ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Lexical Coverage in Simple English Wikipedia Articles: A Corpus-Driven Study
Author: Hendry, Clinton
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Web Sites,Collaborative Writing,Teaching Methods,Computational Linguistics,English (Second Language),Second Language Learning,Reading Comprehension,Guidelines,Difficulty Level,Word Frequency,Second Language Instruction

Simple English Wikipedia is a user-contributed online encyclopedia intended for young readers and readers whose first language is not English. We compiled a corpus of the entirety of Simple English Wikipedia as of June 20th, 2017. We used lexical frequency profiling tools to investigate the vocabulary size needed to comprehend Simple English Wikipedia texts. We hypothesized that if the texts are indeed simple, learners should need to know far fewer than 8000 words. Our findings indicate that the texts are not as simple as the creators of the authoring guidelines intended. We suggest that authors of simplified texts be encouraged to provide plain language explanations of low-frequency technical terms either in-text or in glossary form. We will discuss implications for researching the pedagogical usefulness of the Simple English Wikipedia. [For the complete volume, see ED578177.]
Students&apos; Views on the Helpfulness of Multimedia Components of Digital Flashcards in Mobile-Assisted Vocabulary Learning
Author: Kaplan-Rakowski, Regina
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Instructional Materials,Visual Aids,Second Language Instruction,English (Second Language),Vocabulary Development,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Nonparametric Statistics,Student Attitudes,Definitions,Translation,Pronunciation,Teaching Methods,Foreign Countries,Student Surveys

This study examines learners' perceptions of the helpfulness of various multimedia components embedded in digital flashcards for explicit, informal foreign language vocabulary learning. Advanced learners of English (N = 59) studied 48 new words using digital flashcards on smartphones. After ten days, the learners completed perception surveys. The goal of this study was to investigate which flashcard components were perceived as most helpful in learning vocabulary. The results of nonparametric statistical tests revealed that students perceive Foreign Language (FL) definitions to be significantly less helpful compared to other flashcard components. Moreover, when given a choice between having access to translation or pronunciation, translation was perceived as significantly more helpful in vocabulary learning. These findings have practical implications for the development of multimedia digital flashcards in mobile-assisted language learning applications. [For the complete volume, see ED578177.]
Determining Factors in Student Retention in Online Courses
Author: Friðriksdóttir, Kolbrún
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Academic Persistence,Large Group Instruction,Indo European Languages,Second Language Instruction,Educational Technology,Technology Uses in Education,Mixed Methods Research,Delivery Systems,Dropouts,Foreign Countries,Distance Education,Surveys

The rapid growth of online education courses, especially Massive Open Online Courses (MOOCs), has called attention to the issue of student retention and low overall completion rates (Gaebel, 2013). The impact of different modes of delivery on retention has also received attention with a blended learning mode being deemed most effective in retaining students (Harker &amp; Koutsantoni, 2005). Fischer (2007) underscores the need for computer-based tracking data to expose students' progress online. The study presented here is part of a larger study on student retention in online language learning courses and draws on tracking data from over 43,000 learners on &quot;Icelandic Online&quot; (IOL), an open online course in Icelandic as a second language. Previous findings reveal that completion rates on IOL are low and vary by mode of delivery, revealing regular attrition patterns across all modes of delivery. This paper demonstrates the importance of re-examining parameters for measuring retention and to correlate student retention to views on course content and platform. Further surveys based on the tracking data will elicit more in-depth knowledge about student engagements. [For the complete volume, see ED578177.]
A Facebook Project for Pre-Service Language Teachers
Author: Khalitova, Liliia
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Teacher Education Programs,Masters Programs,Early Childhood Education,Social Media,Educational Technology,Technology Uses in Education,Teaching Methods,Questionnaires,Interviews,Diaries,Design,Student Attitudes,Attitude Change,Program Effectiveness,Language Teachers,Foreign Countries,Student Projects,Action Research

This report is based on an action research study conducted in an English language course with a group of low-residency students of a teacher education master's program: &quot;Multilingual Technologies of Early Childhood Education,&quot; at Kazan Federal University. A Social Networking Site (SNS), Facebook, was used as a platform for practising and developing the students' teaching skills. The purpose of the study was to show the students the potential educational value of Facebook in teaching English to preschool children. The data sources include pre- and post-project questionnaires, interviews with students, field notes, and the reflective diary of the instructor-researcher. The results show that while designing an educational page on Facebook, the students changed their attitude towards the educational value of SNSs and acquired knowledge and skills necessary for implementing SNSs into their teaching practices. The research findings will be of interest to English language educators, especially foreign language teachers involved in early childhood education, and to Computer Assisted Language Learning (CALL) practitioners. [For the complete volume, see ED578177.]
Foreign Language Anxiety on a Massive Open Online Language Course
Author: Bárkányi, Zsuzsanna
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Self Efficacy,Anxiety,Online Courses,Large Group Instruction,Distance Education,Language Skills,Speech Skills,Spanish,Second Language Instruction,College Students,Open Universities,Questionnaires,Group Discussion,Program Effectiveness,Foreign Countries,Statistical Analysis,Pretests Posttests,Qualitative Research,Computer Mediated Communication

