ethanporcaro/eric-fulltext-meta huggingface dataset:
The Correlation between Students&apos; Writing Anxiety and the Use of Writing Assessment Rubrics
Author: Arindra, Margaretha Yola
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Apprehension,Writing Attitudes,Scoring Rubrics,English (Second Language),Second Language Instruction,Second Language Learning,College English,College Students

Writing anxiety may occur if students are expected to write excellently. To assist the students in minimizing their writing anxiety, teachers can introduce rubrics to the students prior to accomplishing writing tasks. The present study intended to investigate the levels of students' second language writing anxiety and students' use of writing assessment rubrics as well as their correlation. This study took place in Critical Reading and Writing classes at Sanata Dharma University, Yogyakarta, Indonesia. Seventy-three students participated in this research. To gather the data, the researchers employed two instruments, namely Second Language Writing Anxiety Inventory (SLWAI) and students' use of writing assessment rubric questionnaire. The data were statistically analysed using SPSS. The results revealed that both students' second language writing anxiety and their use of writing assessment rubrics were at a moderate level. The two variables also showed a negative strong correlation (r=-0.704), which indicated that the pre-notification of the use of writing rubrics decreased students' writing anxiety.
Thai Students&apos; Preferences Regarding the Personas of English Language Teachers
Author: Armatthat, Sarocha
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,English Teachers,Foreign Countries,Teacher Student Relationship,English (Second Language),Secondary School Students,Public Schools,Classroom Techniques,Personality Traits,Teacher Characteristics,Teacher Effectiveness,Adolescents

The way teachers act and perform in classrooms, which is called the &quot;teacher persona&quot;, influences students' achievement. In order to promote students' learning progress and outcome, the study of teacher personas should not be overlooked. Thus, this study aimed to investigate the preferences of Thai students regarding the personas of English language teachers. Three hundred and four upper secondary students in a Thai public school participated using a stratified sampling technique. Ranking scale questionnaires with five persona categories and an open-ended question were administered. The findings showed that the most preferred aspect of teacher personas of all categories, according to the total score of the top five items, was classroom management. In addition, the other aspects in order of preference were method of evaluation, student-teacher relationship, teacher performance, and teacher personality, respectively. Another significant finding from the open-ended question was that Thai students stated a preference for teachers who understand their differences in terms of learning and individual personalities, which is considered to be part of the student-teacher relationship category. The findings suggest that teachers must be aware of their behavior and actions in class that could affect students' learning and achievement.
Public Speaking Anxiety in the Thai EFL Context
Author: Kalra, Rusma
Date: 2020-01-00
Type: Journal Articles
Subjects: Public Speaking,Anxiety,Foreign Countries,English (Second Language),Student Attitudes,Self Efficacy,Language Proficiency,College Students,Second Language Learning

Anxiety can be both good and bad and thus facilitating or debilitating, as a confidence booster or as a de-motivator. Anxiety is worthy of investigation because it is a factor that influences perceived competence. The present study investigated public speaking anxiety problems faced by Thai EFL students from their own and the researchers' perspectives. In order to achieve these objectives, three main data gathering and triangulating tools were used: (1) classroom observation, (2) semi-structured interview, and (3) questionnaire. The results revealed that anxiety was found to cause problems related to self-confidence, self-esteem, risk-taking ability, and ultimately hampers proficiency in the foreign language. As a result, their personal, social, and academic contexts have been negatively affected due to this speaking anxiety. These findings advance the pedagogical understandings of anxiety-related public speaking in a foreign language issues, and may be useful in the context of enhancing the EFL learners' communication skills.
Promoting Communicative Self-Efficacy and a Positive Attitude towards English Language Learning through a Collaborative Authentic Task
Author: Karnchanachari, Samertip
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Efficacy,Positive Attitudes,Language Attitudes,Cooperative Learning,Authentic Learning,Dentistry,Public Colleges,English for Special Purposes,Verbal Communication,Undergraduate Students,Young Adults,Foreign Countries,Communicative Competence (Languages),Instructional Effectiveness,Native Speakers

