ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Reality from the Perspective of Saudi Faculty
Author: Alhudaithy, Hana
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Computer Simulation,Technology Uses in Education,Barriers,Internet

Nowadays, we live in an ever-evolving technological world. There is thus a growing need to explore the use of modern technology in education in general, and in higher education in particular. The present paper investigates the use and effectiveness of Virtual Reality (VR) in higher education from the perspective of Saudi faculty at the College of Languages and Translation, King Khalid University (KKU). A mixed-method research design was applied. A questionnaire and focus group interviews were used to collect quantitative and qualitative data. Results indicated a limited use of VR among faculty due to lack of facilities, insufficient support (particularly for junior faculty), and lack of female technicians for the female-only campus and cultural aspects (e.g. female privacy). It is important to consider the need for high-speed internet and enhanced facilities for both students and faculty alike. [For the complete proceedings, see ED600837.]
The Role of Educational Technologists in the Provision of Language Courses in Higher Education: A Case Study
Author: Allen, Christopher
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Second Language Learning,Second Language Instruction,Role,Case Studies,Higher Education,Technical Support,College Faculty,Faculty Development,Technological Literacy,Blended Learning,Online Courses,Barriers,Humanities,Pedagogical Content Knowledge,Computer Assisted Instruction,Teaching Methods,Language Teachers,Universities

In recent years, schools, municipalities, and universities have made increasing use of educational technologists (edtechs) to support teaching staff in the delivery of technology-based courses in face-to-face, blended, or purely online formats. This paper is a case study focusing on the types of training and support provision provided by three edtechs within the arts and humanities faculty of a large provincial university in southern Sweden. The edtechs also identify a number of obstacles in the way of developing Information and Communication Technology (ICT) and computer assisted language learning expertise among teaching staff. [For the complete proceedings, see ED600837.]
Piloting Netflix for Intra-Formal Language Learning
Author: Alm, Antonie
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Television,Programming,German,Teaching Methods,Learning Experience,Informal Education,Electronic Publishing,Listening Comprehension,Telecommunications,Handheld Devices,Computer Software,Films

The expansion of the &quot;Netflix&quot; TV-network around the globe has made foreign language films and TV-series accessible for formal and informal language learning experiences. As students in educational settings are starting to engage in informal second language (L2) &quot;Netflix&quot; viewing, it is time that new pedagogical approaches support learners to optimise the resource for successful language learning. This pilot study reports on a project conducted with 12 intermediate level German students who watched self-selected German TV-series. For three weeks, students described and commented on each other's viewing experiences in their weekly blogs. In a final report, participants reflected on their affective and cognitive engagement with the series. Findings of this study indicate that previous informal exposure to &quot;Netflix&quot; series positively impacted on the participants' willingness to engage in extensive out-of-class listening. The learning experience in the formal context positively affected subsequent informal L2-series watching. [For the complete proceedings, see ED600837.]
A Comparison of Learner Characteristics, Beliefs, and Usage of ASR-CALL Systems
Author: Artieda, Gemma
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Pronunciation Instruction,Teaching Methods,Foreign Countries,Learning Activities,Cross Cultural Studies,Student Attitudes,Native Language,Learner Engagement,Instructional Effectiveness,Audio Equipment,Feedback (Response),Language Laboratories,Independent Study

Wall Street English has built online activities that allow students to record phrases and receive word-level Automatic Speech Recognition (ASR) driven pronunciation feedback. Students in language centres in China, Vietnam, Saudi Arabia, and Italy (N=2,867) used ASR-Computer Assisted Language Learning (CALL) activities, and some (N=482) completed a questionnaire. A high number of students reported that ASR-CALL activities helped them to improve their pronunciation. However, the study found remarkable differences in usage of product features across countries, with students from Vietnam and China using more retries than Saudi Arabia, and students from Italy using the fewest retries. Students from China, Vietnam, and Saudi Arabia more frequently listened to model audios than students from Italy. A series of Kruskal-Wallis tests revealed significant group differences between dominant L1 and students' beliefs and perceptions using ASR, and between age groups and students' beliefs and perceptions using ASR. This study points to the importance of considering regional differences, and suggests that learner engagement may depend not only on the effectiveness of the technology, but also on learner beliefs and perceptions. [For the complete proceedings, see ED600837.]
Integrating a Virtual Reality Application to Simulate Situated Learning Experiences in a Foreign Language Course
Author: Christoforou, Maria
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Constructivism (Learning),Authentic Learning,Computer Software,Universities,Comparative Analysis,Italian,Lecture Method,Outcomes of Education,Undergraduate Students

Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application &quot;Mondly&quot; may have to maximise interactivity and aid learners in proactively experiencing empirical conversations that emulate authentic contexts. The research took place in an undergraduate course Italian I (A1, Common European Framework of Reference for languages), offered by the Cyprus University of Technology. The present study adopts a quasi-experimental design to evaluate the impact of &quot;Mondly&quot; on Italian learning. Digital material is incorporated into the lesson to promote contextualised learning. An experimental group is subjected to learning through &quot;Mondly&quot; whereas a control group is subjected to conventional lectures utilising the same material as the experimental group. [For the complete proceedings, see ED600837.]
Service Animals in Schools. Position Statement. Revised
Author: Neumann, Linda
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Animals,Students with Disabilities,School Nurses,Role,School Policy,Educational Practices,School Safety,Student Needs,Compliance (Legal),Civil Rights Legislation,Federal Legislation,Student Rights

It is the position of the National Association of School Nurses (NASN) that service animals allow some students with disabilities access to their education while enabling greater independence. The registered professional school nurse (hereinafter referred to as school nurse) as a member of the school planning team, facilitates the integration of service animals into the school by leading the development of inclusive policies and practices. As school health care professionals, school nurses ensure the health and safety needs of all students are met, while conforming to federal accessibility laws. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in June 2014 (see ED558445). It was revised in June 2019.]
Negotiating for Meaning in Interaction: Differences between Virtual Exchanges and Regular Online Activities
Author: Canals, Laia
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Second Language Instruction,English (Second Language),Spanish,Speech Communication,Language Usage,College Students,Oral Language,Foreign Countries,Phonetics,Morphology (Languages),Syntax,Feedback (Response)

The present research explores the interactional nature of oral tasks carried out in two types of learner dyads in terms of their likelihood to foster negotiation for meaning during Language Related Episodes (LREs). Quantitative data analyses reveal how learners in same L1 dyads, Spanish English as a Foreign Language (EFL) learners, and in different L1 dyads, Canadian learners of Spanish and Spanish learners of English participating in a virtual exchange, modify their speech using negotiations and clarifications to make it comprehensible to their interlocutors. Eighteen different L1 dyads of university learners doing a virtual exchange (Canada-Spain) and eighteen dyads of Spanish-speakers learning English at the Spanish university carried out three oral communicative tasks online following the same procedures. Data were transcribed, LREs were identified, quantified for each dyad, and analyzed to determine their characteristics in terms of types of triggers, modified output, and type of feedback provided. Initial findings point to substantial differences in meaning negotiation occurring during LREs in each group. Different-L1 dyads exhibit more clarifications, meaning negotiation, and provide more feedback, which leads to higher amounts of comprehensible and modified output than learners in same L1 dyads. [For the complete proceedings, see ED600837.]
Shouting in Space: Promoting Oral Reading Fluency with Spaceteam ESL
Author: Cardoso, Walcir
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Oral Reading,Reading Fluency,Reading Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Foreign Countries,Educational Games,Computer Games,Secondary School Students,Phrase Structure,Reading Improvement,Accuracy,Affordances,Speed Reading