This paper examines learner attitudes, self-efficacy beliefs, and anxiety in a beginners' Spanish Language Massive Open Online Course (LMOOC) by answering three research questions: (1) how do learners feel about acquiring speaking skills on an LMOOC?; (2) do they experience anxiety with regards to speaking?; and (3) do their self-efficacy beliefs remain unchanged during the LMOOC? Data was collected from over 900 participants registered on two Spanish for Beginners programmes offered by The Open University (UK). Quantitative data was collected through reflective questionnaires (11 items) and participants' comments were obtained on two discussion forums. Results indicate that learners have positive attitudes towards LMOOCs and present higher speaking self-efficacy beliefs by the end of the course. Although spoken interactions in this environment are not synchronous, most participants report feeling intimidated by the idea of posting their recordings on the course forum. [For the complete volume, see ED578177.]
Computer-Assisted English Learning System Based on Free Conversation by Topic
Author: Choi, Sung-Kwon
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Second Language Instruction,Computer Assisted Instruction,Tutoring,Computer Mediated Communication,Feedback (Response),Error Correction,Grammar,Dialogs (Language)

This paper aims to describe a computer-assisted English learning system using chatbots and dialogue systems, which allow free conversation outside the topic without limiting the learner's flow of conversation. The evaluation was conducted by 20 experimenters. The performance of the system based on a free conversation by topic was measured by the success rate of the dialogue turn. The average success rate of the dialogue turn was 80.86% and the success rate of dialogue turns for each topic was as follows: (1) &quot;purchasing New York city tour tickets&quot;: 71.86%; (2) &quot;ordering food&quot;: 71.06%; (3) &quot;talking about health habits&quot;: 85.41%; and (4) &quot;thinking about future currency&quot;: 95.09%. Additionally, the precision and recall of English grammar error correction was 66.7% and 31.9% respectively. [For the complete volume, see ED578177.]
Goofy Guide Game: Affordances and Constraints for Engagement and Oral Communication in English
Author: Enticknap-Seppänen, Kaisa
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Tourism,Undergraduate Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Video Games,Educational Games,Diaries,Observation,Online Surveys,Questionnaires,Communication Skills,Language Skills,Student Attitudes,Oral Language,Foreign Countries,Animation,Pretests Posttests,Qualitative Research,Content Analysis

This study investigates tourism undergraduates' perceptions of learning engagement and oral communication in English through their experiences of testing a pilot purpose-designed educational digital game. Reflecting the implementation of digitalization strategy in universities of applied sciences in Finland, it examines whether single instances of digital gameplay afford oral communication in the L2. Sociocultural and ecological language learning theories were the framework of the study. The data consist of the teacher researcher's observations of gameplay sessions, learning diaries and preliminary and post-gameplay online questionnaires. The learning diaries and open questionnaire responses were analyzed with qualitative content analysis using the preliminary questionnaire responses for comparison. The results showed that once-off gameplay sessions afforded engagement and oral communication in the L2. However, the questionnaire responses and learning diaries implied that the students had high expectations of learning engagement and oral skills development which were not completely fulfilled due to game design constraints. This suggests that although much occurs during single instances of gameplay, a participatory approach involving education professionals and learners in educational game design is warranted to fully optimize L2 appropriation within the game environment. [For the complete volume, see ED578177.]
A Chatbot for a Dialogue-Based Second Language Learning System
Author: Huang, Jin-Xia
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Dialogs (Language),Intelligent Tutoring Systems,Freedom,English (Second Language),Foreign Countries

