ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating Pragmatic Competence in Computer Mediated Communication: The Case of Korean Address Terms
Author: Kim, Eun Young
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Second Language Learning,Korean,Foreign Countries,Competence,Outcomes of Education,Language Usage

This paper examines how L2 learners of Korean manifest pragmatic competence in their use of address terms in computer mediated communication (CMC) and how they use these terms to negotiate their identities. Four UK-based learners of Korean with competence levels ranging from Novice High through Intermediate High participated in the study, contributing transcripts of CMC interactions and participating in retrospective interviews over a three-month period. Qualitative analysis of the data shows that CMC provided a fertile context for these learners to manifest pragmatic competence in the use of address terms and to progress beyond classroom learning. Address terms also worked as powerful tools for these learners to establish intimate relationships with Korean acquaintances and negotiate identities as legitimate speakers of the language. However, this process of identity negotiation was complicated by gaps in their pragmatic competence, their preexisting identities and differing expectations on the part of Korean interlocutors. Ultimately, the analysis shows that the question of what constitutes &quot;appropriate&quot; use of address terms in CMC interactions involving L2 learners of Korean is unstable and open to negotiation. The implications of this finding for future research and for KSL (Korean as a Second Language) teaching methodologies are addressed in the conclusion.
A Study of Learners&apos; Usage of a Mobile Learning Application for Learning Idioms and Collocations
Author: Amer, Mahmoud
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Computer Oriented Programs,Learning Processes,Language Patterns,Use Studies,Predictor Variables,Language Proficiency,Handheld Devices,Student Motivation,Educational Objectives,Outcomes of Education,Student Attitudes,Positive Attitudes,Questionnaires,Interviews

This study explored how four groups of language learners used a mobile software application developed by the researcher for learning idiomatic expressions and collocations. A total of 45 participants in the study used the application for a period of one week. Data for this study was collected from the application, a questionnaire, and follow-up interviews. Findings show that participants usage of the application correlated with their average scores on the quizzes in the application. The more participants used the application, the higher they scored on the quizzes which was the most used feature of the application. Findings show that usage of the application can be predicted by a variety of factors, such as language proficiency, users' average daily usage of their mobile devices, and motivation and learning goals. Findings also underscore the importance of providing language learners with resources to help them learn idiomatic expressions and collocation. Participants strongly indicated that even within a short period of time, they felt they know more idioms and collocations since they started using the application. Findings also show that participants' have strong positive attitudes toward the use of mobile technology in language learning.
A Survey of MALL Curriculum Integration: What the Published Research Doesn&apos;t Tell
Author: Burston, Jack
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Language Acquisition,Computer Assisted Instruction,Integrated Curriculum,Technology Integration,Online Surveys

Despite the large number of published articles dealing with Mobile-Assisted Language Learning (MALL) applications over the past two decades, very few relate to the curricular integration of mobile technologies beyond initial projects. This situation raises a primary research question as to whether or not MALL implementation publications reflect the actual extent to which MALL has been incorporated into the curriculum. In order to determine the actual state of curricular integration, an online survey of published MALL practitioners was conducted . The survey established that nearly 60% of initial MALL projects had subsequently led to curricular integration. The factors that most facilitated the integration of MALL into the curriculum are all directly related to the success of the initial project. Institutional factors likewise played an important part in the subsequent incorporation of MALL into the curriculum, with the encouragement of the administration, financial support and technological infrastructure being the most positive in this regard. On the other hand, the lack of financial and technological support was deemed to constitute a substantial negative factor. Likewise, when it existed, curricular flexibility played a major positive role in making MALL integration possible, whereas the absence of curricular flexibility was considered a significant negative impediment. So, too, overall the willingness of colleagues to engage with MALL, their pedagogical training and technological expertise were all viewed as contributing positively to MALL integration, though not without a notable level of negative influence.
Towards Better ESL Practices for Implementing Automated Writing Evaluation
Author: Link, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Writing Evaluation,Technology Integration,College Faculty,Educational Technology,Computer Software,Observation,Interviews,Focus Groups,Data Collection,Educational Strategies,Satisfaction,Longitudinal Studies,Qualitative Research

