ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement
Author: Al Zumor, Abdul Wahed Q.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Blended Learning,Technology Uses in Education,Educational Quality,Males,Questionnaires,Online Courses,Integrated Learning Systems,Teaching Methods,Learning Strategies,Grade Point Average,Correlation,Computer Literacy,Barriers

This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines students' suggestions for improving the quality of Blended Learning courses. The sample consists of 160 male students. The participants completed a 33-item questionnaire. The results indicate the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary. Moreover, the component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies (arranging and planning learning), affective strategies (confidence enhancement), and social strategies (cooperating with others).The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students. Translating these suggestions into an action plan and a road map will enhance the effectiveness of using Blended Learning to create supportive learning opportunities for language learners.
Review of EFL Learners' Habits in the Use of Pedagogical Dictionaries
Author: El-Sayed, Al-Nauman Al-Amin Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Dictionaries,Second Language Instruction,Teaching Methods,Reading Processes,Writing (Composition),Translation,Learning Strategies,Language Teachers,Textbook Content,Lexicography,Study Habits,Educational Research

A dictionary is an important device for both: EFL teachers and EFL learners. It is highly needed to conduct effective teaching and learning. Many investigations were carried out to study the foreign language learners' habits in the use of their dictionaries in reading, writing, testing and translating. This paper is shedding light on this issue; by pooling efforts carried out by researchers in forms of papers, articles and theses, on how EFL learners behave towards dictionaries in different learning situations. Different learning techniques have been discussed, to add to other experiences in the pedagogy of foreign languages. The findings of these surveys are collected here to enhance the work of foreign language teachers and learners in their classes, as well as it would be of practical help to textbook designers and lexicographers.
Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies
Author: Yang, Jaeseok
Date: 2013-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Second Language Instruction,Language Teachers,Second Language Learning,Teaching Methods,Literature Reviews,Instructional Effectiveness,Computer Mediated Communication,Simulated Environment,Web Sites,Geographic Information Systems

As mobile computing technologies have been more powerful and inclusive in people's daily life, the issue of mobile assisted language learning (MALL) has also been widely explored in CALL research. Many researches on MALL consider the emerging mobile technologies have considerable potentials for the effective language learning. This review study focuses on the investigation of newly emerging mobile technologies and their pedagogical applications for language teachers and learners. Recent research or review on mobile assisted language learning tends to focus on more detailed applications of newly emerging mobile technology, rather than has given a broader point focusing on types of mobile device itself. In this paper, I thus reviewed recent research and conference papers for the last decade, which utilized newly emerging and integrated mobile technology. Its pedagogical benefits and challenges are discussed.
3D Talking-Head Mobile App: A Conceptual Framework for English Pronunciation Learning among Non-Native Speakers
Author: Ali, Ahmad Zamzuri Mohamad
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Pronunciation,Communication Skills,Second Language Learning,Telecommunications,Handheld Devices,Technology Uses in Education,Animation,Educational Technology,Foreign Countries,Computer Assisted Instruction

One of the critical issues pertaining learning English as second language successfully is pronunciation, which consequently contributes to learners' poor communicative power. This situation is moreover crucial among non-native speakers. Therefore, various initiatives have been taken in order to promote effective language learning, which includes 3D talking-head on mobile technology. 3D talking-head appeared to be a sufficient instructional material in supporting language learning, mostly in pronunciation aspects among non-native speakers. On this regard, this paper proposed a conceptual framework for 3D talking-head Mobile Assisted Language Learning (MALL), specifically for pronunciation learning. The framework was developed based on theories, principles and literature overview done. The paper also suggests potential studies to further affirm the framework developed.
The Application of Self-Regulated Strategies to Blended Learning
Author: Ting, Kuang-yun
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Strategies,Metacognition,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Reading Strategies,Vocational Education,Scores,Gender Differences,Academic Achievement,Questionnaires,Student Attitudes,Language Proficiency,Correlation,Teaching Methods,Electronic Learning,Management Systems,College Students

This study analyzes vocational college students' self-regulated strategies for blended learning. It investigates whether there are any differences in self-regulated learning strategies among students with gender and achievement variables. Twenty-two students at a vocational college in an EFL (English as a Foreign Language) context participated in the project; a structured questionnaire was used as the major research instrument and the TOEIC (Test of English for International Communication) English Test to categorize students' competence in English. In the four subcategories of self-regulated learning strategies, the results show that the students obtained their highest scores in metacognitive and the lowest in cognitive strategies. It was observed that: a) there was a correlation between the students' level of linguistic competence and their action control strategy; b) students with a high level of competence performed better than those with an intermediate one; c) gender was not reflected in any significant difference in any of the sub-categories but the statistic data revealed that male students had more confidence in cognitive and action control sub-categories than female students, this is potentially a field that needs further study.
Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator
Author: Liu, Siping
Date: 2013-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Language Teachers,Teacher Educators,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Teacher Education,College Faculty,Observation,Interviews,Role,Teaching Methods,Educational Policy,Preservice Teachers,Elementary School Teachers

