ethanporcaro/eric-fulltext-meta huggingface dataset:
English Education Master Students&apos; Perceptions on Metacognitive Strategy in Academic Reading
Author: Wijaya, Kristian Florensio
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Graduate Students,English Instruction,Preservice Teachers,Social Cognition,Metacognition,Content Area Reading,Learning Strategies,English (Second Language),Second Language Learning

Metacognitive strategy can bring varied fruitful influential impacts toward academic reading enterprises endured by graduate program university EFL learners. In this small-scale qualitative study, the researcher aimed to profoundly investigate English Education Graduate program Students' perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Graduate program Students, batch 2019, at Sanata Dharma University, Yogyakarta. After obtaining the data, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate program university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate program university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers.
The Effect of Using De-Contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners&apos; Vocabulary Learning
Author: Yeganehpour, Parisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Learning,Context Effect,Television,Vocabulary Development,Retention (Psychology)

Information from television, the internet, and digital media surrounds us. Multimedia links us to other languages and cultures. Multimedia provides several benefits for foreign language learning. The goal of this research was to see how semi-contextualized television programs and subtitled TV shows help vocabulary retention during language learning. This study was conducted in a Turkish state university. The instructor split the class into two experimental groups of 18-20 year olds. The study started with a pretest. Then the newly condensed words were taught utilizing decontextualized and semi-contextualized education strategies. The research lasted a semester with 14 sessions. An immediate post-test was given at the conclusion of semester after teaching all new words. Three sessions later, a post-test was given. Then the participants' scores were analyzed statistically. The research found no significant differences between semi-contextualized (TV show) and decontextualized vocabulary teaching methodologies (board monitoring). Focus should be given on the researchers' expertise as English teachers in predicting differences between two tactics (preference for semi-contextualized approach).
Blended Learning and Flipped Classrooms Application during Post Pandemic
Author: Rahmani, Asma
Date: 2022-06-00
Type: Journal Articles
Subjects: Blended Learning,Flipped Classroom,Distance Education,COVID-19,Pandemics,Foreign Countries,Second Language Instruction,College Students,Educational Environment,Personal Autonomy

The adoption of online learning is continuously growing in the post-COVID-19 pandemic era in the Algerian context. In this account, teachers and academicians tend to change and adjust their teaching pedagogies to fit this type of learning to ensure a high quality of education. Two crucial pedagogical approaches are blended learning and flipped classrooms, which depend on online and face-to-face learning processes. The actual research implements this approach in different subjects taught in a limited four face-to-face courses during the post-pandemic period. The central aim of this paper is to investigate the extent of efficacy of blended learning in combination with the flipped classroom in Algerian foreign language classes. The hypothesis set is that blended learning combined with the flipped online classroom assists learners to a great extent in their learning. To gain empirical data, grids of observation were used by the researchers. The sample of this research consists of 165 learners who belong to different educational levels at both Batna-1 University and Barika's University Center, Algeria. One of the significant findings of this investigation reveals that blended learning and flipped classrooms efficiently promote a high quality of learning among learners. Likewise, the results indicate that the embedment of this teaching approach reinforces learners' adoption of online learning.
Exploring Kurdish EFL University Students&apos; Beliefs about Language Learning
Author: Ghafor, Omar Fouad
Date: 2022-06-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),College Students,Student Attitudes,Foreign Countries,Beliefs,Language Teachers,Difficulty Level,Language Aptitude,Learning Strategies,Communication Strategies,Learning Motivation

This paper is an attempt to deal with language learners' beliefs. Researchers used Elaine Kolker Horwitz's model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, &quot;what are the beliefs of Kurdish EFL university students about learning English?&quot;. The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations.
Learning Styles and Attitude toward Achievement among English Second Language Students
Author: Naenah, Nuning Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,English (Second Language),Second Language Learning,Academic Achievement,Student Attitudes,Cognitive Style,Foreign Countries

English as a Second Language (ESL) is a mandatory class for international students when they come to study abroad, particularly those who come from unspoken English country. This study aims to identify the correlation between learning styles and attitude of AIIAS ESL students and their academic achievement. The respondents of this study were thirty-two students. Using Pearson r correlation, this study showed that no correlation in the respondents' achievement among the six types of Reid's learning style (the highest r-value is [less than or equal to] 0, 209 while the lowest is [greater than or equal to] - 0, 263). However, in contrast, the attitude and achievement in this study showed a positive correlation. Among the three aspects of attitude, the emotion and achievement are significantly correlated (r value: 0.487; p value: 0.005). Meanwhile, the cognitive and attitude is significantly correlated with the r value: 0,427 (p value: = 0.05). The weakest correlation with their attitude is behaviour where the r value is only 0.201 (p value = 0.269). Thus, students are aware of their own learning styles in learning new language. In terms of attitude, students maintain a positive attitude toward learning English to achieve good grades in their learning process.
Academic Procrastination in Language Learning: Adolescent Learners&apos; Perspectives
Author: Asmali, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Behavior,Preadolescents,Time Management,Student Attitudes,Gender Differences,Grade 6,Grade 7,Foreign Countries,English (Second Language),Study Habits

