ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Non-Licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice
Author: Aguirre-Garzón, Edgar Augusto
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Communities of Practice,Sociocultural Patterns,Teacher Qualifications,Pedagogical Content Knowledge,Reflective Teaching,Teaching Methods,Educational Practices,Foreign Countries,Teacher Attitudes,Teacher Empowerment,Case Studies,Faculty Development,Qualitative Research,Semi Structured Interviews,Elementary School Teachers,Secondary School Teachers

Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the concept of &quot;imagined communities&quot; in the language teaching field with these particular types of population. This study attempts to fill this gap by exploring the possible forms of professional knowledge that NLELTs build through participation in the activities of a learning community. Four non-licensed language teachers participated in a nine-month collaborative-reflective process focused on language teaching practices, in a public school in Bogotá (Colombia). In analyzing their interactions and consequent products, we discuss three dimensions of knowledge construction propelled by the individual visions they brought into the community. Furthermore, we analyze how learning in that present community granted the teachers access to envisioned practices in imagined communities for a desirable future. Based on the findings we argue that success or failure in participation in present, real communities determines imagined affiliation to future communities, their practices and even the NLELTs' preferred future positionings as professionals.
The Benefits of the Proprioceptive Method Used in Learning English via Facebook by Thai Government Officials
Author: Cedar, Payung
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Officials,English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Social Networks,Computer Mediated Communication,Statistical Analysis,Foreign Countries,Teaching Methods,Course Descriptions,Listening Comprehension,Language Tests,Surveys,Pronunciation Instruction,Phonemes,Participant Satisfaction,Instructional Effectiveness,Pretests Posttests,Auditory Perception

Good listening and pronunciation skills lead to successes in foreign language learning. The main purpose of this study was to examine the benefits of adopting the Proprioceptive Method in learning English by Thai local government officials with the help of Facebook. A seventeen-day training course was implemented, comprising two days of face-to-face training, fourteen days of online training via Facebook, and one day of course wrap-ups and evaluation. The crucial training instruments used in the study was online conversations, a minimal-pair listening test, a satisfaction survey and a Facebook chat room for participants' written comments. The statistical results showed that after the training, the trainees' ability to segment English consonant sounds that were problematic for Thais significantly increased. It is inferred that the Proprioceptive Method tended to be effective for training English via Facebook. However, looking closely to the participants' perceptions of the sounds in each pair, the rise was statistically significant in certain pairs, but not all. Additionally, the result from a satisfaction survey demonstrated that the training method was perceived to be at the highest level of satisfaction. Nonetheless, participants' written comments indicate advantages and disadvantages of the training.
Students' Perceptions on Using Different Listening Assessment Methods: Audio-Only and Video Media
Author: Sulaiman, Norazean
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Evaluation Methods,Listening Comprehension Tests,Listening Skills,Pretests Posttests,Statistical Analysis,Audiovisual Aids,Audiovisual Communications,English (Second Language),College Second Language Programs,Foreign Countries

The importance and usefulness of incorporating video media elements to teach listening have become part of the general understanding and commonplace in the academia nowadays (Alonso, 2013; Macwan, 2015; Garcia, 2012). Hence, it is of vital importance that students are taught effectively and assessed accordingly on their listening skills. The purpose of this study is to examine students' perceptions towards audio only method and video media method in listening assessment. The participants for this study were 150 students from four different faculties. Pre and post-test were conducted in collecting the data for this study with the same set of questions with two different assessment methods used. The results indicated that the majority of the participants have positive response towards the use of video media as their listening assessment method as it provides authentic, meaningful, and real-life situation contexts. Video has been used as a tool to cater the needs of 21st century learners as these learners are exposed with a lot of visual materials in their daily life. More video media related assessments should be implemented in the second language (L2) classrooms so that students will be more familiar with the different types of assessments present these days. In light of this notion, curriculum developers should be aware of the advancement in technology and ready to invest in changes.
The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners
Author: Masoudi, Golfam
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Linguistic Input,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Diagnostic Tests,Language Tests,Pretests Posttests,Learning Strategies,Control Groups,Experimental Groups,Comparative Analysis,Achievement Gains,Teaching Methods,Females,Secondary School Students,Statistical Analysis

