ethanporcaro/eric-fulltext-meta huggingface dataset:
Building a Positive Environment in Classrooms through Feedback and Praise
Author: Al-Ghamdi, Asmaa
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Classroom Techniques,Classroom Environment,Recognition (Achievement),Teaching Methods,Performance Factors,Educational Strategies,Academic Standards,Educational Practices,Positive Reinforcement

There are many important pedagogical factors that need to be implemented in classrooms including language classrooms in order to build an incentive learning environment for the students. This paper sheds light on two of these main pedagogical factors which are feedback and praise. The main purpose of this paper is to alter negative perceptions among students about those estimation standards which are feedback and praise and to widen teachers' knowledge about providing them properly. In order to achieve the previous purposes, this paper explains different types of feedback and the impacts of feedback and praise on students' learning. It also provides teachers with tips and strategies about how to use feedback and praise effectively to reach the desired outcomes. Researchers have in the past expressed contradictory views about those estimation standards, thus; this paper takes into consideration positive and negative effects of them.
Formal Classroom Observations: Factors That Affect Their Success
Author: Zaidi, Zeba
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Success,Performance Factors,Online Surveys,Lesson Observation Criteria,English (Second Language),College Second Language Programs,Teacher Attitudes,Foreign Countries

Formal class room observation is a very delicate topic in any educational institution. It involves a series of emotions and sentiments that come with the package. In this paper, the researcher will attempt to analyze the factors that affect the process in a relatively significant manner and thereby contribute greatly to the success or failure of the whole process. The researcher will also attempt to explore the various aspects of the process at two tertiary level educational institutions and how they can be controlled in order to maintain the purpose of the process as developmental and constructive rather than a critical, judgmental and/or negative outlook, which eventually defeats the whole idea of classroom observation for performance feedback and growth. The data was collected at two renowned English Language Institutes (ELIs) in the city of Jeddah, Saudi Arabia through an online survey comprising of ten questions including one open-ended question. After analyzing the gathered data, conclusions were formulated and certain suggestive measures were proposed that can benefit the observers to look at the observation process in a better light. It will also help them accomplish the objectives of the process in a more prolific manner and thereby, contribute in achieving a more conscious and thorough professional development of the faculty on the whole.
EFL Professional Development: Discussion of Effective Models in Literature
Author: Almuhammadi, Anas
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Models,Faculty Development,Program Content,Context Effect,Predictor Variables,English (Second Language),College Second Language Programs,Best Practices,Learning Theories,Adult Learning,Multiple Intelligences,Cognitive Style,Teacher Improvement,Teacher Effectiveness

This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the &quot;what&quot; question in the programs while the context aims to align the content with &quot;where&quot; question. The third component is the focus on the process variables that professional development should follow. This paper tries to add to the English as a Foreign Language (EFL) and English as a Second Language (ESL) fields' literature by presenting categorized overview of relevant works. The different theories include adult learning theory, functional theory, multiple intelligences, twenty-one learning styles, the Australian Government Quality Teaching Program (AGQTP) model and model of teacher change.
Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?
Author: Sulaimani, Amjjad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,English (Second Language),Discourse Analysis,Textbook Bias,College Second Language Programs,Friendship,Disproportionate Representation,Gender Bias,Statistical Analysis

This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions: gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.
Foundation Year Students' Perceptions of Using Social Network Sites for Learning English in the Saudi Context
Author: AlShoaibi, Rana
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Network Analysis,Social Media,English (Second Language),Second Language Learning,College Second Language Programs,Technology Uses in Education,Gender Differences,Questionnaires,Student Attitudes,Incidence,Mass Media Use,College Students,Qualitative Research,Case Studies

The major aim of this study is to better understand the university students' perceptions and attitudes towards using social network sites for learning English as well as to identify if there is a difference between male and female university students in terms of using social networking sites for learning English inside and outside the classroom. The study also attempts to identify the social networking sites that are most frequently used by male and female university students in order to learn English. The participants of this study were 20 female and male foundation year students at King Abdul Aziz University in Jeddah, Saudi Arabia. The tool of the study was a questionnaire. The finding of this study showed that male students had positive perceptions and attitudes toward using social network sites for learning English more than female students who had negative perceptions and attitudes. The results also showed that YouTube website was the most frequently used social network site for learning English by male students while the majority of the female students did not have any favorite social network sites because they did not use social network sites for learning English.
Achieving Flex in the Inflexible: Dealing with Individual Differences in Highly Structured EFL Preparatory College Courses
Author: Alghamdi, Fatimah M. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Individual Differences,English (Second Language),College Preparation,Focus Groups,Language Proficiency,Individualized Instruction,Qualitative Research,Classroom Techniques,Educational Practices,Teaching Methods,Observation,Foreign Countries