In the past decade, a new wave of writing assessment has evolved as a result of advances in computer technology, highlighting the potential of automated writing evaluation (AWE) in the L2 writing curriculum (Warschauer &amp; Ware, 2006). Today's innovative AWE programs offer ESL instructors promising solutions for providing immediate feedback and meeting the demands for better practices in the digital age. However, the outcomes of using AWE programs are not free of challenges and necessitate comprehensive insights about effectively integrating AWE and improving students' writing (Chen &amp; Cheng, 2008). This longitudinal qualitative study investigates the practices and perspectives of five university-level writing instructors as they meet challenges and possibilities of integrating AWE into seven semester-long university ESL writing courses. Data collection included observations, individual interviews, and delayed focus group interviews. In this paper, we highlight ESL instructors' teaching strategies, perception of the effectiveness, satisfaction, and concerns with the software during and after one semester of teaching. Results conclude with final suggestions from current instructors. Our research intends to expand the current knowledge of AWE programs by defining appropriate and effective implementation of AWE technologies.
The Effects of Advance Organizers and Subtitles on EFL Learners&apos; Listening Comprehension Skills
Author: Yang, Hui-Yu
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Listening Comprehension,Transcripts (Written Records),Video Technology,Scaffolding (Teaching Technique),Language Proficiency,Student Attitudes,Experiments,News Media,Foreign Countries,Control Groups,Experimental Groups

The present research reports the findings of three experiments which explore how subtitles and advance organizers affect EFL learners' listening comprehension of authentic videos. EFL learners are randomly assigned to one of two groups. The control group receives no treatment and the experimental group receives the experimental conditions of one type of scaffolds--subtitles, unaided advance organizers and teacher-guided advance organizers. Results show that the presence of subtitles and advance organizers help EFL learners' listening comprehension of CNN news. However, there is no relationship between English proficiency and the experimental conditions. All students benefit from the scaffolding regardless of proficiency levels. Students' attitude towards certain type of scaffold is also probed and the reason why Taiwan's EFL learners prefer certain type of scaffold is also explained.
Glossing Frequency and L2 Reading Comprehension: The Influence of CALL Glossing
Author: Taylor, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Native Language,Reading Comprehension,Statistical Analysis,Meta Analysis,Comparative Analysis,Effect Size,Computer Assisted Instruction,Second Language Instruction,Learning Strategies,Educational Technology,Correlation,Notetaking,Teaching Methods,Instructional Effectiveness

This study challenges the assertion that an increase in L1 glossing results in more L2 reading comprehension. The results of this study, a quantitative meta-analysis, indicate that there is a significant difference (p = 0.04) in L2 reading comprehension between groups based on how much L1 glossing is provided. It was found that the group with the highest average effect size--which had all computer-assisted language learning (CALL) studies--included studies with 50% or more L1 glossing. However, the second largest mean effect size came from a group that contained 5% or less L1 glossing. In looking across groups in this meta-analysis, it was found that of the six studies with the largest effect sizes, five of them were CALL studies. In light of this finding, this paper will discuss the interaction of the variables of CALL glossing and percentage of text glossed in order to determine their possible influence on L2 reading comprehension.
The Experiences of Teacher-Assistant Principals in Catholic Elementary Schools: Boundary Spanners and Player Managers
Author: Beltramo, J. Luciano
Date: 2014-09-00
Type: Journal Articles
Subjects: Assistant Principals,Teacher Leadership,Catholic Schools,Elementary Schools,Administrator Role,Teacher Role,Interviews,Heuristics,Professional Identity,Individual Characteristics,Institutional Characteristics,Phenomenology,Coding

This article presents a phenomenological study of teacher-assistant principals (teacher-APs) in Catholic elementary schools. Drawing from player manager and role theories, this article describes the lived experiences of these individuals, particularly how they perceive the benefits and constraints of their unique role in both faculty and administration. Analysis of participant interviews reveals three heuristic models of the teacher-AP experience: boundary teachers who ally more closely with faculty; boundary administrators who take on a more executive identity; and player-managers who equally participate in, and perceive to bridge, the administrative and faculty spheres. Findings also suggest that the experiences of these teacher-APs are highly dependent on the current principal and his/her perceived administrative needs.
Principles of Catholic Social Teaching, Critical Pedagogy, and the Theory of Intersectionality: An Integrated Framework to Examine the Roles of Social Status in the Formation of Catholic Teachers
Author: Eick, Caroline Marie
Date: 2014-09-00
Type: Journal Articles
Subjects: Catholic Schools,Liberal Arts,Teacher Education,Universities,Critical Theory,Teaching Methods,Disadvantaged Youth,Teacher Education Programs,Educational Principles,Guidelines,Action Research,Educational Change,Interviews,Online Surveys

