ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of the Use of Mobile Applications to Support the Learning of Chinese Characters Employed by Students of Chinese as a Foreign Language
Author: Mason, Amanda
Date: 2017-00-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Teaching Methods,Chinese,Orthographic Symbols,Language Proficiency,Computer Software,Semi Structured Interviews,Surveys,Vocabulary Development,Adult Students,Student Attitudes,Foreign Countries,International Education,Questionnaires,Mixed Methods Research,Dictionaries,Universities

At present, there are few studies which explore the learning strategies employed by students of Chinese as a Foreign Language (CFL) and even fewer that focus specifically on mobile application use. This study provides insights into how adult learners at varying levels of proficiency employ mobile apps to support their Chinese character learning. Data were collected from a survey completed by 140 learners and semi-structured interviews with eight subjects. The findings demonstrate that most of the participants are using mobile apps to support their character learning. The most widely used mobile app is Pleco, but only a small proportion of its functionality is exploited. The most frequently used app-based strategies include looking up example sentences that contain new words and viewing stroke orders. The study suggests that students recognise the value of mobile apps in their learning but may need training in how to exploit their full potential. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
English at Your Fingertips: Learning Initiatives for Rural Areas
Author: Bekaryan, Lilit
Date: 2017-00-00
Type: Reports - Research
Subjects: Rural Areas,English (Second Language),Second Language Learning,Second Language Instruction,Adult Education,Questionnaires,Dropouts,Online Courses,Learning Activities,Learning Experience,Curriculum Design,Educational Quality,Student Attitudes,Adult Students,Foreign Countries,Interpersonal Communication,Communities of Practice,Student Motivation,Student Surveys,Interviews

The present paper addresses the practice of a new English classroom on the model of a free e-learning programme in the context of adult education in Armenia, a country where English is taught as a second foreign language. The research reviews the results and impact of an online English language learning programme initiated for those vulnerable groups who have restricted access to English language resources. The research is built on qualitative data collected through the analysis of evaluation questionnaires and reflection exercises administered on the completion of the course. The aspects explored include the reasons for the high level of dropouts, the importance of maintaining social presence in the virtual learning environment, the learners' cognitive frustration caused by the use of the inductive approach (namely guided discovery on an online platform), and the activities that can foster communication among the learners and encourage them to build a strong and supportive community. Taken together, the results highlight the importance of administering pre-course surveys, adjusting the teaching methodology to the learners' past learning experience and maintaining interaction among the learners. The research will benefit teaching English as a foreign language specialists and curriculum designers engaged in the field of online teaching. The results of the research will be invested in improving the overall quality of the further stages of the programme. [This research would not have been possible without the support of the United States Embassy in Yerevan and Children of Armenia Foundation (COAF) in Armenia. For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
An Examination of the EPOSTL's Potential Practical Use in Turkey
Author: Arikan, Arda
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Student Teachers,Teacher Education Programs,Teacher Competencies,English (Second Language),Second Language Instruction,Preservice Teachers,Educational Improvement,Guides,Documentation

Although Turkey is not a member state of the EU, educational and curricular documents produced by the EU such like the CEFR and the European Portfolio for Student Teachers of Languages (EPOSTL) have been examined by Turkish researchers and curriculum makers whose work seem to affect the curriculum of teacher education programs and curricula of all levels. The EPOSTL, which aims to improve the pedagogical progress of Turkish teachers of English, is currently studied and applied in many different contexts in Turkey although research on its potential use is still needed. Hence, in this study, I critically look at the EPOSTL which is a guide for prospective teachers of foreign languages who are enrolled in their initial teacher education or teacher preparation programs. The document works within five specific domains that are aimed to be realized through 193 descriptors which are categorized under seven major areas. In this study, the value of the EPOSTL as a document in relation to its possible use in teacher education programs in Turkey is discussed with a focus on the probable challenges associated with applying it in English language teacher education programs in Turkey. By citing some research-based evidence on some theoretical, pedagogical, curricular and structural problems surrounding our programs in which we research and teach, I will try to show the problems associated with the document especially when its possible applications in Turkey are considered.
Using Emotional Intervention to Teach Arabic as a Foreign Language: Instructional Design Perspective
Author: Faryadi, Qais
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Emotional Development,Second Language Instruction,Emotional Response,Semitic Languages,Teaching Methods,Motivation,Classroom Environment,Parent Child Relationship,Teacher Student Relationship,Social Influences,Cultural Influences,Cognitive Processes