This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds that policy and culture are predominated parts in ESL teacher education, the early period contributes more constructively to the formation of PCK, and pedagogical knowledge plays a more active role in teaching ESL. The study suggests that ESL teacher education should provide standardized and easy-to-learn ESL pedagogical knowledge.
Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia
Author: Al-Furaydi, Ahmed Ajab
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Electronic Learning,Public Schools,Teacher Attitudes,Barriers,Computer Literacy,Models,Computer Attitudes,Correlation,Time Management,Computer Software,Reliability,Questionnaires,Middle School Students,Middle School Teachers,Middle Schools,Statistical Analysis,Statistical Distributions

This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance model (TAM) was selected to measure the attitude toward e-learning among EFL teachers and computer literacy. The sample of the study is 71 EFL teachers from the public school. Who were randomly selected to take part in the questionnaire. The findings revealed that the level of computer literacy has a positive influenced on the attitude toward e-learning among EFL teachers in the public school. The EFL teachers showed that the administration did not quite support the e-learning in their schools. The poor support of school administration in e-learning indicates that there is an administrative gap between the Minister of Education and schools' administration. This issue arises due to unclear e-learning policy in the education in Saudi Arabia. This issue also had an impact on the school administration in support e-learning. It is claimed that EFL teachers had two important issues when they adopt e-learning in their teaching: lack of reliability of the software and lack of time.
A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan
Author: Luo, Wen-Hsing
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Linguistic Theory,Discourse Analysis,Sociocultural Patterns,Theory of Mind,Second Language Instruction,Native Speakers,Foreign Countries,English,Language Teachers,Models,Drills (Practice),Teaching Methods,Language Usage,Elementary School Teachers,Team Teaching,Case Studies,Classroom Communication,Elementary School Students

This study attempts to explore the nature and the potential of various discourse structures and linguistic functions that may facilitate students' learning in English classes co-taught by a native English-speaking teacher (NEST) and a local English teacher in Taiwanese elementary schools. Considering the nature of the study, the author employed a case-study approach to investigate the classroom discourse. In the study, data were analyzed based on a theoretical framework combining discourse analysis schemes, systemic functional theory of language, sociocultural theory of mind and activity theory. The study reveals that repetition drills were commonly used in the classrooms in spite of the difference in the learners' levels, and the Initiating-Responding model was the dominant feature of the classroom discourse structure. The target language, i.e., English, was used by the teachers for demanding information or action, while by the students it was used for repeating and imitating. In light of the findings, the author makes suggestions on co-taught English classes of this kind, for instance, the necessity of creating interactional context for language use, encouraging individual responses from students, and using alternative discourse strategies.
Code-Switching in English as a Foreign Language Classroom: Teachers' Attitudes
Author: Ibrahim, Engku Haliza Engku
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Second Language Instruction,Second Language Learning,Teacher Attitudes,College Faculty,English Teachers,Questionnaires,Interviews,Observation

Code-switching has always been an intriguing phenomenon to sociolinguists. While the general attitude to it seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for various reasons--many are of the opinion that only the target language should be used in the classroom. This study looks at the teachers' attitudes towards code-switching in teaching English as a foreign language to Malay students at one of the local universities in Malaysia. Data was collected through observations, questionnaires and interviews. Each teacher was observed, their language use were recorded, transcribed and then analyzed using the functions proposed by Gumperz (1982). The results of the study showed that teachers do code-switch in the language classroom, despite their claim that they do not. Analysis of the data showed that, in most cases, code switching by teachers was done to serve pedagogical purposes.
Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students
Author: Kashani, Hajar
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing (Composition),Essays,Writing Skills,Electronic Publishing,Web Sites,Comparative Analysis,Statistical Analysis,Writing Improvement,Internet,Computer Uses in Education,Measures (Individuals),Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Predictor Variables

In today's world, there are lots of methods in language teaching in general and teaching writing in particular. Using two different tools in writing essays and conducting a study to compare the effectiveness of these two tools namely blog and pen-and-paper was the basis of this study. This study used a quantitative true experimental design aimed at comparing the students' writing performance scores by using pen-and-paper essay writing and blogging among Iranian graduate students of University Putra Malaysia (UPM). The result of this study showed that the tools by themselves could not effect on the quality of writing essays and improvement in the students' writing performance. However, using technology and in this study, Internet can motivate the EFL learners to write more eagerly since they may like innovation in learning in contrast with traditional old methods of learning writing and practicing it. Yet it does not necessarily improve their writing performance only because of using computer and Internet. The Iranian graduate students of UPM found blog more interesting and motivating tool for writing, but it was not as easy using as pen-and-paper for them with which everyone is familiar. This research could find answers to the research questions posed at the beginning of the study and investigated the hypotheses presented then.
Pre-Service English Teachers' Beliefs on Speaking Skill Based on Motivational Orientations
Author: Dinçer, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English Teachers,Student Teacher Attitudes,Beliefs,Speech Skills,Student Motivation,Language Skills,Self Evaluation (Individuals),English (Second Language),Self Determination,Negative Attitudes,Speech Instruction,Oral Language,Interviews,Communicative Competence (Languages),Case Studies,Qualitative Research

