ethanporcaro/eric-fulltext-meta huggingface dataset:
Weightage to English as a Second Language Given by +2 Students
Author: Raja, B. William Dharma
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Student Attitudes,Second Language Instruction,Gender Differences,Age Differences,Institutional Characteristics,Geographic Location,Student Surveys,Statistical Analysis,Secondary School Students,Questionnaires,Language Usage

The study focuses on the significance of the English language and the inevitability to have proficiency in English in order to bloom in the modern world. It analyses the weightage given by the +2 students to ESL. The objectives of the study were to find out the level of weightage to English subject given by the students; to find out whether there is any significant difference in weightage to English subject given by the students on with regard to the selected attributive variables such as sex, age, nature of the school, type of the school and location of the school. The methodology employed in gathering information was a survey method. Scale on Weightage to English Subject (SWES), prepared by the authors, consisting of 34 statements, was used as tool. The sample comprised 290 students covering 131 boys and 159 girls. The collected data were treated using Mean, Standard Deviation, Pearson product moment correlation, t test, Analysis of variance and Scheffe test. The result of this study indicated that the students gave moderate level of weightage to English subject. Comparing to boys, girl students gave more weightage to study English subject. The government school students gave more weightage compared to the aided school students. Educational implications to the findings are also portrayed.
Move Sequences in Graduate Research Paper Introductions and Conclusions
Author: Madrunio, Marilu Rañosa
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Research,Writing (Composition),Foreign Countries,Research Papers (Students),Writing Skills,Technical Writing,English (Second Language),Language Usage

Graduate students submit academic papers at the end of the term as part of their coursework. Such papers contain introduction moves which may be troublesome and conclusion moves which may contain sub-moves not really required. This paper is aimed at assessing what particular moves are employed in the introduction and conclusion sections of 21 graduate research papers submitted in one leading university in Manila. Ten of these were written by MA students while 11 were written by Ph.D. students. The study employed the framework proposed by Swales and Feak (1994) pertaining to moves in research paper introductions and Yang and Allison's (2003) framework for analyzing the conclusion section. Findings revealed that in the Introduction section, all MA and PhD students employed Move 1 with majority employing 2-3 sub-moves. With regard to Move 2, 10 of the 21 papers employed the sub-move Indicating a gap; three employed the sub-move Counter-claiming; the rest did not employ any sub-move at all. With respect to Move 3, results showed that the most commonly used sub-moves were Outlining purposes and Announcing present research. Finally with regard to the Conclusion section, most writers employed Moves 1, 3 and 2, in that order. However, the sub-move Evaluating methodology was not at all utilized as part of Move 2.
A Need for a Framework for Curriculum Evaluation in Oman
Author: Al-Jardani, Khalid Salim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Evaluation,Evaluation Methods,Educational Needs,Models,Needs Assessment,Educational Quality,Academic Standards,Semi Structured Interviews

The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This paper highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital part of this research. This research ensures the need for developing the framework for curriculum evaluation by involving 7 curriculum officers. They stress the need for it in the Omani context.
Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos
Author: Erfe, Jonathan P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Processing,Teaching Methods,Second Language Learning,Second Language Instruction,Grammar,Control Groups,Formative Evaluation,Summative Evaluation,Morphology (Languages),Syntax,College Entrance Examinations,Error Patterns,Experimental Groups,Private Colleges,College Students,Pretests Posttests,Linguistic Input,Statistical Analysis

