ethanporcaro/eric-fulltext-meta huggingface dataset:
L2 Vocabulary Acquisition through Narratives in an EFL Public Elementary School
Author: Arvizu, Maria Nelly Gutierrez
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Spanish,Teaching Methods,Vocabulary Development,Instructional Effectiveness,Comparative Analysis,Elementary School Students,Mexicans,Foreign Countries,Story Telling,Visual Aids,Language Usage,Language Tests,Pretests Posttests,Retention (Psychology),Communicative Competence (Languages)

Teaching English as a Foreign Language (EFL) has exponentially grown in the past decades as it has become part of the curricula from kindergarten to higher education. In many countries, governments have conducted initiatives that resulted in the implementation of English classes in public education settings. The use of narratives in language teaching has been regarded as an effective way to teach vocabulary as stories provide a natural context for language input. However, there is a need to assess the effectiveness of narrative instruction. This study investigated the effect of using stories and pre-teaching vocabulary in a public elementary school in northwestern Mexico. A total of 167 students from third to sixth grade participated. A narrative intervention was conducted in the experimental and comparison groups. The experimental groups were pre-taught vocabulary in the stories through visuals and stories in the participants' native language (L1), Spanish. A vocabulary assessment was administered three times (pretest, posttest, and delayed posttest) to determine if there were statistically significant differences within and between groups. The tests scores were analyzed using Friedman and Mann Whitney U statistical tests. The results showed that narratives overall helped in developing vocabulary for EFL young learners. Furthermore, the experimental group obtained slightly higher scores at the delayed posttest showing that pre-teaching vocabulary and using the L1 may contribute to increasing vocabulary knowledge in the second language (L2). In EFL public education contexts, using effective teaching strategies promotes acquisition and retention that ultimately lead to communicative competence in the L2.
Russian Accent in English Written Discourse
Author: Bondarenko, Olga R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Russian,Pronunciation,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Self Concept,Teaching Methods,Computational Linguistics,Writing (Composition),Foreign Countries,Native Language,College Students,Tourism,Hospitality Occupations,English for Special Purposes,Discourse Analysis,Pragmatics,Business Communication,Inferences,Interference (Language),Culturally Relevant Education,Spelling,Syntax,Grammar,Distinctive Features (Language),Error Patterns

This research is a multi-aspect exploratory investigation of Russian English institutional written discourse and highlights its features demonstrated by Russian native learners, tertiary students of English for the tourism and hospitality industry. The author approaches the theme from the perspectives of World Englishes and the pedagogical agenda. This sample study is based on the analysis of the researcher's corpus of English written works by Russian students. It reveals Russian English discoursal variations as manifestations of ethnolinguistic and ethnocultural identity. The paper highlights users' repeated salient discoursal features, the main of which appeared to be in communication strategies, structure, and register. Specific choices of linguistic, stylistic, structural and strategic variables result in the uncovered Russian English discoursal features, such as straightforwardness, excessive evaluation, abuse of negation and others. The research also focuses on their possible unwelcome pragmatic effects in business communication. This paper is a contribution to scarce comprehensive World Englishes discourse studies, particularly to the under-explored theme of Russian English. Revelation of local voices in English discourse and their interpretation in terms of indigenous languages and cultures may be a demanded addition to the World Englishes theory and practice. The pedagogical inferences of this research suggest that culturally relevant English-as-a-foreign-language teaching should take into account the English discoursal profile of learners resulting from their interfering native profile to improve pedagogical practices.
Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction
Author: Bravo-Sotelo, Karizza P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Tagalog,Mathematics Instruction,Teaching Methods,Language of Instruction,English (Second Language),Second Language Learning,Rural Areas,College Faculty,Mathematics Teachers,Teacher Attitudes,Student Attitudes,College Students,Classroom Communication,Foreign Countries,Language Usage

This study aimed to examine the types of Tagalog-English code-switching used in mathematics classroom discourse. Four purposively selected tertiary level math teachers in a college situated in a rural area in the Philippines were part of the study. Using a qualitative approach, data were gathered through non-participant class observations and interviews with selected math teachers and students. Syntactic analysis of code-switching types was done to categorize the Tagalog-English utterances. The findings showed that Tagalog-English intrasentential code-switching, which accounts for 58% of the code-switched utterances, was the most dominant type present in math teachers' spoken discourse, and this was evident when math teachers had to explain math concepts and solutions, or provide examples, among others. Intersentential code-switching made up 38% of code-switched utterances, while tag switching was used very sparingly. It is recommended that the use of Tagalog-English intrasentential code-switching for math lesson delivery and content knowledge explanation be considered.
Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan
Author: Chiang, Min-Hsun
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Story Telling,Case Studies,Information Technology,Web 2.0 Technologies,Social Networks,Self Concept,Self Efficacy,Collaborative Writing,Technological Literacy,Writing Instruction,Student Attitudes,Writing Skills,College Freshmen,Majors (Students),Information Literacy,Pretests Posttests

