Countries,Feedback (Response),Case Studies,Goal Orientation,Writing Processes,Revision (Written Composition),Teaching Methods,Teacher Attitudes,Beginning Teachers

Within the burgeoning literature on online formative assessment mediated by particular ICT tools in writing courses, the scrutiny focusing on the enactment of assessment for learning (AfL) in the similar context has been inadequately addressed. This current study, therefore, is in an attempt to fill this empirical void by exploring how EFL teachers implement the AfL on their writing courses. This narrative case study recruited three Indonesian EFL undergraduate teachers. They were invited in a series of interviews mediated by WhatsApp video call and voice notes. Nested in the AfL framework, proposed by Lee (2007b), the participants' stories were analyzed thematically. The findings indicate that, in line with AfL framework, the teachers were able to enhance planning and pre-assessment instruction, share learning goals with students, use feedback forms in feedback delivery, apply self- and peer-assessment, and relate assessment with the pedagogical instruction. Albeit the perceived positive practices, the teachers also experienced some hurdles to engage students in the multiple drafting and sustained reflective process. Some implications and future research direction are also discussed accordingly.
Individual, Pair and Group EFL Activities for Aviation Students at a Thai University: A Closer Look at Language Achievement and Attitudes
Author: Thuratham, Wadinlada
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Student Attitudes,Second Language Instruction,Communication Skills,Language Skills,Foreign Countries,Air Transportation,English for Special Purposes,Learning Activities

For successful English language communication, EFL students are not only required to have effective language skills for the workplace, but also be able to use the language socially. This study aims to 1) examine student progress in language achievement in the airline context and 2) to investigate student attitudes towards the use of CLT activities in developing English communication skills. The participants were 27 EFL students from one public university in Thailand. The data were collected quantitatively from a language achievement test in the airline context and from a questionnaire. SPSS was used to analyze the data to determine mean scores and standard deviations. The findings from a paired t-test revealed significant differences between the pre-test and the post-test scores at the .05 confidence level. Specifically, the students who engaged in CLT activities had a better understanding of English used in the airline context compared to those who did not, showing marked improvement in vocabulary skills, colloquial language ability and grammatical competency. Furthermore, the results from the questionnaire reflected that students in the study viewed CLT activities (i.e., individual, pair and group activities) as a productive method for developing their English communication skills in the airline context. As a result, students who engage in CLT activities gained a better understanding of English compared to those who did not. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.]
Do Two Nonword Types Bring about Different YN Vocabulary Test Results?
Author: Wongsirichan, Wallapha
Date: 2022-00-00
Type: Journal Articles
Subjects: Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Language Tests,Word Lists,Comparative Analysis,Undergraduate Students,Translation,Phonology,Thai,Native Language,Student Attitudes,Scoring Rubrics,Prediction,Foreign Countries

The YN vocabulary test (YN test) is a vocabulary size test that presents test takers with a list of words and asks them to answer yes to the words they know. This test may include nonwords, i.e., imaginary words added to the test to check for guessing. However, there have been no conclusive guidelines about nonword construction. One way of creating a nonword is to change one or two letters from the original word such as dactor from doctor. This approach suggests one important question: To what extent should nonwords be different from their original words? This study, therefore, aims to compare 2 nonword types: one type which is phonologically similar to real words (N1) and the other which is less similar (N2) in order to check whether they lead to different YN test results. An example of N1 would be &quot;willage,&quot; which is how some Thai speakers pronounce &quot;village&quot; while N2 would be &quot;cillage.&quot; Two YN test types (N1 and N2 tests) were administered to 600 university students, followed by translation tests and semi-structured interviews. The results suggest that N1 tests tend to be better in predicting the actual vocabulary size of the participants than N2.
Effects of Gamification in English Language Learning: The Implementation of &quot;Winner English&quot; in Secondary Education in Thailand
Author: Vathanalaoha, Kriangkrai
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,English (Second Language),Second Language Learning,Secondary School Students,Foreign Countries,Academic Achievement,Student Attitudes,Rewards,Grade 9,Program Evaluation,Electronic Learning

Accessing quality resources for English learning is an urgent pedagogical issue due to the lack of English teachers in Thailand. To compromise, it has become necessary to apply technology in English classes in the 21st century, through which students can access high-quality materials provided globally. Teachers need to tackle new challenges where the trends of technology and gamification in English language learning seem more appealing. This study explores how gamification contributes to student performance and perceptions through the &quot;Winner English&quot; program. The program was designed primarily to be self-paced but has been adapted to be used as a part of compulsory classes at school. The experiment group comprised Grade 9 students from eight Thai secondary schools, while the controlled group from the other eight schools studied English classes traditionally. The posttest results indicate a vast improvement to English performance by the experiment group once the program was integrated into English classes. Individual feedback underlined how the program was supported through gamification, such as the reward system and leaderboards, and offered an excellent opportunity to practice English accurately. Gamification shows promising attributes for English learners whose learning behaviors have become ubiquitous, fun-loving, and autonomous. Understanding the benefits of gamification could spark cautious optimism in English education in Thailand. [The month range (Jan-Jun) on the .pdf is incorrect. The correct range is Jul-Dec.]
Effects of a Lexical Approach to Chinese English Major Students&apos; Reading Comprehension Ability
Author: Zhong, Yao
Date: 2022-00-00
Type: Journal Articles
Subjects: Chinese,English (Second Language),Reading Comprehension,Second Language Learning,Second Language Instruction,Majors (Students),Student Attitudes,Comparative Analysis,Reading Tests,Teaching Methods,Undergraduate Students,Foreign Countries

This study aimed to explore the effects of a lexical approach to Chinese English major students' reading comprehension ability as well as students' opinions of this approach. A quasiexperimental study was carried out in a Normal University in southern China for 11 weeks. An intact class of 45 first-year English major students at intermediate level participated in the study. They were instructed using a lexical approach to study four long reading texts. The instruments included reading comprehension tests, a questionnaire, and a semistructured interview. The results showed that students made much progress in reading comprehension after the treatment and they had positive opinions of the lexical approach. It can be concluded from this that the lexical approach had positive impacts on Chinese English major students' reading comprehension ability and it suggests that this approach could be implemented in English language teaching and learning for English majors in higher education.