ethanporcaro/eric-fulltext-meta huggingface dataset:
Is Autonomous Learning Possible for Asian Students? The Story of a MOOC from Indonesia
Author: Ginting, Daniel
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Personal Autonomy,Student Attitudes,Preservice Teachers,Teachers,Teacher Education,Technological Literacy,Self Management,Academic Achievement

An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.
Individual or Collaborative &quot;WhatsApp&quot; Learning? A Flipped Classroom Model of EFL Writing Instruction
Author: Arifani, Yudhi
Date: 2020-01-00
Type: Journal Articles
Subjects: Collaborative Writing,Writing Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Blended Learning,Instructional Effectiveness,Computer Oriented Programs,Writing Skills,Middle School Students,Foreign Countries

Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a &quot;WhatsApp&quot; application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the &quot;WhatsApp&quot; group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual &quot;WhatsApp&quot; activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance &lt;0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the &quot;WhatsApp&quot; group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative &quot;WhatsApp&quot; learning activities may serve as one of the suitable alternatives to improve EFL learners' cohesion in writing.
Improving Past Tense Pronunciation of Regular Verbs through the Use of Audacity: A Case Study of EFL Undergraduate Students in Ecuador
Author: Benitez-Correa, Carmen
Date: 2020-01-00
Type: Journal Articles
Subjects: Pronunciation,Verbs,Learning Strategies,Second Language Learning,English (Second Language),Technology Uses in Education,Computer Software,Foreign Countries,Undergraduate Students,Surveys

This study examined the use of Audacity software to improve the pronunciation of regular verbs in the past tense. The participants were 30 advanced English as a Foreign Language (EFL) students of the English major of Universidad Tecnica Particular de Loja (UTPL), Ecuador. A mixed-method approach was used to gather qualitative and quantitative data from the participants by means of surveys, tests and audio recordings through Audacity. The intervention process took eight weeks. During this time, students were first instructed on the use of Audacity. Then they were taught the three pronunciation rules of regular verbs in the past tense and were asked to record a total of 10 audios per student in isolation and in context. Three-hundred audios were analyzed in total. After analyzing the data, the results indicate that Audacity is an effective tool that not only improves learners' pronunciation, but also favors the practice of English language in a free and relaxed environment.
From Rural China to Canada: Communities of Practice to Support a Teacher Professional Development Study Program Abroad
Author: Romero, Gloria
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Rural Areas,Study Abroad,Faculty Development,English Teachers,English (Second Language),International Cooperation,Institutional Cooperation,Social Networks,Cooperative Learning,Program Effectiveness,Language Proficiency,Teacher Improvement,High School Teachers,Middle School Teachers

Study abroad (SA) professional development (PD) programs for teachers of English as a foreign language have been key to the implementation of student-centered practices in rural China. This study uses a qualitative approach to examine the experiences of a group of English teachers from Yunnan Province who received PD training in Canada in 2016. Drawing on Wenger's (2002) theory of communities of practice (CoP), we explore how the formation of diverse teacher communities impact the SA learning experience. The findings reveal that, even though a cohort of teachers were exposed to the same curriculum that emphasized collaborative learning, sharing and self-reflective practices, a top-down structured CoP formed in Beijing allowed for a small bottom-up community to form by a select group of Chinese teachers. Wenger's characteristics of a community of practice were present (domain, community, practice) in the small CoP, members were exceptionally motivated and committed to their professional development as language teachers, to sharing and learning inside and outside the classroom, and to working together with colleagues back home. The participants also reported how institutional logistics and responsibilities to the program administrators in Beijing presented challenges to the operation and functioning of the small bottom-up community.
A Study of Korean ESL Learners&apos; WTC in an L2 Environment: An Approximate Replication of Yashima, Zenuk-Nishide, and Shimizu (2004)
Author: Ruane, Colum
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,Second Language Instruction,English (Second Language),Study Abroad,Interpersonal Communication,Communicative Competence (Languages),Student Motivation,Affective Behavior,Student Attitudes,Predictor Variables

An approximate replication of Yashima, Zenuk-Nishide, and Shimizu (2004), the main focus of this study was on the relationship between L2 WTC and International Posture in an ESL environment. International Posture measures the degree of connectedness to the international community from within an EFL context. However, attitudes may change when there is direct communication with the L2 community. The present study tested the generalisability of IP to an ESL environment. The relationship between IP and L2 WTC was found to be non-significant. This was contrary to Yashima et al. (2004). It indicates that there may be a number of sociocultural factors at play in an ESL environment that may covertly influence a learner's WTC. Further analysis showed that participants overseas for four months or more presented higher scores in Perceived Competence. This aligns with Yashima et al. (2004), where no relationship was found between Perception of Adjustment and Perceived Competence over a three week sojourn period. This indicates that it may take a longer time to develop language competence while overseas. Intercultural Friendship Orientation had higher scores for participants sojourning for three months or less, highlighting that early sojourners can have a mindset akin to learners in an EFL environment.
&quot;A Big Influence on My Teaching Career and My Life&quot;: A Longitudinal Study of Learning to Teach English Pronunciation
Author: Burri, Michael
Date: 2020-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Pronunciation,Language Teachers,Preservice Teacher Education,Teacher Educators,Foreign Countries,Intonation,Teacher Competencies,Preservice Teachers

