ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Online Courses Change Teachers&apos; Beliefs? A Study of Omani Teacher-Trainees&apos; Beliefs in Second Language Acquisition
Author: Pitychoutis, Konstantinos M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Preservice Teachers,Student Attitudes,Teacher Education Programs,Teaching Methods,Rural Areas,Learning Theories,Language Planning,Error Correction,Attitude Change,English (Second Language),Foreign Countries,In Person Learning,Classroom Techniques

Teachers' beliefs on language learning play a pivotal role in teachers' classroom practices and are thought to be stable. This article aims to show the change in the teacher-trainees' beliefs after taking an online second language acquisition (SLA) course as opposed to the traditional face-to-face SLA course from previous studies. The participants are sixteen teacher-trainees from a rural university in Oman. All participants attended a 16-week online SLA course. The data was captured by juxtaposing pre-course and post-course questionnaires. The results show that teachers' beliefs on language learning theories, language policies, and classroom practices present a change, whereas teachers' beliefs on error correction are resistant to change. Furthermore, teacher-trainees with some teaching experience reported dramatic changes in their beliefs regarding classroom practices. This study provides preliminary evidence that semester-long online courses may affect teachers' beliefs.
Mapping Growth Mindset among English Teachers at Higher Education: A Case Study
Author: González, Fredy Orlando Salamanca
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Higher Education,English (Second Language),Second Language Learning,Language Teachers,Faculty Development,Teacher Attitudes,Crisis Management,Barriers,Teacher Effectiveness,Teacher Student Relationship,College Faculty,Teacher Administrator Relationship,Educational Practices,Second Language Instruction

Growth mindset proposed by Dweck (2006) is a suitable resource to aid teachers to grow professionally and resolve pedagogical crises. It represents a reflective tool that enables teachers to take action toward improvement and success. The objective of this study is to determine the mindset adopted by some English teachers within their professional performance, specifically when dealing with pedagogical crises and professional challenges and the type of mindset that they develop. Four English teachers at tertiary education participated in this descriptive case study conducted over four months. Data were collected by means of three instruments: a survey, a journal, and an interview. The results revealed that the sample population tended to take advantage of pedagogical crises and avoid having a fixed mindset toward issues such as: dealing with students, communicating with bosses or coping with unexpected classroom situations. Findings may have a relevant impact on how teachers assume their daily duties and challenges.
Methodology to the Teaching of English as a Foreign Language: A Systematic Review
Author: Philominraj, Andrew
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Research Reports,Required Courses,Elementary Secondary Education,Higher Education,Meta Analysis,Trend Analysis,Educational Trends,Instructional Improvement,Educational Research,Evidence Based Practice,Foreign Countries

English is an international language which has acquired a prominent place in the Chilean language curriculum. English as a foreign language has become a mandatory subject at schools beginning in the fifth grade (students 10 years old) following the plans of the Ministry of Education. Despite being a mandatory subject, the gap between what is taught and what is acquired has led to several questions. Therefore, it is necessary to know what teachers are doing to close this gap and identify the different strategies used to teach English as a foreign language in this context. The objective of the present study is to explore research studies on methodologies in teaching English as a Foreign Language (EFL) at schools and tertiary education in the Chilean context between 2011 and 2021. This study conducts a systematic review of methodologies to teach EFL based on the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA). Results showed that the method and methodology constructs have been conceptualized and perceived from various perspectives. It also highlighted trends and issues associated with ways of teaching English and didactics more effectively. The themes, which were found in this review, reveal different aspects of English language education and one among them is the intention of the researchers to improve English language teaching through the dissemination of the results of their studies. Research studies also highlight the efforts of the teachers to teach EFL and the way they try to implement the language. The study concludes that there is a lacuna on the methodologies used in Chile to the teaching of EFL followed by limitations and implications of the current research.
Multinational EFL Teachers Perspective of Using L1 in the L2 Classroom
Author: Shimray, Ringphami
Date: 2023-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Linguistic Theory,Educational Benefits,Classroom Communication,Likert Scales,Language Teachers,Foreign Countries,Educational Improvement,Teacher Student Relationship,English,Teacher Characteristics,Foreign Nationals,Language Attitudes