This paper presents a chatbot for a Dialogue-Based Computer-Assisted second Language Learning (DB-CALL) system. A DB-CALL system normally leads dialogues by asking questions according to given scenarios. User utterances outside the scenarios are normally considered as semantically improper and simply rejected. In this paper, we assume that raising the freedom of dialogue can stimulate the user's interest in learning. For this, a chatbot based on a search engine with a dialogue corpus has been developed to deal with conversations out of the scenarios. We evaluate the chatbot separately in two different cases: as an independent bot and as an auxiliary system. The results showed that, unlike the independent chatbot system, the chatbot as an auxiliary system showed a much lower turn success ratio. [For the complete volume, see ED578177.]
Developing a Vocabulary Size Test Measuring Two Aspects of Receptive Vocabulary Knowledge: Visual versus Aural
Author: Aizawa, Kazumi
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Receptive Language,English (Second Language),Second Language Learning,Word Frequency,Vocabulary Development,Language Proficiency,Test Reliability,Second Language Instruction,Foreign Countries,Visual Stimuli,Language Tests,Auditory Stimuli,Accuracy,Scores,Computational Linguistics,Test Format,Statistical Analysis,Multiple Regression Analysis

Testing learners' English proficiency is central to university English classes in Japan. This study developed and implemented a set of parallel online receptive aural and visual vocabulary tests that would predict learners' English proficiency. The tests shared the same target words and choices--the main difference was the presentation of the target words. Test results showed that for both the Aural Test (AT) and the Visual Test (VT), average scores from 1,000 to 4,000 of the JACET8000 word list's frequency bands decreased in proportion to word frequency. More detailed analyses highlighted gaps between visual and aural aspects of receptive vocabulary knowledge of frequency of 4,000 and beyond. It further indicated that the aural version of the test was a better predictor of English proficiency. For future directions, we need to develop other sets of the VT and the AT to improve the reliability of the tests, and this is especially important in order to satisfy the needs of educational institutes that demand high accuracy in vocabulary testing. [For the complete volume, see ED578177.]
Criteria for Evaluating a Game-Based CALL Platform
Author: Ní Chiaráin, Neasa
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Evaluation Criteria

Game-based Computer-Assisted Language Learning (CALL) is an area that currently warrants attention, as task-based, interactive, multimodal games increasingly show promise for language learning. This area is inherently multidisciplinary--theories from second language acquisition, games, and psychology must be explored and relevant concepts from each drawn together. Based on extensive research in these three areas and on subsequent evaluation in the context of a newly developed immersive language learning game (&quot;Digichaint&quot;), this paper proposes nine criteria that should be taken into account both at the design and evaluation stages of game-based CALL platforms. [For the complete volume, see ED578177.]
Normalisation in Flux: Teachers&apos; and Learners&apos; Digital Literacy in the Japanese University Context
Author: Bieri, Thomas E.
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,College Faculty,Computer Literacy,Online Surveys,Technology Uses in Education,Use Studies

Although subsequent research suggests a more nuanced reality, Prensky's (2001) concept of the digital native remains a compelling and influential metaphor, continuing to shape thinking in education and beyond. This paper addresses self-reported digital literacy of 54 teachers and 477 learners in Japanese tertiary education. An online survey was administered to measure how often both groups use particular types of tools and perform certain tasks, and how comfortable they feel using technology. For initial analysis, some items were grouped into constructs labeled work, creative, and social. The researchers found that teachers appear to be both more comfortable and more frequent users of technology. This is particularly apparent with &quot;work&quot; applications. According to the data, students report lower levels of comfort even for those tools which they use as frequently as teachers. In this paper, the authors speculate on why this might be and discuss implications for classroom practice. [For the complete volume, see ED578177.]
Exploring Meaning Negotiation Patterns in Synchronous Audio and Video Conferencing English Classes in China
Author: Li, Chenxi
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Synchronous Communication,Computer Mediated Communication,Videoconferencing,Second Language Learning,Recall (Psychology),Interviews,Online Courses,College Students

This work-in-progress doctoral research project aims to identify meaning negotiation patterns in synchronous audio and video Computer-Mediated Communication (CMC) environments based on the model of CMC text chat proposed by Smith (2003). The study was conducted in the Institute of Online Education at Beijing Foreign Studies University. Four dyads each performed four information gap tasks through synchronous audio/video CMC environments. Target lexical items were especially &quot;embedded&quot; in the tasks to elicit negotiated interactions within dyads. The online classes were screen recorded as multimodal data for analysis. Then, participants took a face-to-face, one-to-one video stimulated recall interview to recall their thoughts during the negotiated interactions and to share their attitudes towards Task-Based Language Teaching (TBLT) in synchronous audio/video CMC environments. Negotiated interactions have been transcribed and are being analyzed based on Smith's (2003) model first, but new patterns may be identified from further analysis. [For the complete volume, see ED578177.]
Re-Mediating Postmillennial Posters
Author: Lyddon, Paul A.
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Conference Papers,Affordances,Multimedia Materials,Design