This is an experimental study on the relative effects of Van Patten's Processing Instruction (PI) (1996, 2002), a &quot;psycholinguistically-motivated&quot; intervention in teaching second-language (L2) grammar, on young-adult Filipino learners of English. A growing body of research on this methodological alternative, which establishes form-meaning connection via processing of linguistic input leading to the L2 learner's developing system, has shown its superiority over the precedent long-held approach to grammar teaching. Traditionally, grammar instruction is &quot;output-oriented&quot;, that is, students are instantly tasked to produce morpho-syntactic and/or lexical items through language drills. However, the use of the present perfect aspect in English, for one, is still a persistent error among Filipinos, even at the tertiary level, as evidenced in the results of college entrance examinations and teachers' formative and summative assessments. Two groups of sophomore students--a Processing Instruction (PI) group (experimental) and a traditional instruction (TI) group (control)--enrolled in a coeducational private university in Manila, Philippines, served as subjects of the study. These groups were pre-tested prior to the instructional treatment of the English present perfect: PI to the experimental group and production-based lessons to the TI group. A post test was administered, from which the scores obtained by the subjects were then statistically analyzed using Paired-Samples and Independent Samples T tests. Results reveal significant gains in post production and delayed production tests for both the TI and PI groups and in delayed interpretation for PI group only. Furthermore, results indicate that the PI group performed better than the TI group in all the three tasks mentioned. These results suggest the superiority of PI over TI.
Some Benefits of Corpora as a Language Learning Tool
Author: Marjanovic, Tatjana
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computational Linguistics,English (Second Language),Grammar,Teaching Methods,Advanced Students,Language Research,Higher Education

What this paper is meant to do is share illustrations and insights into how English learners and teachers alike can benefit from using corpora in their work. Arguments are made for their multifaceted possibilities as grammatical, lexical and discourse pools suitable for discovering ways of the language, be they regularities or idiosyncrasies. The reader will be able to reflect on the great potential of electronic corpora in learning English, and draw on illustrations from a specific online venue where such explorations can take place at the user's convenience--the ideal user being preferably an advanced student taking on the role of a young researcher. Corpus-driven learning is seen as an inspirational, resourceful and intelligent way of exploring English as it accompanies and reinforces traditional styles of teaching and learning. When advanced students embark on this journey, which is both linguistically and cognitively challenging, they will encounter ample linguistic evidence and contextual information offering guidance and precision often greater than that found in textbooks. The application of corpora deserves no less than to stand side-by-side with other tried and tested methods of teaching and learning English at university level.
Discovery Learning Strategies in English
Author: Singaravelu, G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),English Language Learners,Discovery Learning,Student Centered Curriculum,Needs Assessment,Educational Diagnosis,Control Groups,Experimental Groups,Pretests Posttests,Academic Achievement,Grammar,Middle School Students,Achievement Tests,Learning Activities,Interaction,Computer Mediated Communication,Teamwork,Conventional Instruction,Hypothesis Testing,Instructional Effectiveness,Educational Strategies,Foreign Countries,English Instruction

The study substantiates that the effectiveness of Discovery Learning method in learning English Grammar for the learners at standard V. Discovery Learning is particularly beneficial for any student learning a second language. It promotes peer interaction and development of the language and the learning of concepts with content. Reichert and Raimond (2005 ) suggest that Discovery learning is a highly student-centered and self-directed form of learning. According to Allen (2002), in an example of discovery learning in action, DaimlerChrysler uses guided discovery learning principles for teaching maintenance engineers to troubleshoot automotive electrical systems. Objectives of the study: 1. To diagnose the problems of the learners in learning English Grammar through conventional methods. 2. To find out the significant difference in achievement mean score between the pre test of control group and post test of control group. 3. To find out the significant difference in achievement mean score between the pre test of Experimental group and post test of Experimental group. 4. To find out the significant difference in achievement mean score between the post test of controlled group and the second post test of treatment given controlled group. 5. To find out the impact of Discovery Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Sixty students of studying in standard V from Bommanampalayam Middle School were selected as sample for the study. Instrumentation: Researcher's self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed: 1. Diagnose the problems. 2. Designing the Discovery learning. 3. Face-to-Face interaction. 4. Internet interaction. 5. Team interaction. 6. Team pair Table and 7. Presentation. Findings: Discovery Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at standard V. Educational implications: It can be implemented to all other the languages learning.
Powerpoint as a Potential Tool to Learners' Vocabulary Retention: Empirical Evidences from a Vietnamese Secondary Education Setting
Author: Nam, Ta Thanh
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Pretests Posttests,Computer Software,Questionnaires,Student Attitudes,Vietnamese People,Interviews,Teaching Methods,Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Language Tests,Educational Quality,Educational Technology,Teacher Attitudes,Control Groups,Experimental Groups,Positive Attitudes,Grade 10,Foreign Countries

