ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond &quot;Excellent!&quot;: Uncovering the Systematicity behind Positive Feedback Turn Construction in ESL Classrooms
Author: Fagan, Drew S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Instruction,Language Teachers,Oral Language,Teaching Methods,Peer Evaluation,Positive Reinforcement,Adult Education,Community Programs,Video Technology,Interpersonal Communication,Error Correction

That oral teacher feedback influences learning opportunities in classroom settings is found across language learning research, though there remains a lack of empirical evidence concerning how &quot;and&quot; why teachers construct their feedback turns &quot;in situ.&quot; The current paper begins to address this by uncovering how one English as a Second Language (ESL) teacher systematically constructs the positive feedback turn when addressing what she orients to as correct learner responses to her initiations, and the factors found in the discourse to influence her real-time decisions. Utilizing the framework of conversation analysis (CA), three distinct teacher practices emerge from the data: &quot;giving positive assessment,&quot; &quot;inviting peer assessment,&quot; and &quot;implying positive assessment.&quot; Each practice is detailed with a focus on the sequential environments in which they occur and their varied constructions. As evident in the discourse, central to this teacher's systematic use of these practices is maintaining interactional flow and ensuring information clarity with all learners in the class in relation to the goals of the immediate talk. The findings contribute to both the positive feedback and language learning literatures by illustrating the dexterity teachers possess in deciding how to address multiple factors simultaneously when providing feedback.
A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum
Author: Bourdeau, Debra
Date: 2017-00-00
Type: Journal Articles
Subjects: Independent Study,Video Technology,Required Courses,Core Curriculum,Student Surveys,Teacher Surveys,Prerequisites,Mixed Methods Research,Higher Education

Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as &quot;difficult,&quot; by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.
Bridging the Socio-Cognitive Divide: Rethinking the Willingness to Communicate Concept from a Conversation-Based ELF Perspective
Author: De Costa, Peter I.
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Interpersonal Communication,Secondary School Students,Language of Instruction,Interaction,Immigrants,Sociolinguistics,Foreign Countries,Ethnography,Case Studies,Females,Video Technology,Audio Equipment,Coding,Discourse Analysis,Language Skills

Extending earlier research on the concept of Willingness to Communicate (WTC) (e.g., MacIntyre et al., 1998), this paper tests the WTC concept on a secondary school in Singapore where English is used as a lingua franca. In doing so, a layer of complexity is added to the WTC concept. By focusing on classroom interactions involving one immigrant student from China and examining how her WTC changes over the course of a school year, this paper argues that the sociolinguistic notion of English as a Lingua Franca (ELF) can enhance earlier conceptualizations of WTC. Such a theoretical and methodological renovation of WTC is vitally important in order to take into account the lived and learning experiences of immigrant students in an increasingly globalized education landscape.
English as a Lingua Franca Conversation While Watching TV: Othering through Expertise
Author: Siegel, Aki
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Official Languages,College Students,Ethnicity,Mass Media Role,Discourse Analysis,Group Membership,Novices,Case Studies,Females,Dormitories,Specialists,Television Viewing,Team Sports,Foreign Students,Intercultural Communication

English as a lingua franca studies (ELF) from a socio-interactional perspective have illustrated the subtle actions of interlocutors that highlight their &quot;situated identities&quot; (Zimmerman, 1998) in talk-in-interaction. Many of these studies have focused on speakers' identities associated with ethnicity, nationality, or their first or second language. Nevertheless, little research exists regarding the numerous other identities people may adopt during ELF conversations, and how those identities may affect the interaction. Furthermore, the influence of an ongoing media (television) reception on such identities has not been investigated. Therefore, utilizing conversation analysis and membership categorization as a method of inquiry, this single case analysis investigates ELF interactions at a women's dormitory for university students while five women were watching television. Through the analysis, participants were found to be orienting to expert-novice identities regarding not only their linguistic knowledge but also their knowledge of the topic shown on television, baseball. Furthermore, contrary to previous research, it was found that ELF conversations are not always cooperative and supportive. The television affected not only the conversation topic but also the positioning of the participants in the group, resulting in the &quot;othering&quot; (Spivak, 1998) of a particular participant through the interaction.
Raising a Programmer: Teaching Saudi Children How to Code
Author: Meccawy, Maram
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Programming,Handheld Devices,Computer Oriented Programs,Educational Technology,Electronic Learning,Elementary School Students,Semitic Languages,Instructional Effectiveness,Interviews,Questionnaires,Heuristics