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to self-select each word from the text they wanted to, but the learners who practiced Input Enhancement strategy one session later than the other group, were just allowed to choose the words among the textually enhanced ones which were just limited to the finalized words of the Vocabulary Self-Selection group. After about three months of treatment, seen and unseen posttests were administered. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. Thus it could be safely concluded that Vocabulary Self-Selection and Input Enhancement strategy were quite effective in the development of vocabulary knowledge. The performance of the two groups of Iranian EFL learners on the achievement posttest, as statistically shown, indicates that the Vocabulary Self-Selection group could outperform the Input Enhancement group on the vocabulary knowledge. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. It was finally concluded that Vocabulary Self-Selection group outperformed those in Input Enhancement group. Thus it could be concluded that Iranian EFL learners who practiced Vocabulary Self-Selection strategy outperformed those who practiced Input Enhancement. Vocabulary Self-Selection strategy fostered vocabulary learning.
A Study on the Rationale of Social Media Use by the Students of King Khalid University
Author: Ahmed, Sayed Salahuddin
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Technology Uses in Education,Relevance (Education),Undergraduate Students,English (Second Language),Majors (Students),Preferences,Student Motivation,Student Attitudes,Mass Media Use,Language Skills,Mass Media Role,Questionnaires,Media Literacy,Foreign Countries

Is not it deplorable that in a country that tops in the entire world in using several social media sites does not utilize the same media in acquiring knowledge and skills? In Saudi Arabia, undergraduate students spend a significant amount of time on social media every day, but they are reluctant (or not motivated enough) to use the same media for educational purposes. This study was carried out on the undergraduate English majors of King Khalid University in Muhayil Asir in Saudi Arabia. In the English department, every student carries at least one smart phone with Internet connection, and they are found occupied with their phones on the campus, sometimes even in classrooms, but they are weak both in subject knowledge and skills of English language. The teachers-cum-researchers were baffled with students' competence because regular users of Internet and social media are supposed to be updated with the subject knowledge as well as confident in using English language. The researchers designed an empirical study to explore students' rationale of using the social media and their language preference. The study concludes with gloomy findings that students use the media mainly for entertainment and ineffective communication in English language. The worst fact is: they are not motivated enough to use the social media for educational purposes.
On the Strategies of Graduation Thesis Writing Teaching of Translation Major Undergraduates Based on Eco-Translatology
Author: Lin, Wang
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Theses,Translation,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Writing (Composition),Educational Theories,Ecology,Interdisciplinary Approach,Teaching Methods,Writing Improvement,Writing Instruction,Comparative Analysis,Foreign Countries

Graduation thesis is an indispensible procedure for each undergraduate, which is crucial for successful graduation, employment, further study and even further development. However, due to most undergraduates' ignorance of academic writing and the deficiency of current thesis writing course, thesis writing ability can hardly be enhanced and improved, accordingly, few good graduation theses can be produced among undergraduates. As a newly-launched major in recent a few years, translation major (BTI education, i.e. Bachelor of Translation and Interpretation) is also faced up with this problem. Eco-Translatology, a new theory combining ecology and translation studies, holds translation as adaptation and selection, which can also provide important enlightenment for thesis writing of translation majors. This paper, based on Eco-Translatology and current thesis writing course deficiency, aims to explore constructive strategies on how to give effective and efficient thesis writing course in hope of greatly improving thesis writing.
Exploring the Effects of the Continuation Task on Syntactic Complexity in Second Language Writing
Author: Mao, Zhicheng
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Syntax,Majors (Students),Undergraduate Students,Task Analysis,Phrase Structure,Foreign Countries,Computational Linguistics,Writing Improvement,Instructional Effectiveness,Indexes,Scores,Reading Materials,Essays,Scoring,Pretests Posttests