This appraisal argues that emotional interventions in learning a foreign Language are vital. Emotions generate desire and desire initiates motivation. Emotion is crucial in creating knowledge and meaning as thus, affecting how learners learn a language. The prime purpose of this assessment is to investigate the effects of positive and negative emotions in learning Arabic as a foreign language. Researchers and Psychologists agree that positive emotions bring physical and psychological changes to human being. Scientists further postulate that positive or negative emotions bring fundamental changes in the way a person behaves. Using positive emotional interventions and arousing inner feelings of the learners help them to learn better and enjoy learning. Researchers further claim that strong positive emotions assist people to be motivated and to manage their life in a positive way. As thus, this analysis attempts to study how collective emotional intervention by instructors, parents, sociocultural forces and cogitative interferences will motivate learners to learn.
Researching into a MOOC Embedded Flipped Classroom Model for College English Reading and Writing Course
Author: Xinying, Zhang
Date: 2017-00-00
Type: Reports - Research
Subjects: Classroom Techniques,Teaching Models,Online Courses,College English,Writing Instruction,Reading Instruction,Active Learning,Questionnaires,Student Surveys,Electronic Learning,Student Satisfaction,High School Students,Foreign Countries,English (Second Language),Second Language Learning

There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging in-class and pre-/post-class work. This paper provides an overview of relevant literature about the emergence of the flipped classroom and its links to pedagogy and educational outcomes, followed by an analysis of the survey results of a one year experiment using a flipped classroom approach which involved 800 students at Shenzhen University. The questionnaire completed by 230 students at the end of the second semester investigated students' attitudes as well as their perceived benefits and effects of this new approach. The results reveal that the majority of students preferred the flipped method, and over 50% of them felt they were making good progress in many aspects of their English language learning. The paper argues that a MOOC embedded flipped approach promotes student active, autonomous, and collaborative learning skills, and it contributes to a better understanding of technology-enhanced, student-centred learning environments. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
Informal Learning Activities for Learners of English and for Learners of Dutch
Author: Van Marsenille, Anne
Date: 2017-00-00
Type: Reports - Research
Subjects: Informal Education,English (Second Language),Second Language Learning,Indo European Languages,Consciousness Raising,Teaching Methods,Instructional Materials,Language Teachers,Second Language Instruction,Comparative Analysis,French,College Students,Native Language,Foreign Countries,Statistical Analysis

The purpose of this study is to investigate and compare the informal learning activities which French-speaking higher education students in Brussels engage in while learning English and Dutch. The informal learning of English was investigated in 2012, while the informal learning of Dutch was studied in 2015 and then compared to the informal learning of English. The outcomes of this study highlight the importance of raising students' awareness of their informal learning and of raising teachers' awareness of what students do to enhance informal language learning. Teachers may then encourage informal learning by suggesting appropriate materials and methods. The study gives an insight into informal language learning within a formal learning system and the importance of recognising its role therein. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
The Language Exchange Programme: Plugging the Gap in Formal Learning
Author: Beaven, Tita
Date: 2017-00-00
Type: Reports - Research
Subjects: Distance Education,Summer Programs,Student Exchange Programs,Language Acquisition,Student Motivation,Mixed Methods Research,Questionnaires,Group Discussion,Online Courses,Electronic Learning,Italian,Spanish,Mail Surveys,Learning Activities,Communicative Competence (Languages),Oral Language,Undergraduate Students,Likert Scales,Foreign Countries

In the context of distance language learning, speaking is frequently perceived as the most challenging skill; this paper reports on a 12 week summer language exchange programme providing students with new ways of practising their oral abilities. Students who completed an undergraduate beginners' language module took part in regular online, synchronous language exchange sessions with a partner. This paper analyses the impact of taking part in a language exchange task on the students' motivation. The mixed methods research included an activity perception questionnaire (based on Deci, Eghrari, Patrick, &amp; Leone, 1994) to investigate the motivation of participants whilst undertaking a specific language exchange session, as well as qualitative data from both the questionnaire and the project discussion forum. The language exchange programme provides the opportunity for learners to take ownership of their learning and personalise it, and functions as a bridge between formal and informal learning. However, despite the enjoyment and interest provided by this type of experience, it is not without stress, and requires self-determination and autonomy to result in a positive and sustainable learning experience. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
The Labor Market Returns to Sub-Baccalaureate College: A Review. A CAPSEE Working Paper
Author: Belfield, Clive
Date: 2017-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Labor Market,Outcomes of Education,Education Work Relationship,College Credits,Associate Degrees,Income,Intellectual Disciplines,Economic Climate,Educational Certificates,College Students