Self-efficacy and positive attitude are among factors contributing to success in language learning, yet encouraging these important traits among language learners in the classroom is often difficult. This study aims to investigate the extent to which a collaborative authentic task helped promote communicative self-efficacy and a positive attitude towards English language study among second-year dental students taking an English for Specific Purposes (ESP) course in a public university in Thailand. Specifically, the students were asked to interview foreigners in English about a topic in the field of dentistry, and then report their findings and reflect on their individual performance and experience during a feedback session with their instructor. Pre-task and post-task questionnaires were developed and distributed to 96 dental students, and a semi-structured interview was used to explore students' attitudes in greater depth. It was discovered that most of the participants perceived that their self-efficacy was higher in some aspects after they had completed the task. Results from the semistructured interviews also demonstrated that this group of students recognized the importance of English in their profession. Furthermore, the overall attitude of the students toward the collaborative authentic task was favorable, with most participants reporting that they found it very useful and challenging as it provided them with the opportunity to use English in real life. Considering the conclusions of the study, teachers are encouraged to implement collaborative authentic tasks in the classroom to enhance students' self-efficacy and positive attitude toward English learning.
Primary School English Teachers&apos; Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application
Author: Sunyakul, Netchanok
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Language Teachers,English (Second Language),Language Proficiency,Faculty Development,Program Effectiveness,Teacher Competencies,Inservice Teacher Education,Barriers,Teacher Attitudes,Knowledge Level,Knowledge Base for Teaching,Foreign Countries

The Ministry of Education has organized the teacher training--Boot Camp--to improve teachers' English proficiency and teaching methodology. Therefore, this study was conducted to investigate the extent of primary school English teachers' application of knowledge/skills obtained from Boot Camp to their classroom teaching practices and factors that hinder them from such application. Participants of this study were 100 primary school English teachers who attended Boot Camp, Batch 1-19, at Nakhon Si Thammarat Rajabhat University Center. A mixed method approach, combining a questionnaire and interviews, was used to gather the quantitative and qualitative data. The results showed that the teachers often applied the obtained knowledge/skills from Boot Camp to their classroom and factors that hindered them from such application are related to teachers, students, and school context. The results of this study provide implications for the design of the teacher training which promotes effective application of the knowledge/skills from the training.
Learner Readiness -- Why and How Should They Be Ready?
Author: Chorrojprasert, Linchong
Date: 2020-01-00
Type: Journal Articles
Subjects: Learning Readiness,Teaching Methods,Second Language Learning,English (Second Language),Independent Study,Student Characteristics

This article aims to serve as a gentle reminder to all of us--English teachers--that there are other multifaceted factors that contribute to our learners' achievements besides curriculum and instruction. There are other significant facts and observations that should be noted and considered beyond those dictated in the Quality Assurance requirements. There are other issues that we must pay attention to in our class preparation besides what is prescribed on the policies by the schools, the Ministry of Education or the government agenda. Among these issues is learner readiness. While we stay focused on whether or not the learners are acquiring the target knowledge and skills, we should intently put in some thoughts and efforts on the development of our students' learning competency and intellectual character, if not to initiate and motivate them to become each an effective and self-regulated learner. Discussions the importance of learning readiness on learning outcomes and the approaches teachers may consider to tap into these notions and enhance our teaching practices and their learners' achievements are included.
Learner Attitudes, Strategy Awareness and Strategy Use in Process-Based Listening
Author: Madarbakus-Ring, Naheen
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Listening Skills,Learning Strategies,Metacognition,Foreign Countries,English for Academic Purposes,Private Colleges,College Students,Young Adults,Difficulty Level,News Reporting,Web Sites,Current Events,Instructional Materials

This paper outlines how current research could improve learner attitudes and heighten listening strategy awareness when using a three-stage listening process-based framework. This listening study outlines a logical pedagogic lesson for fellow educators to implement academic listening using www.breakingnewsenglish.com (BNE) in the tertiary level classroom. The preliminary study at a Korean university describes a series of five BNE lessons which were developed using a three-stage strategy-based plan for academic listening. Metacognitive, cognitive and socio-affective tasks were integrated into pre-/while-/postlistening stages to measure if listening attitudes improved and if strategy awareness and strategy use heightened after task exposure. The data analyzed from pre-course/post-course questionnaires suggest that although individual attitudes toward listening did not improve, listening components used in this pedagogic approach could improve strategy awareness and the employment of listening strategies to help second language learners develop their listening competence.
International Teaching Practicum: Challenges Faced by Pre-Service EFL Teachers in ESL Settings
Author: Kabilan, Muhammad Kamarul
Date: 2020-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Barriers,Curriculum,Planning,Lesson Plans,Language Proficiency,Cultural Differences,Foreign Countries,Secondary Schools,Student Teaching

