ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Teaching Academic Writing to Saudi L2 Learners
Author: Hussain, Syed Sarwar
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,English (Second Language),English for Special Purposes,Second Language Learning,Second Language Instruction,Writing Strategies,Academic Language,Foreign Countries,College Students,Language Proficiency,Language Tests,Student Attitudes,Grammar,Vocabulary Development,Punctuation,Brainstorming,Language Teachers,Educational Improvement,Educational Environment

Of all English Language skills, writing poses the greatest challenge for students due to the demands of style, structure and vocabulary. Even if second language learners (L2 learners) can speak the language well enough for everyday activities--shopping, traveling, and so on, producing an academic write-up that is precise, accurate, objective and fully referenced is still quite a task. This study aimed to determine the academic writing strategies used in ESP classrooms. Along with this, the study determined the perceived proficiency of L2 learners in academic writing, based on their ESP test course. The study also reports the needs of L2 learners in academic writing, and how English for Academic Purposes (EAP) instructors can help to improve the writing skills of L2 learners. The study participants consisted of 60 L2 learners from various departments in King Saud University. A questionnaire was used to gather the responses of participants. The data was analyzed using SPSS 20.0 software. The results are displayed in descriptive statistics--frequencies and percentages. Inferences were made from the quantitative data, which formed the bases of discussion of the results of the study. The study found that L2 learners consider their academic writing skills to be adequate. This was reported as perceived proficiency since previous studies have reported discrepancies between the perception of teachers and students. L2 learners also revealed that they need to improve on grammar, vocabulary and punctuation as well as the use of academic writing strategies. The study revealed that majority of the respondents use strategies such as outlining and brainstorming. L2 learners performed above average when they use these writing strategies. However, L2 learners want EAP instructors to improve on core ESP topics including grammar, vocabulary and the use of writing strategies. Still, others want EAP instructors to improve on their teaching methods, as well as create an all-inclusive environment for students.
Multimedia Glosses for Enhancing EFL Students&apos; Vocabulary Acquisition and Retention
Author: Ahmad, Samah Zakareya
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Multimedia Materials,Reading Materials,Retention (Psychology),Comparative Analysis,Teaching Methods,Instructional Effectiveness,Secondary School Students,Foreign Countries

The present study attempted to investigate the effect of multimedia glosses on EFL students' vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.
The English-Majored Sophomores&apos; Self-Perception of Autonomous Language Learning
Author: Hoa, Truong Minh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Majors (Students),Self Concept,Personal Autonomy,Independent Study,Learning Strategies,Student Attitudes,Active Learning

Learner autonomy, which places the great emphasis on the learners' independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners' self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.
The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning
Author: Mahalli
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Blended Learning,Teaching Methods,Academic Language,Cooperative Learning,Assignments,Active Learning,Learning Motivation,Writing Instruction,Course Descriptions,Group Discussion,Teacher Student Relationship,Student Attitudes,Teacher Attitudes,College Students,Language Teachers,Foreign Countries

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation &quot;Station Rotation&quot; and &quot;Flipped Classroom&quot; models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of &quot;Station Rotation&quot; and &quot;Flipped Classroom&quot; model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or collaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.
Language Testing in China: Past and Future
Author: Li, Xuelian
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Testing,Educational History,Futures (of Society),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Standards,Evaluators,Professionalism,Computer Assisted Testing,Periodicals,Journal Articles,Test Validity,Classroom Environment,Ethics,Social Justice,Trend Analysis

Based on the articles written by mainland Chinese scholars published in the most influential Chinese and international journals, the present article analyzed the language testing research, compared the tendencies of seven categories between 2000-2009 and 2010-2019, and put forward future research directions by referring to international hot topics. Of all the seven categories of research topics, validity, performance test and China's Standards of English Language Ability were three most popular themes, while classroom assessment, technology, rater/test taker differences and professionalization were much less popular. Except for research on performance test and technology, the other five aspects showed an increase in the second decade, with that of China's Standards of English Language Ability rising the most dramatically. Referring to international research trends, the research predicted that validity, classroom assessment, China's Standards of English Language Ability and professionalization, especially the ethics and social justice, might be the promising research topics for language testers.
Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective
Author: Weizheng, Zheng
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Classroom Communication,Second Language Instruction,Second Language Learning,English (Second Language),Interaction,Communicative Competence (Languages),College Faculty,English Teachers,College Students,Communication Strategies,Teaching Methods,Expressive Language,Nonverbal Communication,Verbal Communication,Feedback (Response)

