ethanporcaro/eric-fulltext-meta huggingface dataset:
Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context
Author: Razi, Salim
Date: 2016-00-00
Type: Reports - Research
Subjects: Peer Evaluation,Feedback (Response),Online Courses,Academic Discourse,Writing (Composition),College Students,Writing Assignments,Reflection,Teacher Role,Student Evaluation,Evaluation Methods,Confidentiality,Foreign Countries,English for Academic Purposes,Plagiarism,Second Language Instruction,English (Second Language),Computer Software,Educational Technology

This study compares the impact of &quot;open&quot; and &quot;anonymous&quot; peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers either anonymously or openly, then resubmitted them. The lecturer provided feedback and students again resubmitted their assignments. Finally, students submitted a reflection paper on how or whether they benefited from both peer and teacher-mediated feedback. Findings provide evidence for the positive contribution of multiple anonymous peer feedback in a digital online environment towards improved academic writing skills. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
The Dichotomy of Language and Content in US and UK Higher Education--Implications for the Development of Intercultural Competence and Perspectives Towards the Target Language
Author: Parks, Elinor
Date: 2016-00-00
Type: Reports - Research
Subjects: Second Language Learning,Cultural Awareness,Intercultural Communication,Educational Change,Questionnaires,Student Attitudes,Correlation,Second Language Instruction,Interviews,Foreign Countries,Higher Education,Graduate Students,Mixed Methods Research,Doctoral Programs,German,Course Content,Teaching Methods,Language of Instruction,Likert Scales

The complex relationship between language and culture has been widely problematised in applied linguistics and education (see Byram, 1997; Byrnes, 2002; Kramsch, 1993; Risager, 2006). While this issue has been extensively explored from a theoretical perspective, few studies have examined the complexity of this relationship from the curricular/structural approach towards Modern Language degrees. The American Modern Language Association (MLA, 2007) report, as well as reports issued in the UK such as the Worton (2009) report, similarly refer to a division in the content and language elements of the degree and advocate for a curricular reform in which a more integrative approach is adopted for languages in higher education. The paper reports on some of the initial findings from a Ph.D. study exploring the implications of dualistic approaches towards language and content on the student experience and more specifically on the place of the target language and the development of intercultural competence. The results reported are drawn from student questionnaires and follow-up interviews from two American and two English universities. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
Transmedia Teaching Framework: From Group Projects to Curriculum Development
Author: Reid, James
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Curriculum Development,Student Projects,Active Learning,Integrated Curriculum,Reading Programs,Content Area Reading,Story Telling,Multiple Intelligences,Teaching Methods,Student Developed Materials,Cultural Education,Evaluation Criteria,College Students,Multimedia Materials,Foreign Countries

This paper describes an innovative project-based learning framework theoretically based on the ideas of Transmedia Storytelling, Participatory Cultures and Multiple intelligences that can be integrated into the f?lipped classroom method, and practically addressed using Content- Based Instruction (CBI) and Project-Based Learning (PBL) approaches. It shows how this framework has been developed and integrated into the Academic Reading curriculum at Akita International University (AIU) in Japan by giving examples of the high quality work students can produce and outlining specific techniques and assessment criteria. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
Can Facebook or Wikis Hook Learners Instead of the Schoolbook?
Author: Brahmi, Fakhreddine
Date: 2016-00-00
Type: Reports - Research
Subjects: Social Media,Cooperative Learning,Collaborative Writing,Web Sites,Web 2.0 Technologies,Teaching Methods,Student Motivation,Foreign Countries,College Students,Questionnaires,Statistical Analysis

In this paper I will report on a personal experimentation with Facebook and wikis as collaborative learning tools. The aims of implementing these strategies were to develop students' writing skills and to change their attitudes towards learning in the digital age. I delved into this research because I do believe that learning in the new millennium has grown beyond the boundaries of the four walls of the classroom. I have a strong conviction that informal learning through networks is a significant additional (if not an alternative) environment for language practice and use. Having in mind that Facebook is currently considered as a popular means of entertainment among students and wikis are trendy among teachers, I have tried to integrate both in an educational project with pre-determined learning objectives and outcomes. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
Teaching Process Writing in an Online Environment
Author: Carolan, Fergal
Date: 2015-00-00
Type: Reports - Research
Subjects: Process Approach (Writing),Writing Instruction,Electronic Learning,Interdisciplinary Approach,Academic Discourse,Writing Skills,Course Content,Student Attitudes,Student Experience,Case Studies,Barriers,English (Second Language),Foreign Countries,College Students

This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process writing, their growing awareness of becoming good writers but also the constant struggle with common writing problems. Preconceived attitudes towards the process of writing provide further obstacles for students to overcome in an interdisciplinary and intercultural learning environment. A writer often overcomes the barriers to effective writing by acquiring strategies for independent, self-directed learning. Course experiences may help teachers develop efficient writing courses for the new language learning environments and thus to promote students' academic writing competence. [For the complete volume, &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Learning Paths on Elementary University Courses in Finnish as a Second Language
Author: Eloranta, Johanna
Date: 2015-00-00
Type: Reports - Research
Subjects: International Education,Foreign Countries,Higher Education,Finno Ugric Languages,Second Language Learning,Student Attitudes,Personal Narratives,Language Usage,Foreign Students,Sociocultural Patterns,Diaries,Goal Orientation,College Students