Teaching computer coding to children from a young age provides with them a competitive advantage for the future in a continually changing workplace. Programming strengthens logical and critical thinking as well as problem-solving skills, which lead to creative solutions for today's problems. The Little Programmer is an application for mobile devices that introduces the basic programming concepts to Arab children aged (8-12) years. It aims to develop a sense of coding and its importance among those children. User trials results showed that the application was helpful and allowed its users to identify the concepts of computer programming with immense curiosity. Moreover, it showed that linking difficult or newer concepts to familiar entities and objects through visualization can facilitate the learner to grasp innovative knowledge.
Teacher Educators&apos; Evaluation of the English Language Teaching Program: A Turkish Case
Author: Yavuz, Aysun
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Second Language Programs,English (Second Language),Program Evaluation,Teacher Education Programs,Teacher Attitudes,Educational Change,Qualitative Research,Questionnaires,Educational Improvement,Educational Innovation,Educational Practices

This study explored the perceptions of teacher educators regarding the changes in the English Language Teacher Education Program introduced by the Turkish Higher Education Council (HEC) in 2006. Employing a qualitative design, open-ended questionnaires were administered to 18 lecturers working at five different state universities. The analysis of the data yielded that while teacher educators found some of the changes appropriate, such as the addition of some courses, they raised far more serious concerns with the new program regarding the sequence, content, structure, procedure and removal of courses. In addition, the top-down and centralized program restructuring movement, disregarding the opinions, experiences and the practices of the end users of the program, such as teacher educators, teachers and teacher trainees, was also criticized heavily by the participants.
Rural School Math and Science Teachers&apos; Technology Integration Familiarization
Author: Kalonde, Gilbert
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Schools,Mathematics Teachers,Science Teachers,Technology Integration,Experiential Learning,Middle School Teachers,Teacher Surveys,Technology Uses in Education,Mathematics Instruction,Science Instruction,Educational Technology,Familiarity,Faculty Development,Mixed Methods Research

This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed 63 rural middle school math and science teachers on technology use and PD offered for classroom integration. This study provided perceptions on the effect of personal and previous technology training for rural school teachers towards technology. The results show that there was need for PD to familiarize rural teachers with newer and essential instructional technologies and to gain technological skills experience in instructional technology integration. The results also show that teachers want to use technology to educate their students, but the lack of technology in the classrooms and the teachers' lack of familiarity and knowledge on some present technologies affects the usage which creates unforeseen future challenges in classrooms.
Cultural Intelligence and Writing Ability: Delving into Fluency, Accuracy and Complexity
Author: Ghonsooly, Behzad
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Achievement,Accuracy,Language Fluency,Difficulty Level,Cultural Awareness,Questionnaires,Factor Analysis,English (Second Language),Likert Scales,Writing Exercises,Foreign Countries,Regression (Statistics),Statistical Analysis

Over the recent decades, cultural intelligence, now referred to as CQ has become a burgeoning area of research in the domain of business and management. Given the paucity of research on the effects of CQ on second or foreign language learning especially writing, this study intends to examine the effects of CQ on L2 learners' written performance particularly in the domain of fluency, complexity, and accuracy. For the purpose of the study, the collected written data from 104 participants were quantified in terms of measures of accuracy, fluency, and complexity and the CQ questionnaire. Using Ang et al.'s (2007) questionnaire, we conducted confirmatory factor analysis on the questionnaire. The predictive power of CQ and its subscales (i.e., cognitive, meta-cognitive, motivational, and behavioral) in the variance of writing scores and fluency, accuracy, and complexity was explored too. The results of the analysis demonstrated that CQ and cognitive CQ are the best predictors of writing ability and writing fluency. Further explanations are provided in the discussion.
Exploring the Feasibility of Information Communication Technologies in the Context of Academic Help Seeking
Author: Linney, Jeffrey S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Feasibility Studies,Information Technology,Help Seeking,Information Systems,Written Language,Telecommunications,Intention,Handheld Devices,College Students,Self Efficacy,Mixed Methods Research,Technology Uses in Education,Student Surveys,Synchronous Communication,Vignettes