This study aimed to explore pre-service English teachers' perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers' beliefs about speaking skills were gathered in regard to motivational orientations based on Self-determination theory (Deci &amp; Ryan 2002) and the data was analyzed according to interview questions. Findings revealed that the subjects, whether they were intrinsically or extrinsically motivated to speak English, had negative ideas about speaking instruction in Turkey though they all agreed that it was the most important language skill. The findings also showed that they felt incompetent in oral communication though they had different motivational orientations about speaking English. The findings are significant for understanding speaking instruction in English language classrooms from a motivational perspective and helpful for enhancing learners' speaking ability with intrinsic motivation.
A Study on the Oral Disfluencies Developmental Traits of EFL Students--A Report Based on Canonical Correlation Analysis
Author: Gao, Ying
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,English (Second Language),Oral Language,Speech Skills,Language Fluency,Language Acquisition,Correlation,Grammar,Accuracy,Difficulty Level,Language Tests,Oral English,Verbal Tests,Statistical Analysis

This paper traces 9 non-English major EFL students and collects their oral productions in 4 successive oral exams in 2 years. The canonical correlation analysis approach of SPSS is adopted to study the disfluencies developmental traits under the influence of language acquisition development. We find that as language acquisition develops, the total production of disfluencies does not decrease correspondingly as we thought, but keeps constant for a period of time. While the proportions of specific disfluencies phenomena change significantly, which features the decrease of pauses and the increase self-repairs. Besides, the grammatical accuracy and language complexity have opposite effects on disfluencies traits. In the first year, disfluencies were displayed mainly as pauses and repetitions since EFL students paid more attention to grammatical accuracy; in the second year, disfluencies featured more self-repairs and less pauses because EFL students transferred their attention to language complexity. We also find language acquisition can only account for partial developmental traits of disfluencies despite of the strong correlations between them, and other factors, such as psychological or social elements, may also take effects.
The Need for a Deeper Perspective of Education to Make Way for an Authentic Learning Experience
Author: Watagodakumbura, Chandana
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Educational Improvement,Educational Practices,Student Needs,Student Characteristics,Cognitive Style,Educational Assessment,Theory Practice Relationship,Teaching Methods,Agenda Setting,Thinking Skills,Time Factors (Learning),Student Motivation,Socioeconomic Influences

This paper discusses some of the limitations of our common practices as educational practitioners. We may not pay attention to the needs of a neurodiverse society. Instead, we may incorrectly assume the existence of idealistic individuals in our learning environments. There are a number of areas related to assessment that we can improve on, following some reflections. We may continue to be didactic in our delivery despite its inherent deficiencies. A balance between theoretical concepts and practical work may not be achieved. We may fail to thoroughly understand the concepts of higher-order learning and put them into practice appropriately. The time factor in learning processes may not get the significance it deserves leading to sub-optimal environments. The need to address learner motivation levels may get neglected without understanding the serious consequences. We may allow non-educational bodies to dictate terms on our curricular, sacrificing important pedagogical and human principles. The socio-economic conditions may unnecessarily impact learners much more than individual neurological and psychological characteristics. We present these limitations and suggest how an authentic learning experience can be achieved by overcoming them.
A Theoretical Study on English Teaching in Chinese Ethnic Minority Regions
Author: Jian, Huang
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Multilingualism,Motivation,Communicative Competence (Languages),Educational Theories,Self Supporting Students,Minority Group Students,Context Effect,Barriers,Culture Conflict,Theories,Instructional Effectiveness,Feedback (Response)

From an investigation about the factors influencing the trilingual education in Chinese ethnic minority regions, the author find out that the minority students are incompetent in English learning. Inappropriate teaching strategies, learning materials as well as language policy hinder the development of teaching and learning progress in those areas, which still causes the minority students' lack of learning motivation. In trilingual education, we believe that teaching should be learner-centered and teachers, students, tasks and context of situation are greatly emphasized. This paper conducts a research on English teaching in trilingual education based on the application of motivation, communicative competence and autonomous learning theories in Chinese minority regions, looking forward to provide some approaches on improving the minority students' English learning competence.
The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt
Author: Salem, Ashraf Atta M. S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English (Second Language),Second Language Learning,Writing Skills,Writing Workshops,Writing Instruction,Second Language Instruction,Language Teachers,Teaching Methods,Check Lists,Pretests Posttests,Experimental Groups,Program Development,Test Validity,Teacher Education Programs,College Students,Statistical Significance

The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the skills and subskills of basic writing skills, and pre-posttest of basic writing skills. The sample of the study was forty students in Hurgada faculty of Education, English Division (prospective teachers of English). They were randomly chosen and assigned to an experimental group. The experimental group students were taught writing using the writing workshop approach after they had basic writing skills pretest. Findings of the study indicated the writing workshop-based program had significant effects on improving the subjects' basic writing skills.