Along with the growing degree of internationalisation, Finnish university education needs to address issues related to learning and teaching Finnish as a second language. From the perspective of teaching Finnish and related pedagogical development, it is essential to recognise when, where and for which purposes learners need Finnish at the various stages of the language acquisition process. This article focuses on the learning paths of three international students who studied Finnish on a one-term elementary course at the University of Jyväskylä Language Centre. The article is based on a socio-cultural and ecological view on language learning and teaching. The data consist of learning diary texts written by the students during the course. Through these texts, university students' language usage situations and views on the Finnish language and its acquisition are explored. The learners' narratives conveyed their ideas related to languages and language acquisition, which appeared to be central background factors for different language usage and study practices. The three learner paths represented different forms and degrees of integration. The learners' goals were closely related to the environments in which they led their daily lives. [This article has been translated from Finnish by Sirpa Vehviläinen. For the complete volume, &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Grammar Is the Heart of Language: Grammar and Its Role in Language Learning among Finnish University Students
Author: Saaristo, Pekka
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grammar,College Students,Questionnaires,Language Teachers,Teaching Methods,Second Language Instruction,Student Attitudes,Action Research

This article presents and discusses views on grammar and its role in formal language learning amongst Finnish university students. The results are based on a questionnaire which was distributed to students at the University of Jyväskylä as part of institutional action research. The background to the project was a feeling amongst some teachers of increased divergence between student respectively language teacher understandings of the role of grammar in language teaching. This concern raised the need to find out how students view grammar. The knowledge about thoughts on grammar amongst students would then help teachers to adjust and adept the way grammar is used in language teaching. The main finding of the questionnaire was that a majority of the students think of grammar as a valuable asset in language learning, but at the same time have somewhat different understandings of grammar. In this context grammar is understood as a metalinguistic set of (also normative) statements of regularities in language which is the way most students think of grammar. Three different student perspectives on grammar are distinguished. These include a normative, functional and structural perspective. Since all answers in the questionnaire couldn't be placed within these categories, a fourth category, &quot;other&quot; was also included. [For the complete volume, &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Students as Producers and Collaborators: Exploring the Use of Padlets and Videos in MFL Teaching
Author: de Berg, Anna
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Second Language Learning,Student Role,Video Technology,Technology Uses in Education,Computer Literacy,Creativity,Problem Solving,Teamwork,Student Characteristics,Employment Qualifications,German,Cultural Awareness,Foreign Countries,Information Storage

In today's digital age, Languages graduates need more specific skills than fluency in the foreign language and intercultural competence. Employers expect from all applicants a high level of computer literacy and a set of soft skills such as creativity or the ability to solve problems and work on team projects. Modern Foreign Language (MFL) departments should therefore promote teaching techniques that would enable their graduates to become employable, at the same time ensuring that the students become aware of their own professional and personal development. This article provides an example of projects concentrated specifically on development of technology and media skills. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
TANGO, an International Collaborative Bilingual E-Learning Project
Author: Álvarez-Mayo, Carmen
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Cultural Influences,Second Language Learning,Language Skills,Educational Technology,Technology Uses in Education,Intercultural Communication,Communicative Competence (Languages),Cooperative Learning,Asynchronous Communication,Critical Thinking,College Students,Foreign Countries

TANGO (Álvarez-Mayo, 2013) uses the cultural aspects of foreign languages to promote oral interaction, enabling students to become self-regulated learners. Through TANGO, foreign language students learn about the cultural intricacies of the Target Language (TL) and use the TL to practise and further develop their oral skills with a partner who is a native speaker. Students openly discuss their views and reflect on their learning progress and any issues they may encounter while practising all language skills: listening, reading, writing and oral interaction. TANGO is an e-learning programme that promotes self-regulated learning as well as critical thinking and as such it will play a key role in making foreign language students better equipped learners, enabling them to develop invaluable continual development skills for their academic and professional careers. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
Sharing and Promoting Disciplinary Competences for University Teaching in English: Voices from the University of Jyväskylä Language Centre's TACE Programme
Author: Westerholm, Kirsi
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Competencies,Global Approach,Masters Programs,Faculty Development,College Instruction,College Faculty,Language of Instruction,English (Second Language),Multilingualism,Cultural Pluralism,Outcomes of Education,Educational Environment,Lecture Method,Small Group Instruction,Academic Discourse,Research,Alignment (Education),Portfolios (Background Materials),Units of Study