With the advent of information communication technologies, an escalating number of youths is communicating, creating, and sharing narratives via Web 2.0 social networks. To ensure the continuity between in-class and out-of-class literacy practice, digital storytelling has become increasingly prevalent in educational settings. Digital storytelling has the potential to enhance digital literacy and self-efficacy through innovative learning and identity expressions. However, the research at this juncture is scarce. Therefore, this study incorporated Storybird, a Web 2.0 collaborative writing tool, into a freshman composition class to cultivate digital literacy in English among 18 college students who are studying English as an International Language in Taiwan. In addition to developing digital literacy, this study also explored the effects of Storybird-mediated storytelling on English as an International Language students' self-efficacy as a legitimate user of English. The results from both the quantitative and qualitative data analyses indicate that after year-long participation in Storybird-mediated digital storytelling, the majority of the participants rated their digital literacy in English higher than before. Similarly, they developed a stronger sense of confidence as English as an International Language writers. Some pedagogical considerations are offered at the end of this paper for those who wish to incorporate Web 2.0 tools into their English as an International Language classrooms to boost their pupils' confidence in participating in this ever-connected global community.
Tertiary Learners&apos; Motivational Intensity and Desire to Learn the French Language: Evidence from a Non-Francophone Country
Author: EL-Zine, Nesrine Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: French,Undergraduate Students,Second Language Learning,Second Language Instruction,Gender Differences,Student Attitudes,Departments,Learning Motivation,Cultural Awareness,Measures (Individuals),Foreign Countries

Motivational intensity is fundamental for any language learner in order to succeed. This research addressed motivational intensity in the context of French language learners in a non-francophone country, Yemen. It also investigated the level of desire to learn French among university students. The present research answered the following questions: Do undergraduate learners of the French language have a high or a low level of motivational intensity in their learning of French? How much do undergraduate learners of the French language desire to learn French? Among the undergraduate learners of the French language, is there any gender difference in the level of motivational intensity and their desire to learn French? A stratified random sample of 69 students was sampled out of a population of 145 enrolled students from different levels in the Department of French Language and Literature at Sana'a University. The survey was comprised of 11 questions that were selected and modified from Gardner's Attitude, Motivation Test Battery Questionnaire (1985a). The items for this survey addressed two specific variables: motivational intensity and desire to learn French. The findings of this research showed that Yemeni undergraduate learners of French have a high level of motivational intensity and a significant amount of desire for learning the French language and culture. The findings also implied that male learners have a slightly higher level of motivational intensity and desire to learn French than their female counterparts.
Socio-Demographic Factors Affecting Reading Comprehension Achievement among Secondary School Students with Learning Disabilities in Ibadan, Nigeria
Author: Lazarus, Kelechi U.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Institutional Characteristics,Gender Differences,Learning Disabilities,Students with Disabilities,Secondary School Students,Rating Scales,Correlation,Reading Tests,Prediction,Reading Achievement,Private Schools,Public Schools,Reading Instruction