Inquiry into learning to teach pronunciation is a growing area within the second language teacher education research paradigm. To what extent this learning process extends into instructors' early years of teaching pronunciation has yet to be explored. This article is a response to this need by exploring the 3.5-year trajectory of five teachers learning to teach English pronunciation. The study was conducted in two phases. In Phase 1, pre- and postcourse questionnaires, weekly observations of the lectures, focus groups interviews, final post-course interviews, and the participants' final assessment task were triangulated to examine the development of participants' cognitions during a 13-week graduate course on pronunciation pedagogy, which featured an innovative haptic approach to pronunciation teaching. In Phase 2, carried out three years after the participants had completed the course and been teaching for approximately two years, narrative frames were used to elicit the teachers' current practices and cognitions about pronunciation. Findings showed notable development in participants' cognitions occurring at the end of the course. Due to the influence of various contextual factors, this upward progression then tapered off as the instructors began teaching; nonetheless, a gradual overall increase in participants' learning trajectory was clearly evident over the span of 3.5 years. The non-linear development of participants' cognitions and practices warrants future inquiry.
Early Language Development and Child Aggression
Author: Ersan, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Acquisition,Aggression,Child Behavior,Receptive Language,Expressive Language,Preschool Children,Interpersonal Relationship,Correlation,Predictor Variables,Language Skills,Foreign Countries

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children's aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children's receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.
Learning Outcomes and Self-Perceived Changes among Japanese University Students Studying English in the Philippines
Author: Ikeda, Risa
Date: 2020-02-00
Type: Journal Articles
Subjects: Outcomes of Education,Self Concept,College Students,English (Second Language),Foreign Countries,Study Abroad,Immersion Programs,Language Attitudes,Program Length,Attitude Change,Language Tests,Second Language Learning,Young Adults,Communication Skills,Intercultural Communication,Program Effectiveness

Study abroad destinations for Japanese students, particularly those aiming to improve their English language skills, tend to focus on the &quot;Inner Circle&quot; (Kachru, 1992) of English-speaking countries. However, over the last two decades, Korean and Japanese-owned English language schools in the Philippines started to appear, leading to over 6,700 people from Japan going to study English in the Philippines in 2018. In this paper, I aim to document the effects and self-perceived changes that occurred as a result of studying abroad in the Philippines by drawing on a case study of 103 Japanese university students on a four-week intensive English language program. Data collection was conducted over the course of May to December 2018 by means of interviews, questionnaires, and ethnographic observations. Among the common themes that emerged was a shift in focus from grammatical form and accuracy to communication-oriented goals for learning. Such changes in beliefs toward language learning triggered by a study abroad experience can be accounted for using the concept of language ideologies (Surtees, 2016). While this study only accounts for learner impressions shortly after their return, it illustrates the potential impact of a cross-cultural experience on students' overall belief systems regarding language learning and communication.
Teaching English to Adults with Disabilities: A Digital Solution through EN-ABILITIES
Author: Blázquez Arribas, Leticia
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Adults,Special Needs Students,Students with Disabilities,Technology Uses in Education,Hearing Impairments,Physical Disabilities,Mental Disorders,Behavior Disorders,Neurological Impairments,Autism,Pervasive Developmental Disorders,Access to Education,Attitudes toward Disabilities,Intellectual Disability

This article analyzes the current situation of English language teaching (more particularly TESOL) to adults with Special Educational Needs (hereinafter SEN) in Spain from a double perspective. On the one hand, a qualitative study on teaching experiences with adult students with some type of disability is presented. The conclusions of this study shed light on the difficulties detected and the strategies implemented for teaching English. On the other hand, the resources most commonly used in the field of virtual teaching to increase and improve the skills of these students are reviewed. Finally, the authors describe an on-going European project that implements a Virtual Learning Environment (hereinafter VLE) where the principles of Universal Design are incorporated to facilitate the formative access to learning English as a second language to adult students with SEN.
Mobile Technologies and Knowledge Management in Higher Education Institutions: Students&apos; and Educators&apos; Perspectives
Author: Alshehri, Abdulelah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Technology Uses in Education,Knowledge Management,Higher Education,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Integrated Learning Systems,Computer Mediated Communication,Educational Benefits