In Vietnamese secondary education, translation and visuals are traditionally used as major techniques in teaching new English lexical items. Responding to the Vietnamese government policy issued in 2008 on using IT for a quality education, the application of PowerPoint has been considered the most prevalent type of technology used in the classrooms throughout in Vietnam as Rickman (2000) stated. This paper reports the impact of implementing PowerPoint in teaching vocabulary in English classes in a Vietnamese secondary education setting. The study, with a two-group pre-test and post-test design aimed to test the effects of PowerPoint on learners' vocabulary retention and to investigate their attitudes towards the use of PowerPoint-based materials in teaching and learning vocabulary. 68 grade 10 students in an upper-secondary school in the Mekong Delta participated in the study. Three instruments were used to collect data: English vocabulary tests, questionnaire on students' perceptions toward the use of PowerPoint, and interview questions on teachers' evaluation of the contributions of PowerPoint to vocabulary teaching and learning. Results indicated that participants in the experimental group outperformed those in the control group in terms of vocabulary retention and their attitudes towards the use of Powerpoint in teaching and learning vocabulary were positive.
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
Author: Ahmed, Sofe
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Communicative Competence (Languages),Teacher Role,Teaching Methods,Foreign Countries,Instructional Innovation,Barriers,Video Technology,Indo European Languages,Listening Skills,Films,Documentaries,Reading Materials,Writing Skills,Surveys,Textbooks,Interviews,Language Teachers,Teacher Attitudes,Native Language

The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation Method to Communicative Language Teaching Method for teaching second language, particularly English. But, efforts in the teaching of English language seem relatively lacking and not sufficient while considering the demand of time and motion going on throughout the world. With an extreme urge for the diversity in ELT in Bangladesh, the study will evaluate the real practices of CLT; roles and performances of teachers, and learners in CLT classroom. The current study has therefore been aimed to verify how far those claims of communicative textbook are successful, why the learners still lack in communication in English, what the obstacles are and finally how to remove those barriers. The present study, become a significant one as a systematic step in this case. And it is greatly expected that the proposed research will result useful solutions for the teachers and students to solve the problems in terms of English language teaching and learning by CLT not only in Bangladesh but also in other non-English countries. Language learning can never happen absolutely unless four basic skills are equally emphasized. Schools therefore arrange listening practices with the help of English video games, documentaries, movies etc. Bengali language should be for bidden for the teachers of English as well as for English classes. Reading materials should not be limited within the textbook merely rather the variety of realia should be used as mandatory reading resources. Students should first practice writing by illustrating pictures of real environment and day to day activities what they regularly deal with. The survey study has been carried out in different secondary schools through questionnaires.
A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan
Author: Lalani, Shaheena Sulaiman
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Action Research,Reading Skills,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Diaries,Reflection,Student Evaluation,Evaluation Methods,Semi Structured Interviews,Preschool Teachers,Elementary School Students,Foreign Countries,Educational Research,Grade 2,Classroom Environment

This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher's perception and practice of assessing the reading skills of young learners were explored. The research participants included one early years' English Language teacher along with four students of grade II as a focused group. Data were generated through observations, semi-structured interviews, document review and a reflective diary maintained by the researcher. The findings revealed that a teacher's belief and perception influenced her choice of assessment strategies and also her practice of reading assessment in the classroom. The teacher believed that assessment led to perfection in the reading skills of young learners. For her, assessment was undertaken to polish the weak areas of children's reading. Once the weak area was identified, children needed rigorous practice of the specific area until they gained mastery in it. Moreover, it was found that the teacher applied multiple assessment strategies to assess the reading skills of her children but she had her own perceptions and purposes for choosing a particular assessment strategy which may or may not be supported by the research and literature on reading and assessment of young learners. Based on the findings, recommendations are made for teachers, teacher educators and early childhood practitioners.
Requirements and Constraints of B.Ed., Trainees in Communicative English
Author: Subramonian, G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Check Lists,Preservice Teachers,Second Language Learning,Communicative Competence (Languages),Surveys,Listening Comprehension,Reading Comprehension,Prediction,Measures (Individuals),Writing Skills,Age Differences,Gender Differences,Scores,Language Proficiency,Validity,Second Language Instruction,Teacher Education,Place of Residence,Foreign Countries