This article discusses the relevance of an analytic framework that integrates principles of Catholic social teaching, critical pedagogy, and the theory of intersectionality to explain attitudes toward marginalized youth held by Catholic students preparing to become teachers. The framework emerges from five years of action research data collected in Foundations of American Education classes in a teacher education program of a Mid-Atlantic Catholic Liberal Arts University. The authors propose new directions for research on Catholic schools and suggest that the gaps between espoused values and practices in Catholic schools as identified by researchers over the last decade might be more readily redressed in teacher education programs in Catholic universities and colleges where the cycle of elitism may be recognized, taught, and transformed in the very formation of future teachers.
Student Leadership Development: A Functional Framework
Author: Hine, Gregory Stephen Colin
Date: 2014-09-00
Type: Journal Articles
Subjects: Student Leadership,Christianity,Transformational Leadership,Foreign Countries,Guidelines,Longitudinal Studies,Reflection,Models,Journal Writing,Focus Groups,Leadership,Case Studies,Catholic Schools,Secondary School Students,Semi Structured Interviews,Qualitative Research

This article presents a longitudinal, qualitative case study of a student leadership program in a Catholic secondary school in Perth, Western Australia. Data were collected over a period of three years through multiple methods, including one-on-one interviewing, focus group interviewing, document searches, field notes, and researcher reflective journaling. Through the analysis of the longitudinal data, key characteristics of seven models of leadership presented in the literature--transactional leadership, transformational leadership, charismatic leadership, servant leadership, distributed leadership, Christian leadership, and student leadership--are compared with those found in the leadership program of the school. This article contributes to the growing body of school-based leadership literature, and may inform school leaders and staff responsible for the development of student leadership potential.
Grounding Student Affairs in a Catholic Charism: The Journey of One Faculty Member in Connecting Curriculum with Mission
Author: Whitney, Rich
Date: 2014-09-00
Type: Journal Articles
Subjects: Catholic Schools,Church Related Colleges,Student Personnel Services,Institutional Mission,College Faculty,Lay People,Case Studies,Religious Factors

The institutional mission of a university guides interactions among faculty, staff, students, and others and is instrumental in shaping the campus culture. As such, it is important that all members of a campus community not only understand the mission, but also have a sense of agency in determining how to live the mission through their work. This article presents a case study of one faculty member's journey to deeper mission understanding, identification, and agency. The article explores commonalities between Vincentian Personalism and the basic tenets of the field of Student Affairs and highlights experiences and formation needed by lay faculty and staff at Catholic colleges and universities, particularly those without a Catholic religious background, to contribute meaningfully to the mission of the institution. The case study concludes with recommendations for other universities looking to support new faculty and staff in developing mission agency.
Motivation and Job Satisfaction of Catholic School Teachers
Author: Convey, John J.
Date: 2014-09-00
Type: Journal Articles
Subjects: Job Satisfaction,Catholic Schools,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Predictor Variables,Strategic Planning,Likert Scales,Educational Practices,Educational Environment,Institutional Characteristics,Performance Factors,Motivation,Teacher Student Relationship,Interprofessional Relationship,Teacher Administrator Relationship

This article examines the relationship between Catholic school teachers' motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school's academic philosophy and its environment were important predictors of the teachers' satisfaction with their work with students and with their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers' satisfaction with the school. The results of the study confirm the importance of a religious factor as an important motivator for teachers choosing to teach in Catholic schools and an important predictor of their job satisfaction.
Aquinas on Inclusion: Using the Good Doctor and Catholic Social Teaching to Build a Moral Case for Inclusion in Catholic Schools for Children with Special Needs
Author: Carlson, Mary
Date: 2014-09-00
Type: Journal Articles
Subjects: Social Responsibility,Disabilities,Catholic Schools,Churches,Institutional Mission,Special Education,Inclusion,Educational Practices,Educational Research

This article discusses the present status of students with disabilities in Catholic schools. It then builds the case, based upon the teachings of St. Thomas Aquinas and Catholic Social Teaching, that Catholic Schools, to remain true to Church teachings, must offer special educational services. The article concludes with recommendations for research and practice related to inclusion in Catholic schools.
The Course of Educational Change: Challenge and Opportunity
Author: Shulman, Lee
Date: 2014-09-00
Type: Journal Articles
Subjects: Educational Change,Catholic Schools,Speeches,Conferences (Gatherings),Educational Finance,Educational Attitudes,College Faculty,Teacher Attitudes,Educational Trends,Trend Analysis

