ethanporcaro/eric-fulltext-meta huggingface dataset:
Theoretical Review of Phonics Instruction for Struggling/Beginning Readers of English
Author: Sitthitikul, Pragasit
Date: 2014-00-00
Type: Journal Articles
Subjects: Phonics,Phoneme Grapheme Correspondence,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Vocabulary,Teaching Methods,Spelling,Phonemics,Phonological Awareness,Reading Difficulties,Special Needs Students

Learning to read is a complex task for beginners of English. They must coordinate many cognitive processes to read accurately and fluently, including recognizing words, constructing the meanings of sentences and text, and retaining the information read in memory. An essential part of the process for beginners involves learning the alphabetic system, including, letter-sound correspondences and spelling patterns, and learning how to apply this knowledge in their reading (National Reading Panel, 2000). Systematic phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use to read and spell words (Harris &amp; Hodges, 1995). Although phonics instruction is primarily designed for L1 beginners in the primary grades and for children having difficulty learning to read, it can be applied to L2 learners to make use of sound-symbol, vocabulary, and meaning to decode and comprehend texts (Bernhardt, 2000). This paper reviews critical notions in regard to phonics instruction in order to provide sufficient background information for those new in this topic. Some useful pedagogical instructions are also presented, which could be applied to L2 learners.
Idea Sharing: Using Shakespeare's &quot;Measure for Measure&quot; as a Means of Developing Different Modes of Student Authorship
Author: Smyth, Stella
Date: 2014-00-00
Type: Journal Articles
Subjects: English Literature,Drama,Criticism,Ethics,Authors,Teaching Methods,Reader Response,Educational Principles,English for Academic Purposes,Second Language Learning,Second Language Instruction,Creative Writing,Advanced Courses,Writing Instruction

In this &quot;Idea Sharing&quot; article, the author introduces Shakespeare's &quot;Measure for Measure&quot; as a critique of King James I's (England) concept of an absolute monarchy, in his constitutional treatise, &quot;Basilikon Doron (1599),&quot; the &quot;kingly gift&quot; that advises the young prince on the ethics of government and how to stay in power. Shakespeare's authorial method of appropriating &quot;Basilikon Doron&quot; can be imitated through the design of writing activities for advanced EAP classes, or as part of university English language and literature syllabuses. Smyth first considers &quot;Measure for Measure&quot; as a self-reflexive drama that explores aspects of Jacobean authorship. He then discusses the pedagogical principles underlying the student reader response tasks. Symth also includes sample activities that empower advanced level EAP or English language and literature students to discover the drama's narrative, poetic, and meta-theatrical elements through their own creative writings.
Investigating the Impact of Personality Factors on Perceived Communication Mobility of Non-Native English Speaking Thai Professionals in International Companies
Author: Marina, Olga A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,English (Second Language),Second Language Learning,Language Usage,Communicative Competence (Languages),Correlation,Professional Personnel,Employees,International Trade,Corporations,Oral Language,Business Communication,Foreign Countries,Questionnaires,Multiple Regression Analysis,Statistical Analysis

Communication mobility has been suggested as an element of the complex construct of professional communicative competence, with a shared core of English in the oral mode, for professional international communication. This study aims (1) to investigate the possible correlation between the perceived level of communication mobility, and the influence of the personality factors of non-native English speaking Thai professionals in international companies, and (2) to identify the conditions in which this desirable quality may be developed. The researchers are interested in gauging the level of communication mobility, as well as looking for the possible relationships between its development and the personality factors of these professionals, such as age, work experience, and the frequency of English language use in their daily lives and in the workplace. The responses to the specifically designed questionnaire were obtained from 54 Thai professionals working in international companies. The findings revealed that the participants were effective users of communication mobility, and only the frequency of English language use in their workplaces can explain the variance of their perceived communication mobility.
Idea Sharing: Using Peer Assessment to Teach How to Make Oral Summaries in English Language Classes
Author: Ivanova, Olimpiada F.
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Peer Evaluation,Evaluation Criteria,Foreign Countries,Economics Education,Student Evaluation,Oral Language,Business English,Undergraduate Students,Teaching Methods

In this &quot;Idea Sharing&quot; article, the author describes the techniques used when teaching oral summary making to second-year students studying Business English at the Faculty of World Economy and International Affairs of the National Research University Higher School of Economics, Moscow. The techniques are based on peer assessment, which enables both teachers and students to save a lot of time. The author also describes the advantages and disadvantages of the techniques and gives the assessment criteria used to estimate students' oral summaries.
Idea Sharing: Assessment in a Cooperative Learning Class
Author: Tamah, Siti Mina
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Evaluation,Communication (Thought Transfer),Foreign Countries,College Students,Reading Instruction,Teaching Methods,Accountability