This study examined whether the pedagogical use of Spaceteam ESL (English as a Second Language), a digital &quot;shouting&quot; game, could contribute to the development of Oral Reading Fluency (ORF) among 71 English students in secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre- and post-tested the participants on their ability to read aloud efficiently (&quot;speed&quot;) and accurately (&quot;accuracy&quot;) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) an anecdote. Our findings indicate that participants who played Spaceteam ESL improved their ORF on all measures of &quot;speed,&quot; but no significant differences were observed in terms of &quot;accuracy.&quot; Overall, these findings corroborate our hypothesis that some of the affordances of Spaceteam ESL (e.g. speed reading) would contribute to the development of some aspects of ORF. [For the complete proceedings, see ED600837.]
Data-Driven Learning in ESP University Settings in Romania: Multiple Corpus Consultation Approaches for Academic Writing Support
Author: Chitez, Madalina
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Data Use,English for Special Purposes,Foreign Countries,Academic Language,Teaching Methods,Undergraduate Students,Geography,Writing Strategies,Student Attitudes,Writing Improvement,Instructional Effectiveness,Computational Linguistics

Corpora are valuable technology-supported learning resources to be used by autonomous language learners or during teacher-guided lessons. This study explores the potential of corpus consultation approaches for the improvement of English for Specific Purposes (ESP) students' academic writing skills. We investigated the effects of three types of Data-Driven Learning (DDL) activities in a sample group of 29 first-year and second-year students majoring in Geography for Tourism at a Romanian university, consisting of writing tasks supported by: a Learner Corpus (LC), a Native-Speaker Corpus (NSC), and a Web-based Corpus (WBC). The research methodology involves the combination of quantitative and qualitative data, extracted from pre- and post-intervention corpus analyses, with the results of a learner-satisfaction questionnaire. The findings indicate a significant differentiation in the complexity of the lexico-grammatical features used by learners in consequent intervention stages and a better integration of L2-related academic writing strategies into their written productions. The study yields first conclusions on the integration of computer-processed language databases in DDL strategies for ESP learners in the Romanian university context. [For the complete proceedings, see ED600837.]
The Use of Digital Media in the Russian Language Classroom: An Empirical Study Conducted in Austria, South Tyrol, and Germany
Author: Bacher, Sonja
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Russian,Second Language Learning,Second Language Instruction,Teaching Methods,Information Technology,Multilingualism,German,Secondary School Students,Foreign Countries,Content Analysis,Teacher Attitudes,Student Attitudes,Language Teachers,Technology Integration,Technological Literacy,Telecommunications,Handheld Devices,Computer Assisted Instruction,Faculty Development

This work-in-progress study focuses on the implementation of digital media into the Russian language classroom at secondary schools in the German-speaking countries of Austria, Germany, and the trilingual region South Tyrol. The data were collected in a mixed-methods procedure: quantitative data from online questionnaires and qualitative data from face-to-face, semi-structured interviews with teachers and learners of Russian. The data from the online-surveys were analysed with descriptive statistics and that of the interviews with qualitative content analysis. The results from the online-surveys illustrate the kinds of digital devices that are employed, the frequency of their use, and the purposes digital media are intended to fulfil in the Russian language classroom. Another finding concerns the teachers' digital literacy, suggesting that only half of the Russian teachers can create online language learning tasks. The paper closes with implications for pre- and inservice teacher education and future research. [For the complete proceedings, see ED600837.]
Annotated Scientific Text Visualizer: Design, Development, and Deployment
Author: Blake, John
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Visualization,Discovery Learning,Writing (Composition),Individualized Instruction,Educational Technology,Technology Uses in Education,Scientific Research,Journal Articles,Visual Aids,College Students,Computer Science Education,Foreign Countries,English (Second Language),Audiovisual Aids,Multimedia Instruction

Prototypes of an annotated scientific text visualizer were designed, developed, and deployed. This pedagogic tool is designed to help undergraduates draft short research articles that conform to the generic expectations of their discourse community. This online tool enables users to discover and explore the language features present in short research articles. Users can select to visualize research articles in the field of computer science. The articles are categorized into four types. Users select to hide or reveal particular language features and their associated explanations in text, audio, or video formats. This enables them to create their own learning paths with this interactive tool. Students can use the visualizer to individualize their own learning interactively at their own pace on materials that are relevant to them. [For the complete proceedings, see ED600837.]
Learners as Teachers? An Evaluation of Peer Interaction and Correction in a German Language MOOC
Author: Clifford, Elisabeth
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Peer Teaching,Feedback (Response),Interaction,German