Multiculturalism and diversity are integral elements in teacher education programmes in 21st century learning, especially in an era where globalization and internationalisation are regarded as important elements of development and growth. International teaching practicum (ITP) is seen as more and more relevant in promoting the above, as well as providing real challenges for pre-service teachers (PST). This qualitative study explores and examines the challenges faced by PSTs trained in an English as a Foreign Language (EFL) context while teaching in an English as a Second Language (ESL) context, and strategies they used in their attempts to surmount those challenges. The study also aims to understand how the challenges have made them understand the realities of teaching in an international context, especially in an ESL environment. Data obtained from the focused interviews and reflective journals indicate four emerging themes of the challenges faced by the pre-service EFL teachers in ESL settings: (1) curriculum, (2) planning of lessons, (3) language proficiency and, (4) cultural differences. The main implication stresses the need to integrate components and elements of multiculturalism into future ITP and teacher education programmes.
Implementing Collaborative Writing in EFL Classrooms: Teachers and Students&apos; Perspectives
Author: Coffin, Prarthana
Date: 2020-01-00
Type: Journal Articles
Subjects: Curriculum Implementation,Collaborative Writing,Teacher Attitudes,Student Attitudes,English (Second Language),Instructional Effectiveness,Teamwork,Group Dynamics,Problem Solving,Communication Skills,Cooperative Learning,Foreign Countries,College Students,English Teachers

The study investigates the process of implementing collaborative writing (CW) in EFL classrooms and ascertains the perspectives of stakeholders towards CW practice. Data was collected from 130 participants and through multiple sources and instruments, including document analysis, observation and video-based fieldwork, questionnaire, and interview. The results from observation and content analysis revealed that the current practice of CW lacked significant CW process during the first six weeks, but occurred later during the discussion sessions at a superficial level. The interview results further revealed that parallel horizontal-division writing CW strategy was used and the CW tasks were done in writer-helpers pattern and consequently produced the superficial written patch works. Furthermore, results of questionnaire and interviews indicted that both students and teachers perceived that CW practice positively influenced teamwork, communication, and problem solving skills. However, the issue of fairness of teamwork contribution and assessment continues to be unsolved. Based on the research result, it can be concluded that both teachers and students needed to be prepared prior to the practice, so that CW process, strategy, and assessment applied in each CW classroom followed the same standard.
Funny English in the Digital World
Author: Jaroenkitboworn, Kandaporn
Date: 2020-01-00
Type: Journal Articles
Subjects: Humor,Social Media,English (Second Language),Teaching Methods,Visual Aids,Computer Graphics,Foreign Countries,Figurative Language,Satire,English Instruction,Cultural Context,Classification

This paper aims to study English jokes on Facebook. Since the current generation of our students is often described as Net Geners, learning the English language via jokes posted on social media can be one of the supportive ways for EFL learners to improve their L2 linguistic competence as well as L2 humor competence. The data, or jokes, in this study were collected from one of the most popular public pages, entitled &quot;English is Fun&quot;. Seventy four jokes (out of 200 posts) from 1 to 16 April 2019 were collected and analyzed. The study result revealed that there were two major types of jokes: one was in a textual form while the other was a mixed-code message, or a combination of verbal and non-verbal elements. The latter was further classified into two subtypes: one had a verbal element as the primary factor to provoke humor while the other required interaction between the verbal element and nonverbal element. In addition, the findings showed that there were four types of logical mechanisms: pun, false analogy, faulty reasoning, and satire. As jokes can be a good source of teaching materials, three possible ways for using jokes in teaching the English language were suggested.
Autonomy-Supportive English Language Instruction: An Experimental Study on Students&apos; Motivation in English Language Classrooms
Author: Phithakmethakun, Mintra
Date: 2020-01-00
Type: Journal Articles
Subjects: English Instruction,English (Second Language),Student Motivation,Personal Autonomy,Instructional Effectiveness,Student Attitudes,Grade 11,Foreign Countries,Adolescents,Secondary School Students,Positive Attitudes,Teacher Student Relationship,Teacher Behavior