English is described as a language of modernization in the scientific era and widely used language in the Mass Media. There are several factors--linguistic, physical and psychological that affects listening, reading and writing comprehension. These influential factors were analysed in the present study by adopting the survey method in which Communicative English Requirement scale (CERS) and Constraints in communicative English check list (CCEC) tools were used to collect the relevant data from the respondents. Totally 250 samples of prospective teachers were analysed and findings predict that significant difference exists based on gender, residential locality and on branch of study.
A Move-Analytic Contrastive Study on the Introductions of American and Philippine Master's Theses in Architecture
Author: Lintao, Rachelle B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Discourse,Writing (Composition),Masters Theses,Architecture,Cross Cultural Studies,Cultural Differences,Rhetoric,Content Analysis,Comparative Analysis,Context Effect

This study purports to foster the understanding of profession-based academic writing in two different cultural conventions by examining the rhetorical moves employed by American and Philippine thesis introductions in Architecture using Swales' 2004 Revised CARS move-analytic model as framework. Twenty (20) Master's thesis introductions in Architecture published from 2003-2010 were culled randomly. Results show apparent differences between the two corpora. The Philippine corpus comprises a structured pattern that includes the following elements in order: background of the project, statement of the problem, significance of the study, scope and delimitation and definition of terms. Meanwhile, the American corpus follows a free-flowing structure with varied elements. Two predominant conclusions may be drawn from this study. Firstly, each profession operates within a context that has its own dynamics and constraints. Another significant conclusion is the role of culture in terms of following writing conventions. Americans, having individualistic culture, tend to be more free-flowing in terms of their introduction structure. The Filipinos, on the other hand, having collectivist orientation, follow certain formats and structure in their introductions. [A list of resources is included: (1) 10 Philippine Master's Theses; and (2) 10 United States Master's Theses.]
A Study on the English Language Teaching and Learning Problems with Reference to the Tribal Learners of Attapady
Author: Varghese, Ashitha
Date: 2012-00-00
Type: Journal Articles
Subjects: Indians,Tribes,Course Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Exit Examinations,Pilot Projects,School Districts,Teaching Methods,Negative Attitudes,Student Motivation,Student Adjustment,Educational Development,Teacher Role,Disadvantaged,Learning Problems,Secondary School Students,Foreign Countries,Interviews,Qualitative Research

The low literacy rate of Scheduled Tribes is a serious threat to Indian education. It is significant even to Kerala, the state with highest literacy rate. The intensity of the problem is reflected by the SSLC (Secondary School Leaving Certificate) examination results of March 2010 where the Palakkad district has scored the less pass percentage of 83.04. The increase in the number of failures and drop outs in the schools of Attapady is pointed out as major cause of the fall by educators and proponents of the State. A Pilot study is carried out in Attapady, the most educationally backward tribal pocket of Palakkad District. The lack of proficiency in English language is identified as a major obstacle to the education of Schedule Tribe learners. The inappropriate syllabus and teaching method of English develops a negative attitude in learners towards learning. The fear of learning a foreign language is one of the factors to stop their education because English language is a criteria rather than an option at higher level. It is clear that tribal learners are not motivated well. They have adjustment problems with school curriculum and teaching of English language. Though the Government can provide grants and scholarships for the betterment of learners, the responsibility of their educational development are ultimately in the hands of teachers. The paper is based upon the pilot study conducted to understand the educational backwardness of tribal learners with special reference to English language. It describes the language learning problems of tribal learners and analyzes the causes of backwardness.