With the trend to incorporate cooperative learning in the classroom practices, another mode of assessing students is required. In other words, how can a teacher enforce Individual Accountability and Positive Interdependence in assessing his or her students? This paper is intended to provide a model of assessing students who are accustomed to having a non-cooperative learning class. It is the intent of the author to share their classroom practice, especially what has done to reduce the lock-step instruction by incorporating cooperative learning thus enforcing the cooperative learning oriented assessment and more specifically imposing the two essential components of cooperative learning.
Enlivening EFL Discussion Classrooms with a Problem-Based Learning Approach
Author: Jiriyasin, Tanisaya
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Problem Based Learning,Teaching Methods,Oral Language,Private Colleges,College Students,Second Language Instruction,Scores,Foreign Countries,Questionnaires,Interviews,Language Fluency,Accuracy,Pretests Posttests,Majors (Students),Interrater Reliability

This is a semester-long experimental study aimed at investigating the effects of a PBL (Problem-based Learning) approach on the English oral language performances of English major students in one of the private universities in Bangkok. For the purpose of the study, a systematic PBL model for English language classrooms was implemented. Furthermore, the subjects' opinions towards learning with the PBL approach were also explored through the use of questionnaires and interviews. The findings showed that the mean scores of the posttest were significantly higher than those of the pretest. Their English oral performances were more fluent and accurate. Moreover, they used varied sentence structures in addition to simple sentences. Additionally, the subjects' opinions towards learning with the PBL approach were discussed. [This article is reprinted with permission from &quot;Enlivening EFL discussion classrooms with a problem-based learning approach&quot; by Tanisaya Jiriyasin (2011), &quot;E-Journal for Researching Teachers,&quot; Vol. 4, Chulalongkorn University Language Institute.]
English Vocabulary Acquisition of Bilingual Learners at the Primary and Secondary Levels
Author: Pholsward, Ruja
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Secondary School Students,Vocabulary Development,Interviews,Communication Skills,Bilingualism,Thai,Asians,North Americans,English,Researchers,Language Tests,Foreign Countries,Bilingual Education

This paper reports research findings of English vocabulary acquisition of bilingual learners at the levels of Primary 6 and Secondary 3 at Satit Bilingual School of Rangsit University. The purpose was to find out the extent to which learners at these levels have acquired English vocabulary to communicate their ideas about themselves and their school life. The subjects were 34 Primary 6 students and 18 Secondary 3 students. All subjects were individually interviewed by two bilingual researchers of Thai and English: one Thai and one American. A set of ten questions was used in a 15-minute interview in English to secure lexical data or words from each subject. Vocabulary acquisition was assessed via communication skills at five levels: 1) Full control, 2) Functional control, 3) Moderate control, 4) Sufficient control, and 5) Marginal control. All interviews were recorded with consent of the subjects. During each interview, two more bilingual researchers of Thai and English were present to collect spontaneous speech data on words used by each subject. The obtained data were analyzed in frequency and percentage. The major research findings indicate that those subjects at the level of Primary 6 performed at five levels with a majority at level 2. The subjects in secondary 3 performed at three levels (1-3) with a majority at levels 1 and 2; there was none at level 4 or 5. The subjects at the level of Primary 6 and Secondary 3 show similar lexical features at specific levels with some variation in each, depending on the meanings individual subjects would like to convey in responding to the interviewers. It was noted that the subjects with three years' exposure to language immersion performed dominantly at level 2 and those with less exposure in years performed at levels 3 and 4.
An Investigation of the Use of Listening Strategies and Listening Performance of Proficient and Nonproficient Language Learners
Author: Piamsai, Chatraporn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Protocol Analysis,Learning Strategies,Language Proficiency,Questionnaires,Statistical Analysis,Listening Skills,Accountability,Business Administration Education,College Students,Task Analysis,Business English,English (Second Language),Second Language Learning,Second Language Instruction,Advanced Courses,Student Attitudes