The present study aimed at exploring the effects of Autonomy-Supportive English Language Instruction on students' motivation in English language classrooms, and aimed at investigating students' opinions toward Autonomy-Supportive English Language Instruction. The participants were 25 eleventh grade students, which were selected by purposive sampling. The research instruments were students' self-report motivation in English language classrooms questionnaire, and students' opinions toward autonomy-supportive English language instruction interview questions. The results revealed that students' motivation in English language classrooms increased significantly after receiving Autonomy-Supportive English Language Instruction. In addition, students also had a positive opinion of Autonomy-Supportive English Language Instruction in terms of motivation in learning English in the English language classrooms, teaching practices in the English language classrooms, and the teacher's motivation in teaching. The findings suggested that as Autonomy-Supportive English Language Instruction is considered highly effective, it should be applied to teaching students in other levels and study programs. In addition, since this type of instruction is not attached to any specific skills or teaching methodology, further study can be applied to teaching specific skills of English or integrating into the specific English language teaching methodology in order to investigate its effectiveness.
Development of World Englishes-Based Listening Materials to Raise the Awareness of the Varieties of English for Thai EFL Upper Secondary School Students
Author: Passakornkarn, Supassorn
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Secondary School Students,Dialects,Receptive Language,Pronunciation,Language Variation,Teaching Methods,Metacognition,Listening Comprehension,Video Technology,Program Effectiveness

English language usage has increased in all areas of the world over the past few decades, and goals for learning English as a second language have changed from 'obtaining native-like proficiency' to 'gaining proficiency in dealing with English varieties' (Graddol, 2006). English as a foreign language (EFL) Thai students should be provided with opportunities to raise their awareness of the many English language varieties. World Englishes-based listening instructional materials can be developed and used in English classes to increase awareness of English language varieties for Thai upper secondary school students. Hello, World Englishes! was developed using the framework proposed by Jolly and Bolitho (2011) and Marlina (2013) and positively evaluated by experts and teachers as practitioners in the relevant field. All the experts and teachers noted the necessity for such listening materials and agreed that they could be used to increase awareness of the English language varieties for secondary school students in Thailand.
A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter
Author: Samacá Bohórquez, Yolanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Reflection,Praxis,Dialogs (Language),Power Structure,English (Second Language),Foreign Countries,Second Language Learning,English Teachers

This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, &quot;conscientização,&quot; (conscientization) praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.
Genres Classification and Generic Structures in the English Language Textbooks of Economics and Islamic Economics in an Indonesian University
Author: Dalimunte, Ahmad Amin
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Economics Education,Islam,Textbook Content,Ideology,Islamic Culture,Classification,College Students,History,Persuasive Discourse

Textbooks provide students with models of written scientific literacy and also access to a wide range of knowledge. However, deconstructing their text structures which has potential contribution to facilitating students' reading comprehension receives lack of attention. The present study is to classify the genres and their generic structures within the textbooks used at Universitas Islam Negeri, North Sumatra, Indonesia (UIN-SU) for the purpose of teaching reading Economics and Islamic Economics texts. Data of the study were two textbooks of Economics and Islamic Economics. Five main genre frameworks based on Systemic Functional Linguistics (SFL) were used as method of the analysis: Report, Explanation, History, Argument, and Response genres. In the Economics, 17 genre types including two new ones under four main genre families of Explanation, Report, Argument, and History were found. On the other hand, in its counterpart, 25 genre types including 6 new ones under five genre families of History, Report, Explanation, Argument, and Response were identified. The difference of the key findings between the textbooks is proposed to be the consequences of the ideological discrepancy to which the textbooks belong as well as the resource discrepancy from which the two subdisciplines of Economics are oriented.
Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom
Author: Duarte Infante, Ángela Vanesa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,Persuasive Discourse,Skill Development,Communication Skills,Debate

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners' opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.