Despite the abundance of studies investigating the impact of academic procrastination on several aspects of learning, less is known about how this construct is perceived by adolescent foreign language learners with different levels of academic procrastination and their reasons to delay tasks and potential suggestions to reduce it. This study was designed to find out the academic procrastination behaviors of 136 learners aged 11-12. Additionally, another major aim was to find out how the participants' reasons to procrastinate and suggestions to reduce it differed according to gender and their academic procrastination level. The participants were divided into three groups as low, average, and high procrastinators considering their mean scores on the academic procrastination scale. A focus group interview was conducted with 12 learners to create a list of reasons, replacement activities, and suggestions. The findings indicated that all three groups followed a similar academic procrastination behavior pattern. However, in terms of reasons, while boys preferred playing computer games as a replacing activity, girls were more inclined to read books. Some suggestions were also provided by the learners to reduce it. The study provides implications for teachers, parents, and learners.
Teaching High Functioning Children with Autism: Considerations for Vocabulary Course Design Using Technology
Author: Abd Majid, Faizah
Date: 2022-06-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Vocabulary Development,Students with Disabilities,Technology Uses in Education,Curriculum Design,Language Aptitude,Speech Communication,English Instruction,Computer Simulation

This paper highlights one of the most critical aspects of facilitating vocabulary learning among children with autism. Several pertinent issues serve as the focus of the paper; vocabulary course design for high functioning children with autism and the relevant considerations required when teaching them using technology. To explore these issues, a qualitative design using content analysis through extensive literature review was conducted. The content analysis included a critical examination of the features of children with autism and their learning and the theories of vocabulary course design and its principles. The analysis brought to light relevant considerations following the five factors as identified from the critical examination of the literature. Hence, this paper proposes course design for high functioning children with autism considerations. Curriculum designers, syllabus writers and instructors for children with autism could expect to benefit from this paper. This paper also recommends quantitative research such as a survey with the relevant stakeholders to confirm or enrich the data from the present study.
A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks
Author: Yigit, Monireh Azimzadeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,English (Second Language),Second Language Instruction,Cultural Influences,Textbook Content,Grade 9,Cultural Awareness,Language Usage

Acquiring second/foreign language competence inherits target culture knowledge and awareness. In this regard, English Language Teaching (ELT) coursebooks play a significant role in culture acquisition especially in an English as a foreign language (EFL) context in which learners have little or no opportunity to practice English outside the classroom. Therefore, the purpose of this study was to investigate and compare the cultural content of local EFL textbooks used in two Muslim countries; Iran and Turkey. Kachru's concentric model was used to explore cultural contents of Iranian and Turkish 9th grade EFL coursebooks and the data was analyzed through content analysis. Results showed that the Iranian coursebook was vastly filled with native culture along with a few subjects from expanding circle countries such as Russia and China. On the other hand, the main cultural focus of the Turkish EFL coursebook was inner-circle countries while little emphasis was made on native culture. The results were discussed in terms of intercultural competence and material design in the EFL context.
EFL Learners&apos; Performances on Associating English Proverbs with Equivalent Turkish Proverbs: A Cross-Cultural Study
Author: Kimsesiz, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Proverbs,Foreign Countries,Translation,Cultural Differences,Folk Culture,College Freshmen,English (Second Language),Second Language Learning

As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kirsehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.
EFL Learners&apos; Views on Learner Autonomy and Foreign Language Anxiety
Author: Yukselir, Ceyhun
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Anxiety,Student Attitudes,Foreign Countries,Communication (Thought Transfer),Second Language Learning,Personal Autonomy,Curriculum,Undergraduate Students,Student Responsibility,Teacher Responsibility,Learning Activities,Instructional Materials,Student Motivation,Learner Engagement