This study sought to investigate whether the popularity of Information Communication Technologies (ICTs) would impact the behavioral intention (BI) to use of these technologies to aid in the task of academic help-seeking (AHS). Out of the ICTs available today, the most popular is text-messaging, especially among a sizable percentage of the college population. Approximately 600 students at a small, private junior college in eastern North Carolina were invited to participate in this study with a target of 248 responses needed to comprise an adequate sample. A total of 259 usable surveys (n = 259) were received and analyzed. Qualitative data collection instruments consisted of an open-ended questionnaire and other open-ended responses that were solicited throughout the data collection phase. Quantitative data collection instruments consisted of a 22-item Likert-scale survey and a forced-choice ordinal scale instrument that measured computer user self-efficacy (CUSE) and experience using technology (EUT). Situated in the context of academic help-seeking (AHS), vignettes were developed, validated and administered to offer AHS scenarios where a problem was presented and the participants were then asked to reveal which type of ICT and which source of academic help (formal or informal help) he or she would utilize in each particular situation.
Promising Digital Practices for Nondominant Learners
Author: Bussert-Webb, Kathy
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,After School Programs,Access to Computers,Educational Technology,Computer Uses in Education,Mixed Methods Research,Hispanic American Students,Minority Group Teachers,Hispanic Americans,Participant Observation,Surveys,Bilingual Students,Middle School Students,Technological Literacy,Elementary School Students,Elementary Schools,Middle Schools,Semi Structured Interviews,Attitude Measures,Ownership

This case study took place during an after-school program in a public Texas school district along the U.S./Mexico border. We explore a focal participant's technology access and use as part of our larger digital literacy research. We asked: What in- and out-of-school digital literacy skills, access, and experiences did Robot Boy (pseudonym) possess? How did he behave as a rhizome? Overarching theoretical frameworks were postmodernism and New Literacy Studies; within these theories, we focused on rhizomic principles and digital literacies. This research is part of a larger mixed methods research study (Bussert-Webb &amp; Henry, 2016) focused on an exploration of Latino children's digital literacy and online reading. Data sources included participant observation, interviews, and the Digital Divide Measurement Scale for Students (DDMS-S). Interviewees included 16 children (including Robot Boy) and six Latino staff; 310 children (87% Latino) responded to the DDMS-S. Emerging qualitative themes were Robot Boy's responses to rhizomic rupture. Robot Boy, a bilingual and biliterate middle school youth, demonstrated promising digital practices, which we can apply to other nondominant learners. He assigned rupture by reworking restrictive maps, collaborating with others, and valuing diversity to create multiple pathways.
The Role of Oral Language Proficiency in Phonological Awareness of Early Bilinguals
Author: Inceçay, Görsev
Date: 2013-00-00
Type: Journal Articles
Subjects: Oral Language,Language Proficiency,Phonological Awareness,Bilingualism,Monolingualism,Turkish,English (Second Language),Foreign Countries,Children,Questionnaires

The nature of a specific spoken language as well as its orthography and the close relation between these two characteristics may influence phonemic awareness development (Durgunoglu &amp; Öney, 1999). In this respect, oral language proficiency of bilingual and monolingual children appears to have an influence on enhancing their phonological awareness. One major aim of the present research is therefore to explore the link between the level of oral language development and that of phonological awareness of two Turkish-English bilingual children and one monolingual child with an average age of 3.5. The data for phonological awareness came from an initial phoneme identification, rhyme-detection, and phoneme detection task; for language proficiency, from a picture description or storytelling task. All tasks were performed in the children's dominant language, which is the community language, Turkish. Results showed that oral proficiency level is not a good predictor of the development of phonological awareness.
The &quot;UIC German&quot; Game App for the Enhancement of Foreign Language Learning--Case Study
Author: Ryder, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Educational Games,Teaching Methods,Second Language Instruction,Telecommunications,Handheld Devices,Computer Oriented Programs,Learner Engagement,Student Interests,German,College Students,Student Evaluation,Student Attitudes,Feedback (Response)