The study examined the influence that socio-demographic factors (school social environment, type of school and gender) have on achievement in reading comprehension of students with learning disabilities. The study employed the correlational design. One hundred and twentythree (123) Junior Secondary Class 1 (JSS 1) students with learning disabilities from six secondary schools (3 private and 3 public) all located in Ibadan North Local Government Area, Ibadan, Oyo State, Nigeria participated in the study. Three scales namely: the Pupil Rating Scale (Revised), the Comprehensive School Climate Inventory (adapted) and the Test of Reading Comprehension were administered to the participants and the scores derived from these were subjected to Pearson Product Moment Correlation, Multiple Regression and t-test Statistics. The results revealed that the most potent factor in the prediction of reading comprehension achievement of students with learning disabilities is school social environment (r =0.214) followed by gender (r =0.185). The joint contribution of school social environment, school type and gender on reading comprehension achievement of students with learning disabilities was significant. While school social environment could considerably and independently predict reading comprehension achievement among students with learning disabilities, school type and gender could not. Further findings showed a significant difference in reading comprehension achievement between male and female students with learning disabilities (Cal.t = 2.075). Also, there was no observable significant difference in the reading comprehension achievement of students with learning disabilities in private and public schools. Therefore, it was suggested that teachers of students with learning disabilities should ensure that reading comprehension lessons take place in stimulating and conducive classroom environments devoid of unhealthy, risky and distracting stimuli.
Justifications and Impacts of Low-Fee Private Schools in Kenya and Uganda: Understanding Policy Evolutionary Mechanisms through Public Discourse of Bridge International Academies
Author: Monk, Jeremy
Date: 2019-00-00
Type: Journal Articles
Subjects: Private Schools,Cross Cultural Studies,Foreign Countries,Educational Quality,Elementary Education,Poverty,News Reporting,Discourse Analysis,Cultural Influences,Political Attitudes,Urban Areas,Slums,Access to Education,Unions,Educational Policy,Government School Relationship

Low-fee private schools (LFPS) have grown considerably in the developing world as public free primary education has been unable to cater to the poorest children. Bridge International Academies (BIA), one of the largest chains of LFPS, has positioned itself as a solution to issues of access and quality of primary education. Using newspaper articles from Kenya and Uganda, this paper examines public discourse of BIA through the lens of cultural political economy, or how public discourse can influence variation, selection and retention regarding LFPS. After exploring scholarship to understand the justifications and impacts of LFPS, this paper finds that justifications are present in public discourse while impacts are not. Therefore, public discourse has given voice and promoted the need for improvements, with LFPS as an option, but that discourse (and scholarship) has yet to emphasize LFPS as a real solution, due to inconclusive evidence and ongoing battles with governments.
Developing Pedagogical Discourse Analysis through Project-Based Tasks
Author: Girault, Marie Conceptia
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Student Projects,Active Learning,Teaching Methods,Language Teachers,Task Analysis,Grammar,Communication Problems,Second Language Learning,Second Language Instruction,Linguistic Input,Authentic Learning

This article discusses why pedagogical discourse analysis (PDA) can be seen as the departure point to teach through discourse and how language teachers can efficaciously use it in order to bring discourse analysis into the language classroom. To make PDA feasible in language teaching, it requires to be coordinated with actual discourse-based approaches. This paper introduces a consolidated approach resulting of the strategic combination of task-based language teaching (TBLT) and project-based learning (PBL), named project-based task analysis (TBTA), in which discourse is the core component of teaching and learning.
Older Adults, Therapy Dogs, and College Students: Analysis of Service-Learning Blog Posts
Author: Morris, Christina H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Animals,Older Adults,Alzheimers Disease,Socialization,Program Effectiveness,Service Learning,Residential Care,Affective Behavior,Interpersonal Communication,Memory,Physical Activities

Research has shown that animal-assisted activities have specific benefits for older adults, such as decreasing loneliness (Banks &amp; Banks, 2002; Banks, Willoughby, &amp; Banks, 2008; Calvert, 1989) and depression (Grubbs, Artese, Schmitt, Cormier, &amp; Panton, 2016; Le Roux &amp; Kemp, 2009; Moretti et al., 2010) while increasing positive emotion (Lutwack-Bloom, Wijewickrama, &amp; Smith, 2005), motor activity (Grubbs et al., 2016), and verbal and social interactions (Berstein, Friedmann, and Malaspina, 2000; Fick 1993). Older adults with Alzheimer's disease experience specific benefits, such as increased socialization (Churchill, Safaoui, McCabe, &amp; Baun, 1999; Greer, Pustay, Zaun, &amp; Coppens, 2001; Mossello et al., 2011; Richeson, 2003) as well as decreased agitation (Churchill et al., 1999; Richeson, 2003) and anxiety (Kanamori et al., 2001; Mossello et al., 2011). The purpose of the present study is to examine the experiences of students participating in service-learning in order to evaluate the effectiveness of animal-assisted activities with older adults in long-term care facilities. The authors studied a total of 177 blog posts from the past six academic school years (2012-2018) using content analysis. These blogs were written by university students as a reflection on their required service-learning activities for a course on &quot;Animal-Assisted Therapy.&quot; Common themes from the blogs include: positive affect of the residents, increased conversations, reminiscence on the resident's past, and a facilitation of physical activity. Some residents did not want to interact with the team, and fewer residents had negative interactions or responses to the team. Animal-assisted activities seem to be promising in elder care settings in helping them initiate conversation, encouraging memory recall and physical activity, and inducing positive emotions. Students also reported experiencing positive effects from both their interactions with the residents as well as the therapy dogs, and the authors suggest further exploration of this topic.
Levels of Toleration
Author: Dreher, John H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Decision Making,Prosocial Behavior,Moral Values,Ethics,Political Power,Political Attitudes,Philosophy