The internationalisation of universities often means that the language of learning and teaching needs to be changed -- at present most commonly to English. Apart from English-speaking countries, then, most European universities offer their degree programmes in a language that is not the first language of either the students or the teachers. This challenging situation is also the reality in Finland and at the University of Jyväskylä. Many Finnish universities have set up supporting infrastructures to deal with the new challenges, particularly in their international master's programmes. In this article we describe the TACE programme, which has been run by the Language Centre on an annual basis since 2010, and in a modular form since 2005. Starting with the framework, rationale and research-based framework for our TACE programme in intercultural university pedagogy, we then move to describe its content and practices as well as report some &quot;voices from the floor&quot;, that is, perceptions and experiences of the interdisciplinary and international group of teaching staff who have participated in the programme. Finally, some concluding remarks, challenges and benefits are presented. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning ED565013.]
Intercultural Communicative Competence: Creating Awareness and Promoting Skills in the Language Classroom
Author: López-Rocha, Sandra
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Communicative Competence (Languages),Second Language Instruction,Cultural Awareness,Skill Development,Intercultural Communication,Global Approach

Intercultural Communicative Competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, communicators. The key question addressed in this paper focuses on the importance placed on the incorporation of those skills, now recognised as crucial when learning a language: are we as teachers creating the conditions for the development of ICC, or are we simply hoping students will become interculturally competent on their own? It is, thus, necessary to understand what is meant by ICC, why must we consider fully integrating it in the language curriculum, and address the challenges associated with its inclusion. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]
From Canon to Chaos Management: Blogging as a Learning Tool in a Modern Finnish Literature Course
Author: Jokinen, Elina
Date: 2015-00-00
Type: Reports - Research
Subjects: Teaching Methods,Web Sites,Electronic Publishing,Diaries,Literature,College Students,Technology Uses in Education,Second Language Learning,Foreign Countries,Finno Ugric Languages,Social Media,Cooperative Learning,Student Projects,Learning Activities,Computer Mediated Communication,Student Research

This article is based on the teaching experiment implemented in summer 2013 in a modern Finnish literature course organised by the Centre for International Mobility (CIMO) and the University of Jyväskylä Language Centre. In order to break away from the traditional conception of literature and text, students' independent blogging was chosen as the final course assignment instead of a traditional final project. Our aim has been to determine what blogging as an activity can add to second-language learning (i.e. learning the language in a country where it is spoken as a native language) in the context of modern Finnish literature. Our special interest is how new learning environments and approaches broaden the conception of literature held by students of Finnish as a foreign language. The 22 participants of the modern literature course were university students from different European countries. They had studied Finnish language and literature in their own countries, in other words, Finnish as a foreign language. The focus of this article is on the blogging process, which we observe from the perspective of process stages as well as student output. The article demonstrates that a teaching method that opens up new learning environments and learning modes--such as blogging--contributes to broadening students' conception of literature and is particularly suitable for analysing phenomena in modern literature. &quot;Student Assignment&quot; is appended. [For the complete volume &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Doing What We Teach: Promoting Digital Literacies for Professional Development through Personal Learning Environments and Participation
Author: Laakkonen, Ilona
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Computer Literacy,Technological Literacy,Professional Development,Social Media,Technology Uses in Education,Educational Environment,Information Literacy,Student Participation,Instructional Design,Electronic Learning,Individualized Instruction,Models,Educational Technology,Network Analysis,Assignments,Questionnaires,Retention (Psychology),Competence

Despite the proliferation of social media, few learners make effective use of digital technology to support their learning or graduate with the skills necessary for developing and communicating their expertise in the knowledge-driven networked society of the digital age. This article makes use of the concept of Personal Learning Environments (PLE) to approach the question of how digital literacies for learning can be taught and learned in the context of higher education. It presents a model of a PLE course, the overall goal of which was to equip the learners with the skills and competences needed to create their own digital environments that would enable them to tap the online networks and resources relevant for their professional and personal lives. From the viewpoint of Design-Based Research (DBR), the article lays out the design principles, pedagogical choices and activities on the course, and explains how these contributed to the creation of a learning culture. Furthermore, the design and its outcomes are reflected upon in the light of student feedback and reactions. The article argues that through the personalised, dialogic and networked approach inherent in PLE ideology, students with diverse goals, backgrounds and skills can explore practices and learn digital literacies that help them progress toward their professional goals. [For the complete volume &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Students' Choice of Language and Initial Motivation for Studying Japanese at the University of Jyväskylä Language Centre
Author: Takala, Pauliina
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Second Language Learning,Japanese,Student Attitudes,Course Selection (Students),Student Surveys,Majors (Students),Institutional Characteristics,Student Motivation,Questionnaires

Elective language courses, particularly those starting from the beginner level, constitute their own special group within the communication and language course offerings of universities. The elementary courses of less commonly taught languages (LCTL), such as Japanese, provide students with the opportunity to acquire, among other benefits, a proficiency that distinguishes them from other job applicants. Ordinary language skills, commonly limited to English only, are today regarded as the default and not as any unique international asset. Even partial knowledge of a less commonly taught language and culture broadens one's worldview and increases cultural understanding. The many years of experience in teaching Japanese have evoked in me the desire to analyse my students' backgrounds, studies and employment. The survey described in this article constitutes the basis for a broader study to be conducted in the future. The purpose of the survey was to collect and analyse data on the faculties and major subjects of students who attend elementary Japanese courses, as well as their language repertoires besides Japanese. Their initial motivation, reasons for the choice of Japanese and plans for the future related to Japan and Japanese studies were analysed. [For the complete volume &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]