This mixed-methods research explores the views of EFL learners about learner autonomy and foreign language classroom anxiety. The participants comprised of 126 EFL learners studying at two state universities in Turkey. In addition to the instruments developed by Chan et al. (2002) and by Horwitz et al. (1986), a semi-structured questionnaire was also employed to gain deeper insights of the participants' understanding of autonomous learning and foreign language anxiety. The findings show that participants believed that they should have the ability to take responsibility for learning on their own. Regarding the question about classroom anxiety, participants accepted the anxiety induced by the fear of speaking, especially in real-life situations in front of people or with native speakers of English. Moreover, the data showed that 13 students felt highly anxious whereas 73 students were moderately anxious in their English classrooms. Thus, the current study has contributed to our understanding about LA and anxiety in terms of foreign language majors' perceptions in the EFL context, roles and responsibilities, motivation and abilities, inside and outside classroom activities and the reasons which cause FLA.
Pre-Service and In-Service Teachers&apos; Perceptions on the Use of English Children&apos;s Songs
Author: Khumairo, Khurin In
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,Language Usage,Singing,English (Second Language),Second Language Instruction,Barriers,Educational Technology,Foreign Countries,Elementary School Teachers,Elementary School Students,Grade 2,Grade 3,Listening Skills,Speech Skills,Vocabulary Development,Sentences,Grammar,Student Attitudes,Access to Computers

English children's songs have been commonly used as pedagogical tools to teach English to young learners. Despite its popularity, few studies focus on its limitation. This study aimed to explore pre-and in-service teachers' perceptions on the usage of English Children's songs in teaching English to young learners. This study applied a qualitative descriptive method involving two pre-service teachers, two in-service teachers, and four students. Data were collected through pre- and in-service teachers' interviews, students' interviews, and classroom observation. The findings showed that English children's songs offer numerous benefits for young learners in learning English. However, there were technical limitations such as lack of internet connection and school facilities and non-technical limitations such as selecting the right song for the students and providing various songs to prevent students' boredom. To overcome those limitations, it is suggested that the school facilitate teachers with proper technology such as a projector and speaker to improve the students' teaching and learning activities. The teachers could prepare the songs using rubrics based on learning needs and lesson plans.
Algerian EFL Secondary School Students&apos; Attitudes towards Using Group Investigation Cooperative Learning Model for Teaching English School Projects
Author: Belmekki, Asma
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Foreign Countries,Cooperative Learning,Student Attitudes,Student Projects,Active Learning,Teaching Methods,Student Motivation,Language Usage,Attitude Measures,Reliability

To help secondary school learners overcome the difficulties they encounter when working on their English school projects, we have used one of the cooperative learning techniques Group Investigation (GI), based on the Sharan and Sharan (1992) Model. After applying the model, we wanted to determine the students' attitudes towards project work and the new teaching method. Thus, this research study aimed to measure the effect of the Group Investigation technique on the students' attitudes towards English projects in general and Group investigation in particular. We hypothesize that the GI model will positively affect the students' attitudes and motivation towards their school English projects. To reach the aim of this descriptive quantitative study, we developed a four-section attitude scale, and the current situation is described by analyzing the data obtained from the applied scale. The study's sample is a focus group of 21 students studying at Elhachemi Bouzidi Secondary School in Khenchela, Algeria. The research data were collected, coded, and analyzed using the statistical package for social sciences (SPSS 24.0 Packet program). The researcher also used Cronbach's Alpha to measure the scale's reliability. The research findings reveal that the applied model positively influenced the students' attitudes, project performances, motivation, target language use, and cooperation.
Checking the Reliability of English as a Second Language Learners&apos; Aptitude: The Use of Achievement Tests as Predictors
Author: Alshammari, Sahal R.
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Foreign Countries,Scores,High School Students,Student Attitudes,Undergraduate Students,Majors (Students),Student Surveys,Correlation,Grammar,Translation,Learning Activities,College Preparation,Academic Achievement,Language Proficiency,Case Studies

In Saudi Arabia, high school education has always been blamed for students' weaknesses in the English language. Teachers have been accused of overestimating students' scores in English language courses, resulting in evaluations that do not reflect the students' real levels. Consequently, students believe that they are good enough at English and can survive in an English program at the college level when they are not. The paper is an attempt to bridge the gap between learning English in public schools and at college level. It will try to answer a significant question about whether students' scores in high school and preparatory years are able to predict their performances at the college level -- particularly students majoring in English language. It also explores the factors that affect university students' GPAs who are majoring English. A total of 107 students participated in the study by providing their grades in the three levels and responding to a survey to explore their attitudes toward activities that encourage them to learn English in the Saudi Arabian education system. The results showed that high school and preparatory year grades aligned with only a small number of the participants' college grades. This indicates that earlier grades cannot predict students' performances at the university level. Moreover, the results confirm the dominance of the grammar-translation method in teaching English at all three levels. Finally, the results confirm a strong correlation between practicing more activities and improving second language learning. More research is required to explore the factors that influence students' English learning.