While some researchers claim that the use of the first language (L1) in second language (L2) classrooms should be discouraged since they say that success in learning an L2 is heavily determined by the maximum exposure to it, but others argue that the use of L1 is beneficial particularly in EFL classrooms. This study was conducted to investigate the beliefs of EFL language teachers in using L1 in the English classroom with the hope of providing new insight and evidence for the abovementioned theories on L1 use in L2 classrooms. A modified 5-Likert scale questionnaire and individual follow-up interview were used to collect the data. The participants were 47 foreign teachers teaching in a Thai EFL context. The data obtained using mixed-method study design revealed that the majority of teacher-participants felt that judicious use of L1 in the English classroom is useful for learners. The reported benefits of using L1 in L2 classrooms included improving the classroom environment, improving the outcome of vocabulary and grammar knowledge, a deeper understanding of the lesson, and bringing the positive relationship between teachers and students. However, a few participants argued that the use of L1 in L2 classrooms should be discouraged since it lessens the students' opportunities to listen and speak the target language.
Reflections of Instructors in the United States on the TESOL Standards for ESL/EFL Teachers of Adults
Author: Housel, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Bilingualism,Multilingualism,Academic Standards,Language Teachers,Teacher Education Programs,Self Efficacy,Professional Autonomy,Undergraduate Students,Graduate Students,Social Emotional Learning,Metalinguistics,Pedagogical Content Knowledge

The preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as lacking uniformity, consistent academic rigor, and practical application to bolster instructors' feelings of self-efficacy and agency in addressing their students' complex psycho-social-emotional and learning needs. Since the &quot;Standards for ESL/EFL Teachers of Adults&quot; (2008) often act as the foundation to inform the content of preservice coursework, both in the United States and internationally, this qualitative research study explored the reflections of instructors of adult EBLs regarding their preservice preparation through the lens of these standards via semi-structured interviews. Participants were recruited nationwide using existing TESOL listservs and organizations and universities that offer certificate, undergraduate, and graduate preparation programs in TESOL. From the participants who volunteered to be contacted for follow-up interviews, purposeful sampling was used to identify 16 with different levels of preservice preparation and teaching experience. Even though all interviewees felt adequately prepared to teach adult EBLs based on these standards, they could identify areas that should be modified or expanded, especially the andragogical use of educational technology. The findings from this study also identified areas for future research. These findings might also resonate with instructors who teach English to adults internationally because these standards are used globally.
Scrutinizing the Professional Agency of EFL Teachers: Identifying the Contributors and Manifestations
Author: Royaei, Nahid
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Classification,High School Teachers,Foreign Countries,Teacher Attitudes,Principals,Trust (Psychology),Teacher Administrator Relationship,Preservice Teacher Education,Pedagogical Content Knowledge,Teacher Student Relationship,Teacher Motivation

In today's educational system, teachers are highly accountable for implementing policy-driven changes in student learning and the development of the quality of educational institutions. The present study aimed to expand this research area by investigating the contributors as well as the manifestations of teachers' professional agency. To this aim, first, ten EFL teachers were selected based on convenience sampling from ten high schools from Mashhad, Iran. Data were collected through semi-structured interviews. The researchers recorded, transcribed, and analyzed interview data. Regarding the contributors to EFL teachers' professional agency, the participants' responses were classified into three main groups, including authority-related factors, teacher-related factors, and learner-related factors; each group is composed of two or more sub-factors. Concerning authority-related factors, the participants' responses indicated that the principal's trust and support played important roles in extending the teachers' professional agency. Respecting teacher-related factors, teachers' experience of pre-service education in line with their professional competencies and motivational attributes (motivation, goal orientation) were found significant in constructing professional agency. Regarding learner-related factors, learners' willingness toward teachers' innovative activities was highlighted in shaping teachers' professional agency. Moreover, the results proved that professional agency was manifested mainly at three levels, namely curriculum designing, school level, and classroom level. Finally, implications were provided in the realm of teacher education and teacher practitioners.
Smart Classroom Management: How Does It Influence EFL Learners&apos; Anxiety, Engagement, and Language Achievement
Author: Morshedian, Mojgan
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Classroom Techniques,Student Needs,Student Interests,Teacher Role,Second Language Learning,English Language Learners,Anxiety,Learner Engagement,Achievement,Academic Ability,Psychological Patterns,Foreign Countries