This study explores a field-motivated concern among English as a Foregin Language (EFL) teachers at a college preparatory English language program. The course syllabus for this program is fixed and systematically paced over four, seven-week modules. Despite formal assessment measures that result in placing the learners into four levels of English language proficiency, it has been reported by teachers, that inside the classrooms, the learners are of varying degrees of language proficiencies and attitudes. This study utilized a focus group approach and case-study classroom observations to explore the extent to which teachers take any measures to address these variations in proficiency and affect in the classroom. Focus-group participant teachers showed a great deal of awareness of variations amongst students and expressed tendencies towards using teaching strategies that would address these variations. However, limitations of time and material, they reported, tend to hinder such efforts. Likewise, when observing two classrooms within the same context, the researchers identified some individual differences among teachers in terms of strategies that account for student individual differences in the classroom, but these strategies were limited in number and variation. It was concluded that in highly-structured courses, with fixed material and unified learning outcomes, there remains room for creating dynamic classroom practices that are sensitive and reactive to students' needs and interests. The study calls for a larger scale investigation of this topic and advocates teaching approaches that have the potential to compensate for the unified syllabus and structured pacing of the courses.
The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers' Perspective
Author: Asif, Fariha
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Psycholinguistics,Language Proficiency,Sociocultural Patterns,Communication (Thought Transfer),Language Processing,Linguistic Input,Intercultural Communication,Teacher Attitudes,Questionnaires,Structured Interviews,Interference (Language),Language Teachers,College Faculty,Statistical Analysis,Qualitative Research

The purpose of this study is to investigate the factors that trigger language anxiety among Saudi learners in English as Foreign Language (EFL) classrooms. The factor of anxiety is especially found among learners while developing proficiency in over all communication and speaking skills as felt by the EFL teachers. The study also seeks to answer the questions like what are the socio-cultural factors as well as psycholinguistic factors that cause language anxiety. Furthermore, this study also explores strategies that can be designed and used to cope with language anxiety successfully. The scope of the study is limited to the college and university English teachers and subject specialists working in public sectors colleges and universities in Saudi Arabia.
The Effect of Blended Learning in Enhancing Female Students' Satisfaction in the Saudi Context
Author: Al lHassan, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Class Activities,Teaching Methods,Management Systems,Females,Foreign Countries,Questionnaires,Student Attitudes,Teacher Motivation,Student Motivation,Computer Mediated Communication,Statistical Analysis,College Students

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students' satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students' satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students' level of satisfaction. The results revealed that students' satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.
&quot;Mind Blown&quot;--Including Exercise Science Students as Research Assistants to Reduce Ageist Perceptions
Author: Forlenza, Samuel T.
Date: 2017-06-00
Type: Journal Articles
Subjects: Exercise,Physical Therapy,Occupational Therapy,Health Related Fitness,Undergraduate Students,Allied Health Personnel,Physical Activities,Aging (Individuals),Aging Education,Older Adults,Qualitative Research,Research Assistants,Social Bias,Stereotypes,Grounded Theory,Outcomes of Education,Misconceptions,Student Attitudes,Attitude Change,Semi Structured Interviews

The amount of older adults is increasing rapidly and the demands of an aging population will need to be met by professionals in many fields, including exercise science. However, many undergraduate students do not want to work with older adults. Therefore, this qualitative study sought to examine the experiences and perceptions of exercise science students who served as research assistants in a six-month walking program for senior citizens. Students recognized that their previous ageist views about older adults' functioning (which originated from personal experiences, education, and society) were challenged by the walking program. Subsequently, more positive views on aging, being an older adult, and working with older adults were elicited by their assistance in the research study. Results from this investigation suggest that exercise science and allied health students be exposed to aging-sensitive experiences to dispel ageist perceptions and ultimately increase the workforce needed to serve this expanding population.
The Power of Story: Using Personal Narrative, Computer Technology and Podcasting with Young Adult English Language Learners
Author: Pierson, Susan Jacques
Date: 2014-00-00
Type: Journal Articles
Subjects: Personal Narratives,Educational Technology,Computer Uses in Education,Handheld Devices,Multimedia Materials,Young Adults,College Students,Community Colleges,English Language Learners,Writing (Composition),Information Dissemination,Literacy,Self Efficacy,Multicultural Education,Foreign Students