This study was an attempt to investigate how proficient and non-proficient learners used listening strategies to complete a listening task. 65 third-year Chulalongkorn University Commerce and Accountancy students participated in the first stage of the quantitative data collection. 18 students were randomly selected from the group for more in depth data. The instruments included the strategy questionnaire adapted from Oxford's (1990) and listening tasks. Descriptive statistics, the independent t-test and the think-aloud technique were used to analyze the data. The findings showed a significant difference between the two groups' report of their use of the strategies in certain areas. Also, they revealed the proficient students' appropriate use of the strategies. [This article is reprinted with permission from &quot;An Investigation of the Use of Listening Strategies and Listening Performance of Proficient and Non-Proficient Language Learners&quot; by Chatraporn Piamsai (2011), &quot;E-Journal for Researching Teachers,&quot; Vol.4, Chulalongkorn University Language Institute.]
A Study of English Acknowledgements Written by EFL Thai Learners
Author: Jaroenkitboworn, Kandaporn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Doctoral Dissertations,English,Recognition (Achievement),Sociolinguistics,Social Distance,Discourse Analysis,Text Structure,Thai,Structural Analysis (Linguistics)

This research investigates English acknowledgements in dissertations written by Thai PhD students, particularly the generic structure and linguistic patterns of gratitude expressions used in the acknowledgements. Following the line of the move analysis in acknowledgements of Hyland (2004), this article analyzed 70 acknowledgements accompanying PhD dissertations in the area of English language study. The study result shows that the generic structure comprises 3 moves: thanking, announcing, and signing-off. The first move is obligatory whereas the other two are optional. Various gratitude expressions are used in response to different assistance forms. Also, the study result reveals the aspects of politeness, social distance, and the family institution of the Thai culture.
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
Author: Teng, Feng
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Vocabulary Development,English (Second Language),Learning Strategies,Questionnaires,Student Attitudes,Correlation,Language Tests,Second Language Instruction,Metacognition,College Students,Chinese,Native Speakers,Foreign Countries,Likert Scales,Quasiexperimental Design,Statistical Analysis,Scores,Teaching Methods

This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use. Vocabulary Levels Test (Schmitt et al., 2001) and Word Associates Test (Read, 1993; 2004) were administered to measure the breadth and depth of lexical repertoire respectively. The results indicated that (a) direct strategies were frequently used by EFL students (except for direct cognitive analyzing strategy), and (b), indirect strategies were less frequently used strategies. Participants' scores in strategy use were correlated significantly and positively with breadth and depth of vocabulary knowledge. However, indirect strategy use had a higher level of correlation with two dimensions of vocabulary knowledge, implying that EFL students with a higher level of depth and breadth of lexical repertoire tended to use strategies that are more indirect. This highlights the importance of indirect strategies, e.g., self-planning, self-monitoring, and self-evaluating. These and other relevant pedagogical implications were discussed.
CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students
Author: Vongkrachang, Salila
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Comprehension,Second Language Instruction,Concept Formation,Teaching Methods,Reading Teachers,Reading Instruction,Language Teachers,Undergraduate Students,Foreign Countries,Pretests Posttests,Student Attitudes,Check Lists,Scores,Affective Behavior,Guidelines,Reading Processes,Reading Attitudes,Video Technology

The study aimed to examine the effect of explicit reading instruction as an approach to Concept-Oriented Reading Instruction (CORI) framework on EFL students' informational text comprehension and engagement. The explicit reading instruction was implemented with 39 first-year Thai undergraduate students over a 10-week period. It was found that the students improved their reading comprehension and engagement after the implementation. There were also significant differences between the students' pre-test and post-test mean scores. The results from the Reading Engagement Index (REI) and Reading Engagement Checklist indicated positive changes in behavioral, affective and cognitive engagements. However, the social engagement was unnoticeable. Three instructional practices were videotaped and transcribed to analyze students' performances and engagement processes in reading. The study suggests that EFL reading educators should encourage students to involve more in social interactions in order to enable them to see perspectives and to socially construct information from texts. Discussion and implications provided the guidelines for engaging readers in the reading process.
Complex Interactions of Factors Underlying Thai EFL Learners' Willingness to Communicate in English
Author: Pattapong, Kamlaitip
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,Interviews,Recall (Psychology),Observation,Predictor Variables,Context Effect,Student Attitudes,Student Motivation,Self Efficacy,Self Concept,Cultural Influences,Undergraduate Students,Student Characteristics,Content Analysis,Goal Orientation,Student Interests,Classroom Techniques,Questionnaires