The benefits of peer interaction, support, and feedback in Massive Open Online Courses (MOOCs) for Languages (LMOOCs) are well documented, but there has been little research on peer correction in MOOCs. Classroom-based research suggests that peer corrective feedback has significant potential for language development, but it also identifies a number of conditions for the feedback to be effective, notably a 'positive classroom atmosphere'; this may be hard to achieve on a MOOC, with its diverse cohort and large number of participants. Our mixed-method study reveals participants' conflicting expectations of learning from their peers on the one hand and actively contributing to their peers' learning on the other. Most participants believe they are not competent to provide helpful corrective feedback, and some think that the expectation to correct creates unwanted pressure and hinders communication. This paper encourages MOOC educators to address the challenge of creating a culture of learning through meaningful interaction whilst also finding ways of exploiting the opportunities offered by constructive peer correction. [For the complete proceedings, see ED600837.]
First Contact with Language Corpora: Perspectives from Students
Author: Boulton, Alex
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Masters Programs,Graduate Students,Distance Education,Course Descriptions,Feedback (Response),Mastery Learning,Student Attitudes,English Literature,English for Special Purposes,Foreign Countries,Second Language Learning

Corpora are not the preserve of corpus linguists. In education, learners and teachers can analyse almost any collection of text for linguistic or non-linguistic purposes where regular reading is not efficient or feasible. This paper describes students' first contact with corpora in a distance master's degree where they are required to build a corpus on a topic of their choice and complete a short research report. Following a brief outline of the course, we turn to a description of 122 papers submitted over the last 5 years, with particular attention on the Personal Feedback sections of each among both high- and low-achievers. The opening sentences typically reveal bewilderment on initial encounter with corpus linguistics, which contrasts with growing mastery or sudden enlightenment. Further analysis of the 30k-word corpus suggests that a corpus approach may not be immediately easy, but most users can derive benefits with a little perseverance even in adverse conditions. [For the complete proceedings, see ED600837.]
Video Assessment Module: Self, Peer, and Teacher Post-Performance Assessment for Learning
Author: Cotter, Matthew
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Student Evaluation,Video Technology,Self Evaluation (Individuals),Peer Evaluation,Learning Processes,Action Research,Management Systems,Open Source Technology,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Time Management,Scoring Rubrics,Asynchronous Communication,Validity,Undergraduate Students,Majors (Students),Foreign Countries,Student Attitudes,Course Descriptions,Evaluation Methods,Performance

Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment. [For the complete proceedings, see ED600837.]
A Randomized Controlled Trial of the Impact of the Fusion Reading Intervention on Reading Achievement and Motivation for Adolescent Struggling Readers
Author: Schiller, Ellen
Date: 2012-00-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Reading Programs,Intervention,Reading Achievement,Reading Difficulties,Teaching Methods,Program Effectiveness,Reading Motivation,Adolescents,Reading Strategies,Effect Size,Age Differences,Program Implementation,Fidelity,Reading Teachers,Reading Instruction

This randomized controlled study examines the effects of an intervention, Fusion Reading, on the reading achievement and motivation of adolescent struggling readers. Fusion Reading was implemented in grades 6 through 10 in four middle schools and three high schools from three districts in the southeast and western Michigan. Eligible struggling readers were assigned randomly to the Fusion Reading intervention or a &quot;business as usual&quot; control condition which did not include additional reading instruction. Intervention students received the multicomponent, strategy-based Fusion reading intervention from trained teachers for one class period, 5 days a week, for a school year. Results indicated a statistically significant impact for the intervention on the Sight Word Efficiency subtest of the Test of Word Reading Efficiency (TOWRE), with an effect size (Glass ?) of 0.11. Results are discussed in the context of previous reading intervention research findings with adolescents.
Mobile Literacy among Syrian Refugee Women Teachers
Author: Bradley, Linda
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Literacy,Refugees,Land Settlement,Females,Teacher Attitudes,Informal Education,Occupational Aspiration,Telecommunications,Handheld Devices,Foreign Countries,Cross Cultural Studies,Information Technology,Career Development,Faculty Development,Second Language Learning,Second Language Instruction,Videoconferencing

This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]