This paper reviews recent evidence on the labor market returns to credit accumulation, certificates, and associate degrees from community colleges. Evidence is collated from estimates of earnings gaps across college students using large-scale, statewide administrative datasets from eight states. Six of these states were partners of the Center for Analysis of Postsecondary Education and Employment (CAPSEE), a research center funded by the Institute of Education Sciences of the U.S. Department of Education. CAPSEE researchers conducted extensive analyses of education and earnings in these states. Findings from these studies affirm a &quot;CAPSEE consensus&quot; with three main results and two key features. For associate degrees, this review affirms that completing an associate degree yields strongly positive, persistent, and consistent earnings gains: studies show that completing an associate degree yields on average approximately $4,640-$7,160 per annum in extra earnings compared to entering college but not completing an award. For certificates, the evidence shows positive but modest returns and that these returns may fade out within a few years post-college. For non-completers, there is evidence that earning more credits is associated with higher earnings. Generally, the results establish two main features. First, increments of college lead to higher earnings, but with returns that are heterogeneous by field of study. Second, the evidence is strongly suggestive that returns to college are robust to macroeconomic trends. Additional Figures and Tables are appended. [For the related Research Brief, &quot;Does It Pay to Complete Community College--and How Much? Research Brief,&quot; see ED574807.]
MOOCs for Language Learning-Opportunities and Challenges: The Case of the Open University Italian Beginners' MOOCs
Author: Motzo, Anna
Date: 2017-00-00
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Italian,Second Language Instruction,Foreign Countries,Open Universities,Educational Practices,Academic Persistence,Informal Education

Massive Open Online Courses (MOOCs) are a fairly recent development in online education. Language MOOCs (LMOOCs) have recently been added to the ever-growing list of open courses offered by various providers, including FutureLearn. For learners, MOOCs offer an innovative and inexpensive alternative to formal and traditional learning. For course designers and developers, this emerging learning model raises important issues concerning the affordances of the new learning environment and the rationale for adopting a particular pedagogical approach to sustain the learning experience. The authors offer an insight into their own experiences in designing and delivering an Italian for Beginners MOOC on FutureLearn. This case study explores the opportunities and challenges we met and the link with existing research. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
Integrating a MOOC into the Postgraduate ELT Curriculum: Reflecting on Students' Beliefs with a MOOC Blend
Author: Orsini-Jones, Marina
Date: 2017-00-00
Type: Reports - Research
Subjects: Beliefs,Student Attitudes,Online Courses,Graduate Students,Blended Learning,Action Research,Integrated Curriculum,Masters Programs,College English,Focus Groups,Pretests Posttests,Student Surveys,Grammar,Personal Autonomy,Teaching Methods,Instructional Effectiveness,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning

This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) &quot;Understanding Language: Learning and Teaching&quot; was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry University (UK). The MOOC was designed by the University of Southampton in collaboration with the British Council and many of its topics appeared to coincide with those on the MA in ELT module &quot;Theories and Methods of Language Learning and Teaching.&quot; The initial blend trialled for the project included all students covering the same topics in various ways, e.g. in face-to-face workshops at Coventry University, on the MOOC with thousands of participants, and on the institutional virtual learning environment--Moodle--with peers on the module. This enhanced blend afforded unique opportunities for reflection on the problematic areas of knowledge encountered by students on the MA in ELT, such as learner autonomy. The work reported here was carried out by one of the authors (Altamimi), an &quot;expert student&quot; who replicated the research design of the first cycles of the study carried out by Orsini-Jones in 2014 and 2015, and focused on learners' beliefs, rather than on learner autonomy. [For the complete volume, &quot;Beyond the Language Classroom: Researching MOOCs and Other Innovations,&quot; see ED574781.]
Does It Pay to Complete Community College--and How Much? Research Brief
Author: Belfield, Clive
Date: 2017-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Outcomes of Education,Labor Market,Employment Potential,Intellectual Disciplines,Income,Associate Degrees,Bachelors Degrees,Student Certification,Education Work Relationship