Smart Classroom Management (SCM) is an approach proposed by Linsin (2013) that takes into account students' needs and interests in class. It has four main strategies: Planning, Organization, Leadership, and Control. This study investigated experimentally the role of English as a Foreign Language teachers' use of SCM in response to learners' second language (L2) anxiety, engagement (behavioral, emotional, and cognitive), and language achievement. To gauge the students' L2 anxiety, six items out of the Dörnyei's (2005) L2 Motivational Self System were used. To measure student engagement, the Student Engagement Scale (SES) was employed. To conduct the research, a mixed methods design (integrating experimental and interview methods) was utilized. In the experimental phase, two classes at the same level were selected. In the experimental group, a treatment that was prepared based on SCM strategies was utilized. In the qualitative phase, four students of the experimental class were voluntarily interviewed about the effects of using SCM strategies on their learning. The results demonstrate that using SCM strategies as a treatment, that was prepared based on students' needs and a humanistic approach, had a significant impact on learners' engagement and its subscales up to 46%. Moreover, applying SCM was influential in reducing students' L2 anxiety and enhancing language achievement. The findings of this study are expected to inspire policy makers, teacher educators, and supervisors to facilitate the implementation of SCM in language classes.
The Effect of Emotion-Based Language Instruction on Improvement of the Four Main Skills in Second Language Education
Author: Doqaruni, Vahid Rahmani
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Response,Second Language Learning,Second Language Instruction,Comparative Analysis,Teaching Methods,Language Skills,Skill Development,English (Second Language),Schemata (Cognition),Language Teachers,Teacher Education Programs,Pedagogical Content Knowledge,Positive Attitudes,Negative Attitudes,College Freshmen,Placement Tests,Foreign Countries

Despite the important role emotions play in affecting second/foreign language (L2) learners' cognition, such as their learning processes, few empirical studies have tried to find out how emotions affect the four main skills (i.e., listening, speaking, reading, and writing). In order to fill this gap, the present study aims to investigate the impact of Emotion-Based Language Instruction (EBLI) (Pishghadam et al., 2013) on the improvement of the four main skills in L2 education. The current quantitative study used a quasi-experimental design. A sample of 75 learners of English as a foreign language were divided into experimental and control groups. Regular instruction was administered to the students in the control group, and their books received no modification or supplementary parts. For the experimental group, in contrast, some modifications or supplementary sections were added to the books based on the underpinning theory of EBLI. T-test was used to find out whether the differences between the two groups were statistically significant. The data showed that EBLI had significant effect on the improvement of the four main skills of the learners. The results highlight the significance of EBLI in providing L2 learners with emotions which lead to L2 development of learners. Considering the results, it is suggested that L2 teachers should be equipped with knowledge about this influential factor (i.e., emotions) in pre- and in-service teacher education programs. In other words, L2 teachers should be trained in such a way so that they will be able to adopt a teaching methodology which, on the one hand, decreases the detrimental effects of negative emotions and, on the other hand, increases the beneficial effects of positive emotions.
The Flipped Classroom: A Story from an EFL Classroom in Indonesia
Author: Suparman, Asep
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Internet,Access to Education,Technological Literacy,Teaching Methods,Active Learning,Personal Narratives,Educational Experience,Barriers,Educational Benefits,Language Teachers,Teacher Attitudes,Undergraduate Students

In recent years, the flipped classroom instructional model has been the subject of interest of many researchers and practitioners in various fields, notably for its potential to improve learning outcomes, promote active learning, and enhance student engagement. However, a fairly extensive literature shows that with these advantages come challenges. This study was conducted to examine how a teacher and students perceived these advantages and challenges. Their experience of implementing a flipped classroom was documented through written narratives and interviews, from which we concluded that the flipped classroom provided a good platform for active learning as the role of students shifted from passive classroom attendees to active participants. However, successful implementation of a flipped classroom required students' learning autonomy and technological aptitude in addition to a reliable internet service.
Taking the Picture of Informal Digital Learning of English (IDLE) in a Higher Education Turkish EFL Context
Author: Gonen, S. Ipek Kuru
Date: 2023-00-00
Type: Journal Articles
Subjects: Informal Education,English (Second Language),Second Language Learning,Second Language Instruction,College Preparation,Undergraduate Students,Universities,Student Attitudes,Student Motivation,Information Technology,Learning Processes,Guidance,Foreign Countries,Internet,Telecommunications,Handheld Devices,Computer Assisted Instruction,Computer Software,Independent Study

