ethanporcaro/eric-fulltext-meta huggingface dataset:
Exposure to Target Language Vocabulary through Novel Extracts and Computer Game Cutscenes
Author: Altinbas, Mehmet Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Vocabulary Development,Comparative Analysis,Computer Games,Multiple Choice Tests,Test Items,Instructional Effectiveness,English (Second Language),Definitions,Language Processing,Undergraduate Students,Novels,Word Lists,Correlation,Scores,Learning Processes,Intervention,Profiles,Rating Scales,Guidelines,Foreign Countries,English Literature

Following Richards's (2015) ideas of using movie clips, videos, and games as valuable technological tools for language learning, the present study was conducted to investigate the effectiveness of using novel extracts and computer game cutscenes based on the same story to develop the vocabulary knowledge of English as a foreign language (EFL) learners. The study employed a quasi-experimental design with a control group and an experimental group. Initially, both groups studied a target vocabulary list of 20 words and their definitions. The participants were asked to complete a multiple-choice definition matching test after studying the list to find out whether their levels of vocabulary knowledge were comparable prior to the applications. For the experimental group, a second vocabulary test equivalent to the first one was conducted after they read a novel extract including the target vocabulary items, and a third test was carried out after they watched two computer game cutscenes that were based on the same events as the novel extract to understand whether seeing the target vocabulary items in these contexts repetitively would result in a significant increase in their target vocabulary knowledge. For the control group, the second and the third vocabulary tests were undertaken immediately after the first one to investigate whether mere exposure to equivalent vocabulary tests without the interventions would lead to a significant increase in their target vocabulary knowledge. The findings of the study indicated that the scores of the participants in the experimental group increased descriptively on the second test and significantly on the third test, whereas the scores of the participants in the control group decreased significantly on the second test and descriptively on the third test. The study provides practical and academic implications based on the findings.
Decision Making in English Language Teaching: Unpacking Novice Teachers&apos; Pedagogical Reasoning
Author: Tajeddin, Zia
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Decision Making,Teaching Methods,Thinking Skills,Lesson Plans,Course Descriptions,Teacher Attitudes,Learning Processes,Language Teachers,Teacher Education Programs,Case Studies,Beginning Teachers,Video Technology,Classroom Techniques,Pedagogical Content Knowledge,Likert Scales,Foreign Countries

Teachers are constantly involved in the act of decision-making in every moment of the classroom. These decisions are underpinned by pedagogical reasoning, which entails situated knowledge about particular teaching episodes and is reconstructed through teaching practice. The present case study sought to explore the pedagogical reasoning skills that novice English language teachers use in making classroom decisions. Results from a combination of lesson plans, classroom observations, and semi-structured interviews revealed that novice teachers applied their pedagogical reasoning to achieve syllabus objectives and deal with learners' misbehavior. In the absence of previous teaching experiences, they did not tend to reflect on the decisions they made to deal with learners' learning and their teaching. They also lacked consistency in their reasoning process, disrupted by their changing beliefs about learning and teaching. These findings imply the need for the improvement of teachers' pedagogical reasoning through teacher education programs.
Investigating Learners&apos; Listening Comprehension Strategy Awareness and Its Implications for Language Learning
Author: Kök, Izzettin
Date: 2023-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Learning Strategies,Second Language Learning,Second Language Instruction,Language Proficiency,Undergraduate Students,Correlation,Foreign Countries,Language Tests,Achievement Tests,Rating Scales,Guidelines,Metacognition,Measures (Individuals),Turkish,Native Language,English (Second Language),Likert Scales,Student Attitudes

In recent years, the importance of listening when becoming communicatively competent in a new language has been increasingly recognized, and authors such as Richards (2002; 2005) have responded to this awareness by producing material specifically designed to meet this need. In order to develop listening proficiency, other authors (e.g. Vandergrift, 1999) have investigated listening strategies. It is possible that other factors might also influence learners' listening competence and their strategy choices. The study reported here aimed at finding the relationship between learners' listening strategy use and listening comprehension achievement concerning their proficiency level, gender, and field of study. The population of the study included 322 university students (99 males, 223 females) at B2 level of proficiency according to the Common European Framework of Reference, who were studying to specialize in Nursing, Physiotherapy and Rehabilitation, and Psychology in a university in Izmir, Turkey. Data were collected through a listening strategy inventory applied to measure learners' use of metacognitive, cognitive and socioaffective strategies and a listening comprehension achievement test. Statistical analyses of the data revealed statistically significant positive correlations between listening strategy use and listening comprehension achievement (higher achievers used strategies more frequently). There were also significant differences between listening comprehension achievement and listening strategy use with regard to the aforementioned variables.
Language Teaching in the &apos;Third Space&apos;: Identity Trajectories and Professional Development Needs
Author: Aguilar, Jenny Mendieta
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,Social Change,Educational Needs,Professional Identity,Ethnography,Teaching Methods,Cross Cultural Studies,Self Concept,Work Environment,Foreign Countries,Teacher Attitudes,Teacher Role,Career Change,Higher Education,Personal Narratives,College Faculty