It might appear that the limits of toleration are so obvious that there is hardly a need to define them. Surely evil should not be tolerated. On the other hand, whatever is good should not only be tolerated but also encouraged. What is neither good nor evil should be tolerated; lest freedom of action and thought be impaired unnecessarily. Yet, this paper argues that these &quot;obvious&quot; truths are not obvious at all. The problem is that our understanding of the limits of toleration &quot;presupposes&quot; the distinction between good and evil, which raises two difficulties. The first is that there is considerable difference of opinion about what makes good dispositions, actions and policies good. Beyond that, there is a problem of applying the distinction between good and evil to particular cases, which we typically find to be good in some ways and not so good, or even evil, in other ways. Distinguishing good from evil presupposes a sophisticated form of critical self-knowledge that takes care not to assume that any description of an individual case can be readily extended to all the particulars of that case. Therefore, it paradoxically seems that there are times when intolerance should be tolerated; and times when toleration should not be tolerated. The paper argues that the way to a coherent view of toleration is to distinguish various degrees and levels of toleration. The analysis presented is especially indebted to the writings of John Locke, John Stuart Mill and Jean-François Lyotard.
The Landscape of Nursing Education in the United States
Author: Morris, Tama Lynn
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing Education,Licensing Examinations (Professions),Bachelors Degrees,Employment Qualifications,Access to Education,Labor Force Development

There are over 4 million Registered Nurses in the United States (National Council of State Boards of Nursing, 2019). To become a practicing registered nurse, one must graduate from approved educational program, pass a licensure examination, and meet the requirements of licensure in their state of residence. Despite a common licensure examination, the educational pathways to becoming a nurse are varied and often confusing to prospective students and those professionals who practice beside nurses in the healthcare arena. Outside factors, such as the 2010 recommendation by the Institute of Medicine for 80% of nurses to be prepared at the baccalaureate level, have influenced educational models and hiring practice. The purpose of this paper is to advance knowledge of nursing education in the United States, explore factors influencing the current nursing education model, and challenge assumptions for the future of nursing education.
Use of a Diagnostic Tool to Predict Performance on High-Stakes Multiple Choice Tests: A Case Study
Author: Michaels, Natalie N.
Date: 2019-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Multiple Choice Tests,Language Variation,Language Tests,Geographic Regions,Language Usage,Physical Therapy,Graduate Students,Licensing Examinations (Professions),Scores,Case Studies,Prediction,Intervention,Barriers,Standardized Tests,Language Processing,Second Languages,Black Dialects,Test Construction

High-stakes testing can be a major hurdle for individuals who know the material well, but have trouble understanding the language of the test. Many people have difficulty understanding test questions when the wording of the question is different from the language variation typically used by the test-taker. This research builds on prior research published in 2011 and 2016. The Language Variation Tool (LVT) was created to help determine if problems existed when test questions were reworded in accordance with Southern Caucasian and Southern African American language variations. This tool focused on physical therapy graduate students, and a study published in 2016 demonstrated some predictive value to the LVT with respect to the PT board practice examinations. Students who received a lower overall score on the diagnostic test, also demonstrated lower scores on the practice board examination (Pearson correlation=0.662; p=0.000). This current paper focuses on how the tool was created, and looks at one of many students who have used this tool to help pass the physical therapy board examination. When there is a misunderstanding of the meaning of test questions, there can be increased difficulty passing standardized examinations. This case study supports the utilization of this diagnostic tool to predict success on the high stakes examination, and the power of intervention to overcome the obstacle of successful comprehension. These authors believe that this tool can be created in other languages for other disciplines focusing on various cultural proclivities. Because this is a simple case study, the results may not be generalizable to the population of those taking the physical therapy board examination. As such, it is the opinion of the researchers that simply informing a test-taker of his or her limitations prior to an exam, gives them something to practice and develop prior to retaking the examination with the hope of potentially improving test performance. This contention would require further research.