This brief reviews new findings from a series of extensive studies by the Center for Analysis of Postsecondary Education and Employment (CAPSEE) researchers. The research makes use of large state datasets that include student transcripts merged with individual quarterly earnings records, which allow for the analysis of returns to particular programs and postsecondary pathways, to different types and lengths of certificates and associate degrees, and even to the accumulation of credits for students who do not complete a credential. The authors review analyses from eight disparate states (six of which were studied by CAPSEE researchers) and other recent evidence. Overall, these analyses establish a &quot;CAPSEE consensus&quot; about the sizes of the earnings gains from sub-baccalaureate awards. They provide a more detailed picture of how community college students fair in the labor market, and show how the returns to college vary by field of study. The analyses also establish how robust these earnings gains are to broad macroeconomic trends. This brief is based primarily on the review in &quot;The Labor Market Returns to Sub-Baccalaureate College: A Review. A CAPSEE Working Paper.&quot; [For the related report, &quot;The Labor Market Returns to Sub-Baccalaureate College: A Review. A CAPSEE Working Paper,&quot; see ED574804.]
The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. Executive Summary
Author: Kosciw, Joseph G.
Date: 2016-00-00
Type: Reports - Research
Subjects: National Surveys,Educational Environment,Homosexuality,Sexual Orientation,Sexual Identity,Middle School Students,High School Students,Incidence,Bullying,Victims,Social Discrimination,Language Usage,Well Being,School Safety,Violence,Disclosure,Gender Issues,Sex Stereotypes,Academic Aspiration,Academic Achievement,Attendance,Discipline,Student School Relationship,Resources,Clubs,Curriculum,School Personnel,School Policy,Geographic Location,Institutional Characteristics,Instructional Program Divisions

The Gay, Lesbian and Straight Education Network (GLSEN) &quot;National School Climate Survey&quot; is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBT-inclusive curriculum, comprehensive anti-bullying policies, and supportive student clubs, such as Gay-Straight Alliances (GSAs). The full GLSEN 2015 &quot;National School Climate Survey&quot; report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's &quot;National School Climate Survey&quot; also includes insights on bisexual student experiences, school policies that specifically affect transgender students, and anti-bullying student education and asks students about discriminatory policies and practices around extracurricular activities and school events. [For the full report, &quot;The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools,&quot; see ED574780.]
The Earnings of Community College Graduates in California. A CAPSEE Working Paper
Author: Bahr, Peter Riley
Date: 2016-12-00
Type: Reports - Research
Subjects: Community Colleges,Graduates,Longitudinal Studies,Outcomes of Education,Income,Credentials,Associate Degrees,Certification,Racial Differences,Ethnic Groups,Gender Differences,Regression (Statistics)

In this study, I draw on longitudinal data for 1.1 million students in California to estimate the effects of community college credentials on students' earnings, as compared with students who are not awarded a credential. In contrast to much of the recent work on this subject, which assumed that the effects of credentials on students' earnings are constant over time, I estimate the effects of credentials on the rate of change in students' earnings and allow these effects to vary over time. I find significant earnings gains for all levels of credentials, including low-credit awards requiring fewer than six credits. Returns to associate degrees are the most durable over time, while returns to short- and long-term certificates and low-credit awards are strong initially but begin to flatten or decline by seven years after the award. I find substantial variability in returns by students' race/ethnicity and gender. Black men and Black women experience especially strong returns to associate degrees and long-term certificates, relative to other students of the same gender but different race/ethnicity, and men of all racial/ethnic groups experience much stronger returns to short-term certificates than do women. I also note wide variation by field of study in returns to credentials. The most consistent returns across levels of credentials are found in the biological sciences, engineering and industrial technologies, health, law, and public and protective services. Finally, I find compelling evidence of the need to distinguish returns after a credential is awarded from returns after a student has finished (or otherwise left) postsecondary education, as argued in recent work. Appendix A presents the author's approach to reconciling units of time. Appendix B lists the distribution of subfields of study for all credentials awarded in the CCC system from Fall 2002 through Summer 2013, by level and field of study.