Lee Shulman&apos;s keynote address from the Catholic Higher Education Collaborative (CHEC) Conference on Catholic School Financing, University of Notre Dame, September 23, 2013 is presented in this article. He reflects back on serving as the convener of the group&apos;s first meeting, at the Carnegie Foundation in California. In this keynote address, the author shares his thoughts and opinions on educational change in Catholic education. He discusses the challenges and opportunities that Catholic education faces in the present.
Intergenerational Mobility for Women and Minorities in the United States
Author: Kearney, Melissa S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Economics,Racial Differences,Gender Differences,Generational Differences,Marriage,Salary Wage Differentials,Social Mobility,Females,Occupations,Employment Patterns,African Americans,Labor Market,Individual Characteristics,Educational Attainment,Education Work Relationship,Barriers,Racial Discrimination,Minority Groups

Now that some of the historic barriers to economic success for U.S. women and minorities have begun to fall, women and blacks, in particular, are moving upward on the nation&apos;s socioeconomic ladder. Melissa Kearney reviews evidence that improved economic opportunities for these two groups make sex and race less important than they once were in determining economic status. But sex- and race-based differences in wages and income persist, and interactions between sex and class and between race and class continue to play a role in the intergenerational transmission of income status. Kearney surveys studies and data showing that marriage remains important in determining women&apos;s economic status, even though marriage rates among women aged eighteen to thirty-four have been falling--from 73 percent in 1960 to 44 percent in 2000. Not only do spousal earnings continue to dominate family income for married women, but also women tend to marry men whose position in the income distribution resembles their fathers&apos; position. Marriage thus facilitates the transmission of economic status from parents to daughters. Racial wage gaps persist, says Kearney, largely because of differences in education, occupation, and skill. It also appears likely that the effects of discrimination, both current and past, continue to impede racial economic convergence. Kearney notes that the transmission of income class from parents to children among blacks differs noticeably from that among whites. Black parents and white parents pass their economic standing along to children at similar rates. But because mean income is lower among blacks than among whites, the likelihood of upward mobility in the overall income distribution is substantially lower among blacks. Black children are much more likely than white children to remain in the lower percentiles of the income distribution, and white children are more likely to remain in the upper reaches of the income distribution. Downward mobility from the top quartile to the bottom quartile is nearly four times as great for blacks as for whites.
Panel Discussion: The State of Play for Parental Choice
Author: Schoenig, John
Date: 2014-09-00
Type: Journal Articles
Subjects: Catholic Schools,School Choice,Conferences (Gatherings),Educational Finance,Public Support,Financial Support,Program Effectiveness,Elementary Secondary Education

This article contains transcripts of a panel presentation from the 2013 Catholic Higher Education Collaborative conference, held on September 22, 23, and 24 at the University of Notre Dame. The panelists (Scott Jensen, Doug Tuthill, and Patrick Wolf) discussed current progress around the country in publicly-created, private school choice options for children in K-12 schools. In states that offer these options, parents have available either voucher programs or scholarship tax credit programs. How individual states were handling these options were discussed, with a major focus on what Florida was doing. Also highlighted was educational attainment. Research shows that the longer you stay in school, the extent to which you hit key benchmarks, such as high school graduation, college enrollment, college graduation, a whole slew of quality of life indicators improve for you--longevity, health, likelihood of intact marriage, likelihood of avoiding incarceration, lifetime earnings--all of these things are higher for people who have higher levels of educational attainment. Private school choice delivers a variety of educational benefits to students under many circumstances. It tends to spur effective public schools to improving slightly, parents love them, and they tend to enhance and not undermine the public purposes of education.
Public Funding for Private Schools: The Current Landscape. &quot;A Reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic School Financing&quot;
Author: Mulaney, Ellen
Date: 2014-09-00
Type: Journal Articles
Subjects: Catholic Schools,Educational Finance,Public Support,Financial Support,School Choice,Educational Research,Program Effectiveness,Conferences (Gatherings),Elementary Secondary Education

On September 22-24, 2013, the University of Notre Dame's Institute for Catholic Education hosted a conference on Catholic school financing on the Notre Dame campus, which drew experts on the subject from across the United States. This author, because of her roles as a Board Member of the Board of Catholic Schools of the Archdiocese of Chicago, chair of the Legal Affairs Committee of the Board, and member of the Executive Committee, was most interested in learning about public funding options that might be pursued for Chicago's Catholic schools. A recent study showed, not surprisingly, that the financial picture is worrisome for some of their schools, with operating expenses being much higher than in the era when schools were staffed primarily by members of religious orders. Some parishes are unable to provide the levels of financial support that they historically allocated to the parish school. Parents are sometimes unable to afford a tuition rate that would realistically cover school costs. Conference panel presentations offered useful information about the progress of school choice initiatives happening in various states, and the public funding sessions of the conference identified some strategies for building support for school choice. The conference emphasized coalition-building as critically important in states that have been convinced to adopt school choice legislation.