This paper aims to investigate the effects of the alignment entailed in the continuation task on syntactic complexity in L2 written production. A total number of 48 sophomores majoring in English at a university in China were randomly assigned to two groups, one is the continuation group and the other is the topic writing group. The current study employs an advanced computational tool &quot;the L2 Syntactic Complexity Analyser&quot; to assess syntactic complexity in writing samples and focused on 7 indexes including three measures of length of production, two coordinate phrase measures, and two complex nominal measures. The result shows that significant differences exist in six of the syntactic complexity measures with the continuation group outperforming the topic writing group. It is demonstrated that the continuation task, which couples production with comprehension and entails the alignment effect, has a facilitating impact on improving the writing syntactic complexity for L2 learners. The implications of these findings for second language acquisition and L2 writing pedagogy are considered.
Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response
Author: Hallman, Heidi L.
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Teacher Educators,Teacher Education Programs,Preservice Teacher Education,Case Studies,Teacher Surveys,National Surveys,English Teachers,Second Language Instruction,English (Second Language),Focus Groups

This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or whether content areas (e.g., English language arts) should infuse this content into already existing disciplines. Though content fields, such as English language arts, have been encouraged to address the teaching of English language learners, Lucas and Villegas (2011) assert that teacher education programs have yet to adequately address the needs of ELLs throughout the curriculum. Findings illuminate the connection--and sometimes conflation--of the aims of teaching diverse learners and teaching ELLs, the importance of teacher education coherence, and the value of a partnership approach to the teaching of ELLs.
Collaboration through Knowledge Sharing between Cooperating Teachers and University Supervisors
Author: Portelance, Liliane
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Collaboration,Teacher Educators,Cooperating Teachers,Student Teacher Supervisors,Sharing Behavior,Preservice Teacher Education,Naturalistic Observation,Internship Programs,Teacher Interns,Interprofessional Relationship,Interpersonal Communication,Information Dissemination,Discourse Analysis,Qualitative Research,Interviews

Collaboration between student teacher trainers, the cooperating teacher, and the university supervisor, is directly connected with the sharing of respective knowledge (Gervais &amp; Desrosiers, 2005). However, fruitful exchanges are not necessarily usual (Sanford &amp; Hopper, 2000), which is considered the most detrimental factor in the student teacher training process (Kauffman, 1992). This paper presents some results of a study on the circulation of knowledge between the student trainers. Data was collected using audio recordings of conversations in the natural setting of secondary teacher internship. Identification and analysis of the predominant roles illustrated in their discourse reveal that interprofessional collaboration and collaborative dialog need specific competencies.
Doctoral Research Education in Canada: Full-Time and Part-Time Students' Access to Research Assistantships
Author: Niemczyk, Ewalina Kinga
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Graduate Students,Full Time Students,Part Time Students,Access to Education,Case Studies,Research Assistants,Semi Structured Interviews,Program Descriptions,Course Organization,Enrollment Rate,Student Recruitment

Graduate students' development as researchers is a key objective in higher education internationally. Research assistantships (RAships) nurture graduate students as novice researchers as they develop theoretical and methodological knowledge. However, few studies have investigated the ways institutional regulations, informal practices, and students' academic status may influence graduate students' access to RAships. Based on a larger case study exploring RAship experiences of full-time and part-time doctoral Education students at an Ontario university in Canada, this paper reports key arguments and conclusions specific to students' unequal access to RAships. Although the study is context specific and cannot be generalized, described practices and recommendations can inform other institutions and programs nationwide.
The Lived Experiences of Instructors Co-Teaching in Higher Education
Author: Lock, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Team Teaching,Higher Education,Teaching Methods,Teaching Experience,College Faculty,Qualitative Research,Teacher Collaboration,Student Surveys,Focus Groups,Interviews

The strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a qualitative research design, instructors' focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared. Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.
Maladaptive Personality and Neuropsychological Features of Highly Relationally Aggressive Adolescent Girls
Author: Savage, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Personality Traits,Neuropsychology,Individual Characteristics,Interpersonal Relationship,Aggression,Adolescents,Females,Grade 6,Grade 7,Grade 8,Comparative Analysis,Parent Attitudes,Psychological Patterns,Symptoms (Individual Disorders),Behavior Disorders,Personality Problems,Surveys,Likert Scales,Questionnaires,Foreign Countries,Scores,Statistical Analysis,Correlation,Multivariate Analysis

The maladaptive personality and neuropsychological features of highly relationally aggressive females were examined in a group of 30 grade 6, 7, and 8 girls and group-matched controls. Employing a multistage cluster sampling procedure, a group of highly, yet almost exclusively, relationally aggressive females were identified and matched on a number of variables to a group of nonaggressive females. Parents of the students in both groups completed the Coolidge Personality and Neuropsychological Inventory, a 200-item DSM-IV-TR aligned, parent-as-respondent, standardized measure of children's psychological functioning. It was found that high levels of relational aggression, in the absence of physical and verbal aggression, were associated with symptoms of DSM-IV-TR Axis I oppositional defiant disorder and conduct disorder. The highly relationally aggressive group also exhibited a wide variety of personality traits associated with DSM-IV-TR Axis II paranoid, borderline, narcissistic, histrionic, schizotypal, and passive aggressive personality disorders that were not exhibited by the matched controls. Implications of these findings are discussed.
Entrepreneurship Education in the Caribbean: Learning and Teaching Tools
Author: Pounder, Paul A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Entrepreneurship,Business Administration Education,Experiential Learning,Best Practices,Qualitative Research,Interviews,Learning Theories,Theory Practice Relationship,Teaching Methods,Learning Activities,Reflection,Teacher Motivation,Simulation,Role Playing,Constructivism (Learning),Cognitive Processes,Transformative Learning,Behavior Theories

This article reports on research that took place over two academic years (September 2013-April 2015). It provides a rich understanding of entrepreneurship education based on experiential knowledge and best practices from five entrepreneurship educators who have all worked as consultants to entrepreneurs, advisors to the government on entrepreneurship, and have taught entrepreneurship at the tertiary level for several years in the Caribbean. The findings illustrate that experiences, sense of purpose, reflective practice, lecturer's passion, mentoring, simulation and practice are seen to collectively offer a significant contribution to learning. Further, the findings support the view that teachers of entrepreneurship should draw upon highly developed techniques in their range of teaching methods that demonstrate aptitude for the subject matter. The participants agreed that ideally, the ultimate course goal is to support students in remembering techniques learned in an entrepreneurship class that contribute to gaining confidence in setting up their own venture and that assist with avoiding pitfalls. The purpose of the research article is to provide methodical insight that will improve the entrepreneurial orientation of students in entrepreneurship classes.
The Perception of Malaysian ESL Tertiary Level Students on the IELTS Test
Author: Zahari, Dhiya Amalina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pretests Posttests,Student Attitudes,English (Second Language),Language Tests,Second Language Learning,Questionnaires,Comparative Analysis,Beliefs,Postsecondary Education,Listening Comprehension,Reading Comprehension

Currently, the most acknowledged test to qualify for overseas universities is the IELTS test which is referred to as the International English Language Testing System. It is implemented as an accreditation tool and is believed to be a reputable and trustworthy tool of language competence by tertiary institutions which employ its use. Regardless of the current attention received by IELTS today, the views and opinions of candidates sitting for the test have seldom been looked into. Thus, this research is focused on examining the perception of Kolej MARA Banting candidates on the IELTS test. Consequently, a 9 item questionnaire on perception was given to 20 participants prior to and after sitting for the IELTS test. The data gathered was evaluated using t- test analysis to investigate the comparative differences among the learners? perception prior to and after sitting for the test. Results proclaimed that candidates obtained a notably more positive perception after the test. Hence, some implications are made for all stakeholders especially those learners who are planning to take the test, educational organizations that are overseeing IELTS preparatory programs, educators who aspire to train candidates in such programs and administers of the test.