This paper explores factors contributing to the willingness to communicate (WTC) in English as a foreign language (L2) in a Thai university setting. The study uses multiple methods within a qualitative research approach. Data were collected through interviews, stimulated recall, and classroom observations. Relevant contextually-related variables that emerged from the analyses were categorized into four dimensions: social- psychological context, classroom context, cultural context, and social- individual context. The findings revealed the overlapping nature of factors in all dimensions, which reflects the complex interactions among contextually dependent WTC variables within the language classroom. This paper contributes to the knowledge of WTC in a second language (L2) from a qualitative perspective.
Investigating the Use of Google Translate in &quot;Terms and Conditions&quot; in an Airline's Official Website: Errors and Implications
Author: Vidhayasai, Tya
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Sites,Translation,Air Transportation,Search Engines,Legal Responsibility,Legal Problems,Second Languages,Computational Linguistics,Error Analysis (Language),English,Thai,Contrastive Linguistics,Phrase Structure,Semantics,Vocabulary,Language Usage

In the era of globalization, the Internet is regarded as one of the most popular sources of information given the number of on-line browsers who have access to websites. The tourism industry, be it hotels or airlines, in the 21st century relies heavily on the provision of information via its official websites. Thus, it is crucial that the information be accurate so as not to cause misunderstanding, or legal and financial damage. However, when information in several foreign languages involves a complicated process of translation conducted with a translation machine, serious problems can occur. According to Newmark (1998), human translation occurs at two levels: semantic equivalence and communicative equivalence. The reliance on a translation tool such as Google Translate is therefore worth our attention to find out whether such a tool is efficient and practical. In this study, we investigate a low-cost airline's official website deploying Google Translate to translate its official, legal documents. Our particular focus lies in &quot;Terms and Conditions&quot; because of its crucial impact on the airline and its passengers. Findings suggest that errors occur at three major levels: lexical, syntactical and discursive. The errors inevitably cause unintelligibility, to which we provide explanations and also offer some practical implications for future use.
A Ten-Step Process for Developing Teaching Units
Author: Butler, Geoffrey
Date: 2015-00-00
Type: Journal Articles
Subjects: Units of Study,Curriculum Design,Student Needs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Curriculum Development,Conversational Language Courses,Instructional Materials,Language Tests,Reflective Teaching,Teaching Methods

Curriculum design and implementation can be a daunting process. Questions quickly arise, such as who is qualified to design the curriculum and how do these people begin the design process. According to Graves (2008), in many contexts the design of the curriculum and the implementation of the curricular product are considered to be two mutually exclusive processes, where a long chain of specialists including policy makers, methodologists, and publishers produce the curriculum in a hierarchical process, at the end of which lies the teacher. There has been a movement in recent years by teacher-practitioners to exert greater agency over curriculum analysis and design (El-Okda 2005; Jennings and Doyle 1996). From September 2011 to the present, a group of teachers at the language center of a national university in Seoul have embraced their role as curriculum developers and collaborated on the creation, implementation, and ongoing development of a wholly teacher-generated backward-designed curriculum that targets their students' collective needs. The curriculum is teacher-generated in that they have created all their teaching materials without the use of traditional coursebooks, and it is backward-designed in that they began by identifying needs and learning outcomes before making all other curricular decisions. In the process of implementing and continuing this project, they have devised a ten-step development process (Butler, Heslup, and Kurth 2014), based on a backward-design approach to curriculum design, to facilitate the creation and revision of five-week teaching units for their practical English conversation courses.
Literature Circles as Support for Language Development
Author: Elhess, Mohamed
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Instruction,Group Activities,Reading Comprehension,Audience Response Systems,Student Motivation,Group Discussion,Oral Language,Scaffolding (Teaching Technique),Writing Skills,Educational Objectives,English Language Learners

There are many instructional approaches for helping English language learners improve both reading comprehension and overall language proficiency. One such approach, the literature circle--which is somewhat like a student book club in the classroom--has drawn a great deal of attention in recent years (Schlick Noe and Johnson 1999). Many teachers champion the strategy and use it consistently in their classrooms (Daniels 2002). According to the Standards for the English Language Arts published by the International Reading Association and National Council of Teachers of English (1996, 32), the instructional practices realized by literature circles embody quality educational standards and are used by teachers &quot;who are bringing out the best in their students day by day.&quot; To shed light on the many ways that literature circles improve English skills, this article defines the term, provides a brief theoretical foundation for the use of literature circles, describes their benefits, and then presents a four-lesson unit that applies the approach to the teaching of a literary text.