While modern conference papers have evolved almost universally to exploit the potential of digital technologies to enhance the effectiveness of their presentation, academic posters still largely ignore the novel affordances of digital tools and media, rather continuing to operate almost entirely within the constraints of their traditional material format. This paper offers an explanation of this anachronism and suggests a more dynamic vision of poster presentations. First, it distinguishes posters as a unique genre of academic presentation with its own set of communicative purposes. Next, with these purposes in mind, it identifies key considerations in effective poster design. Finally, it offers a practical proposal for leveraging the novel affordances of digital technologies to enrich this design, such as by integrating rollover text, audio, and video links into posters that can be downloaded through QR codes to permit local user control. [For the complete volume, see ED578177.]
Improving Expressive Writing in EFL through Blogging
Author: Namouz, Rana
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,High School Students,Arabs,Writing Improvement,Expressive Language,Self Expression,Writing (Composition),Second Language Learning,English (Second Language),Student Journals,Electronic Journals,Essays,Peer Evaluation,Writing Evaluation,Computer Mediated Communication,Content Analysis,Error Patterns,Questionnaires,Likert Scales,Student Satisfaction,Writing Skills,Skill Development,Grammar,Spelling,Vocabulary,Grading,Statistical Analysis

The purpose of this study was to investigate the effect of integrating blogging into the English as a Foreign Language (EFL) curriculum on students' performance in expressive writing. Previous studies have shown that integrating blogging into EFL learning raises students' motivation and develops their linguistic and social skills as a result of the interaction between the blogger and his/her readers. In the present study, 22 high school Israeli-Arab students were asked to post guided essays to personal blogs and comment on each other's posts. The blogs were analyzed and the students' errors categorized, counted, and recorded over a four-month period. In addition, the students filled out a questionnaire at the end of the study period aimed at understanding their attitudes towards the process and the blogging experience. The results of the study showed a significant improvement in writing quality and a decrease in the amount of student errors. Moreover, the students expressed a positive attitude towards using blogs as a platform for developing writing skills. [For the complete volume, see ED578177.]
Mobile Resources for Integration: How Availability Meets the Needs of Newly Arrived Arabic-Speaking Migrants in Sweden
Author: Lindström, Nataliya Berbyuk
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Web Sites,Computer Oriented Programs,Focus Groups,Second Language Learning,Translation,Vocabulary,Refugees,Semi Structured Interviews

The paper reports on the availability and use of mobile resources by newly arrived Arabic migrants in Sweden, and how the resources meet migrants' integration needs. Analysis of websites and applications (hereafter apps) in combination with focus group interviews is used. Results show that though a variety of resources are available, translation and vocabulary apps are primarily used. Possible reasons are lack of connection in language training resources to migrants' immediate needs such as employment and education, accommodation, contact with locals and societal information (Ager &amp; Strang, 2008). Cultural differences might be influential for Arabic-speakers' low use of chat apps for communication with locals. [For the complete volume, see ED578177.]
Using a Learning Management System to Enhance an Extensive Reading Program
Author: Koby, Cory J.
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Majors (Students),Integrated Learning Systems,Reading Programs,Reading Instruction,Teaching Methods,Reading Achievement,Electronic Libraries

The Extensive Reading (ER) approach to second language acquisition is increasingly one of the methods of choice amongst English as a Foreign Language (EFL) educators around the world. This method requires learners to read a large volume of easily comprehensible text, and teachers to track and manage their students' progress in some manner. There are several different ways to monitor and assess student compliance with, and participation in an ER program, and this paper highlights the features and benefits of the world's only purpose-built Learning Management System (LMS) and integrated digital library designed specifically for ER students and practitioners. Participants (n = 146) in the ER program for which the LMS is employed are first- and second-year Japanese university students majoring in English literature or linguistics. This ER program currently requires all participants to read a minimum of 540,000 words over the two years. An efficient method of managing this somewhat challenging requirement is provided by the LMS described in the following article. [For the complete volume, see ED578177.]
Designing and Developing a Blended Course: Toward Best Practices for Japanese Learners
Author: Mehran, Parisa
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Best Practices,English (Second Language),Second Language Instruction,English for Academic Purposes,College Students,Language Skills,Electronic Learning,Blended Learning,Educational Technology,Student Needs,Teaching Methods,Foreign Countries,Quality Assurance,Program Design,Program Development

This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course are explained with a focus upon assessing Japanese students' English language needs and their e-learning readiness. Additional points discussed include the way in which the iteration process has allowed for the discovery of some opportunities and problems at the early phases of the blended course design and development, and the refinements that were made to enhance opportunities and to mitigate the difficulties. [For the complete volume, see ED578177.]