Foreign language teaching highlights the cultivation of the learners' communicative competence, because the main purpose of learning a foreign language is to use the target language to communicate. However, many students in higher institutions in China cannot speak English fluently after having learned English for more than ten years, although they have mastered abundant knowledge of grammars and enough vocabulary, which mainly results from lack of interaction in classroom teaching besides the natural language environment. Classroom interaction is the key to effective teaching in EFL classroom. So, using strategies to promote the interaction in class is necessary. This paper explores the interaction between teacher and student in EFL classroom from the perspective of Communication Accommodation Theory (CAT). Data was collected from 540 minute video samples of three English teachers' classroom teaching. This study aimed: 1) To identify whether the teachers use communication accommodation strategies to develop the interaction when they are faced with the difficulties in EFL class; 2) To answer which strategies are often used in EFL classroom? Findings showed: 1) Communication accommodation strategies happened in Teacher-student interaction; 2) Communication accommodation strategies such as approximation, interpret ability, emotional expression and interpersonal control are the basic strategies which were employed by the three participants in each session of EFL class; 3) Interpret ability and strategy of discourse management such as face-maintenance, turn-taking, topic control, asking referential questions, conversational repair and feedback occurred frequently according to the discourse; 4) The more accommodation strategies the teacher used, the better the interaction in the classroom was.
Incidental English Vocabulary Acquisition through Reading: A Review in the Last Two Decades
Author: Zuo, Fangfang
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidental Learning,Second Language Learning,English (Second Language),Vocabulary Development,Language Acquisition,Reading,Retention (Psychology),Reading Instruction

This article reviews the empirical research on incidental vocabulary acquisition in English reading in the latest twenty years from three aspects: its comparison with intentional vocabulary acquisition, its affecting factors and previous studies of its problems. Teaching implications have also been provided.
Desire for English in Youth: An Exploratory Study of Language Learners in a Developing Country
Author: Haidar, Sham
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Second Language Learning,English (Second Language),Communicative Competence (Languages),Language Attitudes,Majors (Students),Undergraduate Students,Social Cognition,Social Influences,Learning Motivation,Global Approach

English being the official language is a source of prestige and necessary for recognition in Pakistan. Research studies usually debate the positive and negative influence of English on students in developing countries. However, the concept of desire attached with acquiring English is a less explored area. The present study attempts to understand the desire of Pakistani students majoring in English, for understanding their meaning-making for selecting English as their major. Using qualitative method, the data were collected through interviews, focus groups and mind-maps of students. The study participants were undergraduate students in a public university in the capital city Islamabad. The data were recorded, transcribed and coded using constructivist grounded theory for obtaining themes. The findings revealed that the youth's association with English language is not just for gaining prestige; rather, they share deeper affiliations with includes a desire for acquiring the native persona, attaining global solidarity and achieving communicative competence. The attached desire with English language and its literature can have positive effect on students' motivation to excel in their studies; however, unrealistic desires can harm students. The findings of the study hence, add to improvement in English language instruction and understanding of desires among the students.
A Case Study of Project-Based English Learning Experience in a Simulated Business Context
Author: Huang, Yi-Ching
Date: 2019-00-00
Type: Journal Articles
Subjects: Business English,English (Second Language),Second Language Learning,Second Language Instruction,Student Projects,Active Learning,Learning Experience,Undergraduate Students,Elective Courses,Student Attitudes,Simulation,Private Colleges,Foreign Countries,Television,Programming (Broadcast),Campuses,Oral Language,Retailing,Learning Motivation,Course Descriptions,Business Administration Education,Teamwork,Interpersonal Communication

Simulation technique could be effective if it is cleverly manipulated and incorporated in a project-based learning context. This current study aims to explore students' learning experience in a project-based simulated business context. The participants were 51 second and third year students who took Business English as an elective course at a private university in central Taiwan. In the project, the participants modeled an episode in a reality TV show, The Apprentice, and tried to plan their projects of selling beverages to the students on campus using English. The students were engaged in the whole process from initial project planning to the final oral report of presenting their selling strategies. The results from the participants' questionnaire responses and interview data revealed that they felt the course was more motivating, interactive and practical than traditional business course. It is also suggested that this simulated business project provide students with opportunities for social interaction and a psychologically safe team environment to work collaboratively, which both contributed the development in synergistic knowledge.
Co-Teaching in EFL Classroom: The Promising Model
Author: Boland, Dalal E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,English (Second Language),Second Language Instruction,Teaching Methods,Language Skills,Females,Summer Programs,Instructional Effectiveness,Teacher Collaboration,Academic Achievement,College Students,Foreign Countries