This qualitative case study reports the adoption of gamification in a college level foreign language courses. An exploratory approach allows the authors to describe how gamification was applied and what results were documented. A custom mobile app was adopted to increase engagement and interest of students in the specific field of study. External systems were integrated, such as Kahoot and Duolingo, to allow for added practice and learning activities. The results of the research demonstrate a way to adopt gamification and increase instructor and student engagement.
Poor and Good Learners&apos; Language Beliefs and Their Influence on Their Language Learning Strategy Use
Author: Kayaoglu, M. Naci
Date: 2013-00-00
Type: Journal Articles
Subjects: Beliefs,Learning Strategies,Student Behavior,Undergraduate Students,Underachievement,High Achievement,Academic Ability,Intensive Language Courses,Questionnaires,Followup Studies,Statistical Analysis,English (Second Language),College Second Language Programs,Foreign Countries,College Students

This study focuses on exploring poor and good learners' language beliefs and their language strategy use in an attempt to see whether there is any significant relationship between the poor and good learners. This paper particularly seeks to examine to what extent language beliefs as a construct are reflected in learners' language behavior, which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. A total of 146 undergraduate subjects were involved in this descriptive study, 86 of whom were classified as &quot;poor&quot; and 60 as &quot;good&quot; Turkish adult learners of English as a foreign language in an intensive language program at undergraduate level. The data were obtained through using two questionnaires, the results of which were analyzed through SPSS version 15. The results demonstrate that good language learners significantly differed from poor learners in certain beliefs including perceptions about pronunciation, possessing special abilities and the nature of language learning. The findings indicate a possible relationship and correlation between learner beliefs and strategy use.
The Role of Group Regulation in Student Groups: A Pedagogical Exploration
Author: Harris, Garth
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Student Projects,Group Dynamics,Innovation,Student Journals,Reflection,Group Unity,Behavioral Objectives,Curriculum Implementation,Evaluation Methods,Teaching Methods,Business Administration Education,Higher Education

When tasked with group projects, students often struggle with teamwork and tend to overlook the importance of group self-regulation and its role in effective collaborative work. The pedagogy was implemented in semester long university level new product development courses. The pedagogy illustrates how educators can use student generated weekly reflective journals in semester long group projects to help students better understand the impact of group self-regulation on group communication, group monitoring and shared task perceptions amongst group members.
Business Law in the Accounting Curriculum: An Exploratory Study
Author: McCourt, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Legal Education (Professions),Accounting,Business,Laws,College Faculty,Teacher Attitudes,Semi Structured Interviews,Teaching Methods,Student Needs,Relevance (Education),Knowledge Level,Qualitative Research,Interviews,Student Educational Objectives,Educational Needs,Curriculum Development

The purpose of this paper is to investigate whether the need for business law as a distinct subject matter within the accounting discipline should be taught in a more rigorous manner. This study involved semi structured interviews with eleven business law academics from two New Zealand Universities. The interviews were conducted to assess the perspectives of business law academics and how business law is taught. Perceptions were also sought on whether business law material coverage meets the needs of accounting students and if not what changes were considered necessary for the subject matter to remain relevant. Not surprisingly, all the interviewees considered business law was vital to accounting students as most of the interviewees had business and legal backgrounds. The interviews drew a variety of responses on what accounting students needed to know about the intricacies of business law. Responses were also varied over what business law topics needed to be incorporated into the curricula and the depth of detail they should be taught but it was found that almost half of the interviewees wanted business law to be taught using a problem-based learning approach. This study is a reflection of the current debate regarding the level of knowledge accounting students require of the law to be effective chartered accountants and financial managers.
Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats
Author: Sanford, Douglas
Date: 2017-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Student Satisfaction,Online Courses,Blended Learning,Conventional Instruction,Intermode Differences,Delivery Systems,Preferences,Undergraduate Students,Usability,Correlation,Student Attitudes,Online Surveys,Predictor Variables,Curriculum

Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated regression analysis of over 1100 student students in online, blended, and face-to-face course formats shows that students in all course formats value convenience similarly. Post hoc analysis shows a moderating effect of hours worked in employment on the convenience-perceived learning relationship rather than course format. We conclude that making courses more convenient is a critical factor in satisfaction and perceived learning, but that this effect is not accomplished by merely offering online courses.