One way to ensure a high quality, personalized literacy program for English language learners is to use the learners' own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong sense of community facilitates the development of authentic literacy skills and increases student motivation and achievement. Present day, multimedia, networked computers provide a range of informational communicative and publishing tools that can be used to dissolve classroom walls, bringing the students out and the world inside. Moreover, students who work on projects using computers demonstrate increased cooperation and collaboration. For this project, young adult learners from diverse cultures, studying English as a second or other language at a community college made use of computer technology to compose personal narratives and share them with others. Results indicate that using student stories as texts and sharing those texts via podcasting enhances literacy skills, increases student confidence and self-efficacy, and inspires them to work for the common good. The study involved only two small classes of multicultural students, but the strong success of the project suggests using students' life stories as curriculum and computer technology as a means of sharing is a powerful model of instruction.
A Blended Learning Model for Teaching Reading in English as a Foreign Language
Author: Karkour, Islam
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Reading Instruction,Teaching Methods,English (Second Language),Second Language Instruction,Context Effect,Teaching Models,Courseware,Foreign Countries

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.
Use of Facebook Group as Blended Learning and Learning Management System in Writing
Author: Tananuraksakul, Noparat
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Undergraduate Students,Student Attitudes,Writing Instruction,Blended Learning,Educational Technology,Technology Uses in Education,Integrated Learning Systems,English (Second Language),Second Language Instruction,Computer Mediated Communication,Interaction,Qualitative Research

In this paper, I will report qualitative research findings on how undergraduate students at a small-sized university in Thailand perceive Facebook group usage in a writing class. The findings suggest that the Facebook group can be used as blended learning (a hybrid instructional model) and learning management system (posting announcements and comments relevant to the class and their writing assignments) for the students to learn with, not to learn from, as facilitated by the instructor. The reasons were that they positively viewed the Facebook group usage as a practical, trendy and beneficial teaching tool, which helped to motivate them to learn English virtually and enhance their positive attitudes towards learning the language. When they encounter virtual communication apprehension, the Facebook group usage appeared to be a booster neutralizing their positive attitudes towards virtual interactions. Such positive results may derive from the fact that the students grew up as digital natives and the Millennial Generation using Facebook, the prominent social network site, as parts of their daily life. Teachers of English, who may be seen as digital immigrants or digital immigrant accent, may need to consider use of learning technologies in their writing class.
Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions
Author: Wang, Yen-Hui
Date: 2014-00-00
Type: Journal Articles
Subjects: Web Based Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Reading Comprehension,Vocabulary Development,Student Attitudes,Computer Assisted Instruction,Assignments,Difficulty Level,Instructional Effectiveness,Language Teachers,Program Development,Undergraduate Students,Foreign Countries,Statistical Analysis,Student Surveys

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners' perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.
The E-Learning Component of a Blended Learning Course
Author: Olejarczuk, Edyta
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Instructional Design,Curriculum Design,Design Preferences,Computer Assisted Instruction,Course Organization,Basic Skills,Educational Technology,Foreign Countries

Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply &quot;traditional&quot; methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of &quot;blended learning&quot; where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.
EFL Teachers' Knowledge of the Use and Development of Computer-Assisted Language Learning (CALL) Materials
Author: Dashtestani, Reza
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Learning,Language Teachers,Instructional Materials,Material Development,Skill Development,College Faculty,Teacher Educators,Graduate Students,Masters Degrees,Doctoral Degrees,Interviews,Questionnaires,Teacher Attitudes,Student Attitudes,Teacher Education,Positive Attitudes,Foreign Countries,Teaching Methods,Second Language Instruction,Mixed Methods Research

Even though there are a plethora of CALL materials available to EFL teachers nowadays, very limited attention has been directed toward the issue that most EFL teachers are merely the consumers of CALL materials. The main challenge is to equip EFL teachers with the required CALL materials development skills to enable them to be contributors to CALL materials development (Motteram, 2011). Accordingly, this research was carried out to unravel the current challenges and difficulties in enabling EFL teachers to acquire CALL materials development and implementation skills. Three groups of EFL stakeholders, i.e. EFL teachers (n = 208) who taught English at universities, schools, and language teaching institutions, teacher educators (n = 15) who were university instructors and educated MA and PhD students of TEFL, and teacher trainers (n = 32) who mainly prepared EFL teachers for teaching at private language teaching institutions, were identified and participated in this study. The findings of in-depth interviews and questionnaires confirmed that the three groups of participants had positive attitudes toward the use of CALL materials and development of CALL materials by EFL teachers while teacher educators had slightly more positive attitudes. It was further illustrated that the EFL teachers did not have the required basic skills to develop or use CALL materials. In addition, there are some impediments to the development of CALL materials by EFL teachers. Moreover, the findings of observations and interviews indicated that CALL materials development is not a part of teacher education/training programs in Iran and the EFL teachers do not use CALL materials in their EFL courses. Finally, the participants proposed some strategies based on which EFL teachers would be able to obtain the necessary skills to develop and use CALL materials.