Mobile devices are increasingly included for knowledge management (KM) in academic contexts. The purpose of this study was to examine how the integration of mobile technologies affects KM among students and educators in higher education settings in Saudi Arabia. Interviews with educators and students at two universities explored the factors determining the use of mobile technologies for learning. Content analysis of the participants' responses found that the students and educators perceived four key factors determining mobile technology use: the capacity of mobile technologies to enhance learning processes, teaching practices, and student-student and student-educator communicative interactions, and hardware and infrastructure components. The main conclusion was that Saudi universities must utilise mobile technologies to identify, encapsulate, transform, and disseminate usable knowledge effectively.
Multiple Dimensions of Teacher Development on an International Practicum
Author: Gilliland, Betsy
Date: 2020-02-00
Type: Journal Articles
Subjects: Practicums,Study Abroad,English (Second Language),Graduate Students,Foreign Countries,Undergraduate Students,Curriculum Development,Observation,Reflective Teaching,Classroom Research,Program Effectiveness,Student Development,English for Academic Purposes,Context Effect,English Teacher Education

As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum was designed around theories of sociocultural and experiential learning, intended to support teacher-learners' interaction and challenge their assumptions about language teaching and learning. Practicum participants each designed and taught a class of Thai undergraduate students while taking a supporting seminar. Here we present findings from analyses of the teacher-learners' peer and supervisor observation experiences, reflective practices, curriculum development, and classroom research. In synthesizing these individual studies, we argue that the international context played a key role in fostering the teacher-learners' development by raising their awareness of beliefs and offering them opportunities to experience classroom realities different from what they had read about in textbooks or experienced in their home countries. We conclude with recommendations for extending this line of research, as well as suggestions for teacher educators wishing to implement similar international practicum programs.
The Evaluation of Secondary School Students&apos; Attitudes towards Social Values in Terms of Gender
Author: Bayrak, Özcan
Date: 2020-02-00
Type: Journal Articles
Subjects: Gender Differences,Student Attitudes,Secondary School Students,Social Values,Foreign Countries,Student Evaluation

The aim of this study was to investigate values education in a broad perspective; to reveal the attitudes of secondary school students towards social values and how these attitudes are influenced by gender. In order to collect data quantitative research method was used. The research was carried out in three different secondary schools and 402 students participated. The result of the research revealed that the perception rate of secondary school students about social values is high; there is a difference between the scores of both genders (males and females), though; and the scores of the female students are higher. In accordance with the results of the study, it might be suggested that values education should be provided as a broader area and the attitudes of male students towards values education require to be enhanced.
Teachers&apos; Perception of the New Educational Curriculum in Ghana
Author: Aboagye, Emmanuel
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Curriculum Implementation,Interviews,Questionnaires,Social Media,Computer Mediated Communication,Public School Teachers

The present study examined the perception of teachers of the new educational curriculum in Ghana. Responses from six teachers interviewed were developed into a questionnaire and posted on the websites of teacher unions via WhatsApp. In all, 74 teachers responded. From the study teachers perceived that the new curriculum is important as it will encourage group work, assist students to get lifelong skills, prepare students for the job market, promote inclusive education, promote gender equality, and considers Ghanaian students' culture and society. The findings further revealed that the current curriculum does not includes difficult content for teaching but contains a lot of workloads, lacks teaching and learning materials and includes long class periods. Teachers were also of the view that the government should involve teachers in planning the curriculum, get books and learning materials ready, train teachers in advance and pilot a new curriculum before implementation. In a nutshell, the new curriculum should involve many teachers in planning before implementation.
Students&apos; Readiness and Problems in Learning English through Blended Learning Environment
Author: Sriwichai, Chuanpit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,English (Second Language),Second Language Instruction,Teaching Methods,Readiness,Student Attitudes,Undergraduate Students,Student Characteristics,Intellectual Disciplines

In academic year 2018, the University of Phayao commenced the application of blended learning approach which combines face-to-face class and online learning mode to teaching and learning English as a general education course for the first and second-year students. This study aims to explore students' readiness for learning English course through blended learning environment and investigate problems and challenges that the students faced in their learning. Drawing upon 364 questionnaires with closed and open-ended questions along with focus group interviews with 20 interviewees, the findings revealed that students' readiness for learning English through blended learning was at slightly high level. They tended to be able to learn English through the combination of two different learning modes. They believed that learning English in face-to-face classroom and online learning mode motivated them to be more self-disciplined and responsible for their own learning, and encouraged them to set up their own English learning plans and learning goals. However, the major problems and challenges the students confronted in learning included losing focus on learning in classroom due to considerable class size, limited access of online lessons caused by Learning Management System (LMS) severe crash, difficulty of online interaction with teachers and classmates, lack of experience and skills for digital tools, and time management for two learning modes.
Expanding EAL Expertise: Taking a Multilingual Stance
Author: de Jong, Ester J.
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Expertise,Multilingualism,Preservice Teacher Education,Culturally Relevant Education,Bilingualism,Foreign Countries,English Language Learners,Inservice Teacher Education,General Education

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.