Informal Digital Learning of English (IDLE) refers to individual's learning endeavor occurring in out-of-class environments in a naturalistic way independent from the requirements of a formal education program including assessment. Learners' IDLE experiences in English as a Foreign Language (EFL) contexts are quite important to understand their motives, and the potential ways to improve such practices for enhanced language practice. This study aims to present IDLE practices of higher education Turkish EFL learners in detail and investigate the motivations of EFL learners considering their actual endeavors with digital language learning sources. For this purpose, a total of 115 students from an English Preparatory Program at a university in Turkiye took part in the study. Within a quantitative research design, the data were collected through a questionnaire developed for the purposes of the study based on rigorous research on IDLE literature to identify EFL learners' IDLE practices, their motivations on using digital sources for language practice, potential difficulties regarding such practices, and the role of guidance. The results of descriptive statistics indicated that the majority of the participants spent their time on IDLE practices mostly for using social networking platforms, music and song platforms, translation sites, video sharing sites, and series and movies on specific network platforms. Findings also showed that teacher's guidance had great importance on the participants' IDLE practices and learners needed systematic guidance in the vast world of digital sources for effective language practice. What is more, some obstacles hindering EFL learners' IDLE practices were identified such as the expenses related to digital sources (e.g. membership fees, internet costs, etc.) which echoed the reality of the digital divide. The findings of the study are quite important in understanding the need to use digital sources for learners' informal learning practices. This study has certain implications and suggestions for language practitioners and teachers to foster IDLE practices. [This article was presented at the 5th International Open &amp; Distance Learning Conference (IODL 2022).]
Teachers&apos; Competencies and Students&apos; Attitudes toward ICT at an EFL Secondary School
Author: Farisa, Hany
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Information Technology,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Teachers,Secondary School Students,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Learning Processes,Grade 11,Student Attitudes,Teacher Competencies,Foreign Countries

Teachers as educators should have adequate competency in using a variety of media and knowledge to deliver the information to their students in order to use information and communication technologies (ICT) effectively. This study explores teachers' competencies of ICT in their teaching and students' attitudes toward ICT in learning English. Three English teachers and their 90 students of eleven graders at one secondary school in one district in East Kalimantan participated in this study. The data were gathered from semi-structured interviews, observations, and questionnaires. Using a qualitative approach design concerning phenomenological perspective, the content analysis results have revealed that approximately 70% of the students had a positive attitude toward ICT, while the teachers' competencies were varied from mostly incorporating all the ICT tools to rarely using them in their classroom. The results suggest that English teachers need to have more professional development programs related to ICT in order to understand and be able to operate the ICT media and tools to teach English. EFL students should aware of their attitude toward ICT in this modern era and firmly use the advancement of ICT for educational purposes.
Potential Affordances of Generative AI in Language Education: Demonstrations and an Evaluative Framework
Author: Pack, Austin
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Natural Language Processing,Man Machine Systems,Language Acquisition,Instructional Materials,Material Development,Language Teachers,Technology Uses in Education,Social Environment,Cultural Context,English (Second Language),Second Language Instruction,English Language Learners,Higher Education

With recent public access to large language models via chatbots, the field of language education is seeing unprecedented levels of interest in how AI will affect language learning and teaching. As attention is primarily focused on student misuse of the technology, the potential affordances of generative AI tools may often be overlooked. In this paper we highlight potential affordances of AI generative tools, such as ChatGPT, for creating language learning and teaching materials and assessments. We offer suggestions on crafting prompts as well as provide example prompts and the materials and assessments generated by ChatGPT in response. We also present a framework for evaluation that combines both of Hubbard's (1988) framework for CALL evaluation and The Douglas Fir Group's (2016) transdisciplinary framework that may assist language educators in determining when it is appropriate to leverage generative AI tools. We then briefly illustrate how the framework has been used in our own evaluations. Finally, we suggest language educators consider how the concerns and opinions of using AI-based tools held by individuals and institutions within their own micro, meso, and macro sociocultural levels align or conflict with those of the individuals and institutions of their students' micro, meso, and macro sociocultural levels.