As Pennington and Richards (2016) observe, a teacher's sense of what it means to be a teacher is created interactively with the knowledge base and identity of the larger field. Technological developments and unprecedented societal change have recently, however, rendered the?teaching profession more complex and diverse. This is particularly evident in higher education settings, where clear divisions between professional and academic areas are increasingly blurred. The breaking down of strict boundaries between professional domains gives rise to a &quot;third space&quot; (Whitchurch, 2008), which staff, including language teachers, must learn to navigate. Reconstructing their identities in highly dynamic third spaces can place language teachers in liminal states of inbetween-ness and ambiguity (Beech, 2011), where negotiating stable identities becomes especially demanding. While language teacher identity in the context of higher education has been widely discussed, the implications of transitioning into 'third space' settings for language teachers' identities have received less attention. Adopting a &quot;theorising from practice&quot; approach (Richards, 2016), in this reflective autoethnographic article, we examine our shifting language teacher identities as we seek to successfully navigate 'third space' work environments in New Zealand and Switzerland. We use critical reflection to explore how our professional identities have evolved as we switched from relatively 'bounded' language teaching roles to more fluid and dynamic 'third space' positions. Further, we discuss the role of professional development as enablers (or inhibitors) of our evolving language teacher identities as we moved into roles that diverged from what we had initially trained for. Lastly, we relate these reflections to suggestions for professional development that could help language teachers better respond to the demands of an increasingly diversified and complex profession.
Rethinking Teaching Listening Skills: A Case Study
Author: Rahman, Md Nabinur
Date: 2023-00-00
Type: Journal Articles
Subjects: Listening Skills,Listening Comprehension,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,English for Academic Purposes,Case Studies,Undergraduate Students,Teacher Attitudes,Foreign Countries,Educational Trends

This study explores EAP teachers' views of underlying problems in teaching listening skills and the strategies adopted by them to overcome problems at the tertiary level in EFL contexts. The study is based on the theoretical assumption of listening perception processes and its role in language development as hypothesised by Richards (2008). In this instrumental case study, one EAP teacher was purposively interviewed to identify their understanding of the investigated issue. The generated data were analysed following the basic qualitative analysis method. The findings demonstrate that in teaching listening skills both the top-down and bottom-up approaches should be adopted to integrate process-based listening skills teaching, which promotes target language acquisition in and out of the classroom. The findings may make the EAP practitioners reconsider incorporating the bottom-up approach to improve the existing strategies of teaching listening skills at the tertiary level.
What Is Morphological Awareness and How Can You Develop It?
Author: Nation, Paul
Date: 2023-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Learning Activities,Teaching Methods,Educational Benefits,Morphemes

Building on Jack Richard's interest in vocabulary, this paper looks at the importance of morphology (how words are formed) in language learning and teaching. It describes why knowledge of morphology is important, and how it affects vocabulary learning. It provides clear guidelines on what word parts to focus on, how much time to spend on word parts and what a teacher (and learners) should do about word parts. Morphological knowledge involving derivational affixes becomes particularly important when learners know the first 2000-3000 words of English. One of the major activities for developing morphological awareness is cutting words into parts and relating the meanings of the parts to the meaning of the whole word. Teachers should help learners develop morphological awareness, train learners in word part strategies, and help learners to learn frequent word parts. The paper includes activities to achieve these goals in the classroom, as well as links that provide material for classroom use.
Learning across Borders through Immersive Virtual Technologies
Author: Torres, Kelly M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,School Closing,Online Courses,Computer Simulation,Global Approach,Experiential Learning,Cultural Awareness,Study Abroad,Educational Technology

Due to the impact of COVID-19 in 2020, higher education institutions swiftly shifted to online education and canceled all university sponsored travel, including field experiences and study abroad programs. Faculty transitioned to virtual activities to provide students essential access to international engagement. Immersive learning experiences promote cognitive gains and enhance student motivation. Using immersive learning to create virtual international experiences, students receive meaningful educational opportunities that further develop their global mindfulness levels and skills necessary for international marketability. Because immersive virtual experiences can provide international engagement to a wider range of students, this literature review explores how institutions incorporated them into their in-person curricula.
(Neo)-Racism among International Students
Author: Dengg, Michaela A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Foreign Students,Racial Identification,Critical Race Theory,Cultural Differences,Racial Discrimination,Foreign Countries,Graduate Students,Whites,Minority Group Students

Experiences with neo-racism, i.e., discrimination based on the combination of conceptualizations around race, culture, and nationality, towards international students on U.S. campuses have been well documented. In recent years, more research has been conducted extrapolating how instances of neo-racism affect different groups of international students in terms of their racial identity. However, there is a dearth of research looking at international students' awareness of how these neo-racist instances towards international students play out differently based on international students' racial identity. This critical autoethnography of a white international student from Germany offers an initial insight into this gap through the lens of Critical Race Theory (CRT) infused with the concept of neo-racism.
Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges
Author: White, Courtney L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,Foreign Countries,Foreign Students,College Students,Student Experience,Racial Factors,Acculturation,Student Adjustment,Academic Achievement,Immigrants,Critical Race Theory,Racism,College Role,College Graduates,Racial Attitudes,Student Attitudes,Social Support Groups

Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions -- lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations of race salience, racism, and racial microaggressions all contribute to negative acculturation postures whereby the students are more likely to reject rather than accept the host country's cultural norms. This aversive positionality leads to increased acculturative stressors and a higher likelihood of self-construed feelings of marginalization or separation.
Untold Stories of US Immigrant Mothers of D/HH Children
Author: Krasniqi, Rajmonda
Date: 2022-00-00
Type: Journal Articles
Subjects: Mothers,Immigrants,Deafness,Hearing Impairments,Children,Experience,Emotional Response,Intervention,Barriers,Disabilities,Community Influence,Cultural Influences,Intersectionality

In the United States, one unresearched or undiscussed immigrant population is immigrant parents of children with disabilities. Research shows that immigrant parents of deaf and hard of hearing (D/HH) children migrate to the US to find better opportunities, resources, and services for their D/HH children and an environment in which their D/HH children can thrive away from the native country's social-cultural stigma (Steinberg et al., 2002; Stone-MacDonald, 2019). Like many other parents of D/HH, they lack previous interactions with a D/HHH person; they experience challenges and stress when raising their D/HH children; however, being an immigrant with a D/HH child is a unique experience. Using the lens of community cultural wealth (Yosso, 2005) and an intersectionality framework (Crenshaw, 1989), the current study examines the lived experiences of US immigrant parents of D/HH children and their journey to resilience.
Foundation Phase Teachers&apos; Challenges in Teaching Reading in South Africa
Author: Dagada, Murunwa
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Barriers,Reading Difficulties,Teacher Competencies,Primary Education,Class Size,Educational Resources,Teamwork,Parent Role

The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers' inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.
The Effects of Mental Games on Third Graders&apos; Reading Comprehension Skills in Turkish Classes
Author: Erdem, Yasemin
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 3,Elementary School Students,Reading Comprehension,Teaching Methods,Educational Games,Cognitive Development,Instructional Effectiveness,Thinking Skills,21st Century Skills

With the study reported on here we set about to reveal the effects of mental games on third graders' reading comprehension skills in Turkish classes. The study group comprised 71 students, 35 of whom were included in the experimental group, and 36 in the control group. The experimental group played simple to difficult mental games selected by the researcher for 2 hours per week for 10 weeks. In the control group, the students continued with the traditional teaching process which excluded the playing of mental games until the end of the semester. Mental games like Whatzizz, detective, Q-bitz, Target 5, six, 3 stone, 9 stone, Skippity, Reversi, Kulami, that correspond to skills such as attention-concentration, reasoning, logical inference, and strategic thinking, were used. The study was conducted as a quasi-experimental pre-test/post-test control group design. The quantitative data were collected through the reading comprehension skill test. The pre-test data and the post-test-data collected through the test constituted the research data. The research data were analysed by using the 2-factor ANOVA test for mixed designs. The post-test scores of the students in the experimental group were higher than those of the students in the control group. The findings obtained from the quantitative analysis indicate that mental games had a positive effect on the Turkish reading comprehension of students in the experimental group as well as positive effects on students' skills such as strategic thinking, logical inference and reasoning.
Exploring the Relationship between Personality Traits and e-Learning Autonomy of Distance Education Students
Author: Firat, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Electronic Learning,Personal Autonomy,Distance Education,Predictor Variables,Personality Measures,Foreign Countries,Gender Differences,Correlation

Understanding the relationship between personality traits and e-learning autonomy can help to provide tailored e-learning environments and student support. Although the related literature is rich regarding learner autonomy and personality traits, there is a dearth of research exploring the predictive relationship. This research investigates the relationship between personality traits and e-learning autonomy of distance education students. Data was collected using the Big 5 Personality Traits and e-Learning Autonomy scales from 3435 distance education students of Anadolu University's Open Education Faculty. Results show that male students have more e-learning autonomy than female students, while female students have higher scores of personality traits except for agreeableness. The e-learning autonomy of distance education students had positive correlations with four personality traits except for neuroticism. Furthermore, extraversion, agreeableness, conscientiousness, and openness were significant predictors of e-learning autonomy behaviors of distance education students.
Quality Education beyond Borders: An International Content Analysis for Transnational Distance Education
Author: Heiser, Rebecca E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,International Education,Distance Education,Content Analysis,Educational Indicators,Outcomes of Education,Holistic Approach

Due to the forces of globalization, higher education institutions have increased their participation in international partnerships and the flow of academic services and resources across borders. This international academic mobility is known as internationalization, and transnational distance education is an example of an innovative internationalization strategy. Despite the exponential growth and the projected acceleration of transnational distance education enrollment, there is a dearth of knowledge in the measurement and practice of international quality dimensions and learning outcome indicators to support internationalization efforts for transnational distance education. This research utilized content analysis to organize networks of concepts and capture quality indicators from five internationally accepted frameworks to establish a quality dimension typology. Based on preliminary findings, 27 internationalization indicators were identified to support transnational distance education internationalization efforts. Findings support a need for more holistic quality frameworks with greater attention to internationalization quality dimensions to guide successful outcomes across borders.