The research aimed to examine whether co-teaching in EFL classrooms could have positive impacts on students' learning outcomes and their overall academic performance, including the improvement of the four language skills (listening, speaking, reading and writing). The experiment of the study was conducted throughout the summer course of 2018 for six weeks at the College of Basic Education with a class of 24 female students. The classes were held every day for one hour and twenty minutes. A simultaneous comparison between two classrooms was conducted in which one class was taught by a single instructor (the control group), and the other class was based on co-teaching (the experimental group). The two groups were taught by Khalifa AlKhalifa and Dalal Boland who acted as &quot;one brain in two bodies&quot; in their EFL classroom. Numerous sittings took place before each class to discuss how the lesson was to be divided between them and to reach an agreement on several matters, such as which instructor would deliver the lesson, which activities were to be solved, and how the second instructor would be beneficial in providing support and assistance to students throughout the entire class period. Moreover, both instructors established goals and objectives for every lesson and made sure that students meet those objectives by the end of every class period. Well-established plans and ideas on how to grasp those targets were agreed upon throughout the implementation of different materials to cover the content of the syllabus. After the summer semester came to an end and when the class average of both classes was compared, the results proved that the students who were in a co-taught classroom showed a significant improvement in their academic performance, whereas students who were taught solely by one instructor showed less improvement in their overall academic skills. This shows that well-planned co-teaching programs could lead to better student support within classroom settings, which consequently leads to improved EFL learning.
Effects of University Teachers&apos; Perceptions, Attitude and Motivation on Their Readiness for the Integration of ICT in Classroom Teaching
Author: Zamir, Sharik
Date: 2019-12-00
Type: Journal Articles
Subjects: Readiness,Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,College Faculty,Teacher Motivation,Foreign Countries

Research indicates that student achievement enhances if coupled with information and communication technology (ICT). However, regardless of its extreme importance, there are examples of ICT underuse across all levels of classroom teaching and learning in Pakistan. Evidence from previous research studies suggests that teachers' perceptions, attitudes and motivation towards ICT determine the practical use of ICT in classroom teaching. The aim of this study was to find the effect of university teachers' perceptions, attitude, and motivation towards their readiness for the integration of ICT in their classroom teaching. A sample of 377 university teachers from 51 higher education institutions responded to the survey instrument. The data were analyzed by using Exploratory Factor Analysis (EFA) and Multiple Regression Analysis. The analysis of data revealed a statistically significant effect of university teachers' perceptions, attitude and motivation towards teachers' readiness for the integration of ICT in their classroom teaching. Based on the findings, the study recommends that university teachers with basic ICT literacy should be encouraged to have a positive attitude toward technology use for discharging professional responsibilities.
Deconstructing Non-Native English-Speaking Teachers&apos; Professional Identity: Looking through a Hybrid Lens
Author: Nigar, Nshid
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Native Speakers,Professional Identity,Teacher Characteristics,Language Attitudes,Power Structure,Postcolonialism,Teacher Attitudes,Language Usage,Foreign Countries,Standards

This article critically analyses how the construct of non-native English-speaking teachers' (NNESTs) professional identity has evolved in the context of binary logic and power relations. From a socio-historical point of view, colonial origin of English language teaching and native speaker ideology have been identified as prominent discursive influences of NNESTs' professional identity. Although influenced by (post)colonial discourses, research into NNESTs' professional identity is now veering off to a new direction that questions the binary logic and explores experiences beyond the boundary between the native self and the non-native other. This paper argues that nativeness and non-nativeness are not mutually exclusive and objective categories for NNESTs' professional identity. Their identity is rather subject to constant innovation and plasticity. Beyond the critical analysis of the native speaker construct, the paper proposes a professional conceptualisation of a hybrid professional identity of NNESTs in a third space of reflection, enunciation and productive articulation.
Comparison of Strength, Heart Rate, Oxygen Saturation and Technical Test Values of 12-14 Year Male Tennis Players in Competition Period
Author: Suna, Gürhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Muscular Strength,Metabolism,Exercise Physiology,Early Adolescents,Preadolescents,Males,Racquet Sports,Athletes,Competition,Pretests Posttests,Performance

This study seeks to compare and contrast 12 to 14 years old male tennis players in terms of strength, heart rate, oxygen saturation and technical test values. A total of 15 tennis players took part in the study after filling in a parental consent form. The average age, height and weight of the male tennis players were found to be 13.1 ± 1.06 years, 154.07 ± 5.04 cm, 36.5 ± 3.85 kg respectively. In comparing of the values, the preliminary test was applied in the first week while the last test was applied in the eighth week, taking anatomical adaptation into consideration. During that period, the players were exposed to a 90-minute training three days a week. Both during the pretest and the last test, the players were exposed to 30 seconds push-up, sit-up, ropeskipping, AOS Technical Test, SpO2 tests and their heart rates were measured. The values obtained were compared using &quot;paired t test&quot; with a statistical software. The significance level was taken as &quot;p &lt; 0.05&quot;. Having compared the results of the first and last tests applied to the players, statistically significant differences were found between push-up, sit-up and ropeskipping rates; AOS technical test values, resting pulse, first set of heart rate values, second set of heart rate values (p &lt; 0.05); however, there was significant difference between the first SpO2, first set of hear rate values, second set of heart rates and second set of SpO2 with regard to the pre- and post-test. It is possible to conclude that the technical trainings applied to the players improved the biomotoric and some of the physiological properties of the players, which, by extension, enhanced the performances.