ethanporcaro/eric-fulltext-meta huggingface dataset:
Weaving Webs of Connection: Empathy, Perspective Taking, and Students&apos; Motivation
Author: Henry, Alastair
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Motivation,Teacher Influence,Culturally Relevant Education,Empathy,Perspective Taking,Poetry,Student Motivation,Grade 9,English (Second Language),Second Language Instruction,Foreign Countries,Student Attitudes,Teacher Student Relationship,Secondary School Students,Language Teachers

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
Reframing the L2 Learning Experience as Narrative Reconstructions of Classroom Learning
Author: Hiver, Phil
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Experience,Case Studies,Comparative Analysis,Personal Narratives,Student Attitudes,Learning Motivation,Student Behavior,College Students,Modern Languages,Difficulty Level,Learning Processes,Emotional Response

In this study we investigate the situated and dynamic nature of the &quot;L2 learning experience&quot; through a newly-purposed instrument called the &quot;Language Learning Story Interview,&quot; adapted from McAdams' life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux &amp; Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners' narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior
A Study of Retrospective and Concurrent Foreign Language Learning Experiences: A Comparative Interview Study in Hungary
Author: Csizér, Kata
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Interviews,Comparative Analysis,Foreign Countries,Learning Motivation,English (Second Language),Learning Experience,Attribution Theory,Self Efficacy,Beliefs,English Teachers,French,Italian,Elementary School Teachers,Secondary School Teachers,College Faculty

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher's personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
Anagnorisis and Narrative Incorporation: How Significant Incidents Affect Language-Learning Behavior
Author: Pigott, Julian
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Motivation,College Students,Attitude Change,Student Behavior,Student Attitudes,World Views,Critical Incidents Method,English (Second Language),Language Proficiency,Personal Narratives,Grounded Theory,Foreign Countries

This paper examines how fleeting experiences exert a disproportionately powerful effect on the language learning motivation and behavior of university students. A thematic analysis of interview data is used to show how &quot;significant incidents&quot; have two principal consequences. The first, &quot;anagnorisis,&quot; is an immediate, revelatory change in beliefs about language learning. The second, &quot;narrative incorporation,&quot; is a process through which the memory of the incident and/or its anagnorisis becomes a constituent of self-narratives. It is argued that the significant incident is best understood not as an external influence on motivation, but as a component of the learner's worldview.
Korean Language Learning Demotivation among EFL Instructors in South Korea
Author: Gearing, Nigel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Korean,Student Motivation,Learning Motivation,English (Second Language),Language Teachers,Native Speakers,Self Management,College Faculty,Student Attitudes,Student Experience,Intervention

Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing &amp; Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.
Motivation and Emotion in the EFL Learning Experience of Romanian Adolescent Students: Two Contrasting Cases
Author: Pavelescu, Liana Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Motivation,Psychological Patterns,Emotional Response,Second Language Learning,English (Second Language),Adolescents,High School Students,Females,Foreign Countries,Learning Experience,Student Attitudes,Language Attitudes

The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents' learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners' motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher's encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher's lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
Motivation and Demotivation over Two Years: A Case Study of English Language Learners in Japan
Author: Kikuchi, Keita
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Foreign Countries,College Students,International Studies,Attitude Change,Learning Experience,Self Concept,Student Educational Objectives,Educational Environment,Language Attitudes,Social Influences,Study Abroad,Cultural Awareness,Student Interests

This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei's (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants' motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners' language learning motivation and contexts adapt to each other, and how the dynamics of the four learners' motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
The Impact of Semester-Abroad Experiences on Post-Sojourn L2 Motivation
Author: Du, Xujia
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Learning Experience,Learning Motivation,Second Language Learning,English (Second Language),College Students,Outcomes of Education,International Educational Exchange,Student Attitudes,Cultural Awareness

Numerous studies have examined sojourners' L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants' post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants' ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants' future work and life. The findings also reveal that the participants' understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.
Developing an Explicit Instruction Special Education Teacher Observation Rubric
Author: Johnson, Evelyn S.
Date: 2019-05-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Scoring Rubrics,Special Education Teachers,Teacher Evaluation,Observation,Psychometrics,Test Construction,Test Validity,Teacher Competencies,Test Reliability

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of &quot;implemented,&quot; &quot;partially implemented,&quot; or &quot;not implemented&quot; for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.
An Analysis of Mediating Effects of School Leadership on MTSS Implementation
Author: Choi, Jeong Hoon
Date: 2019-05-00
Type: Journal Articles
Subjects: School Administration,Technical Assistance,Leadership Effectiveness,Equal Education,Inclusion,Federal Programs,Instructional Leadership,Program Implementation,State School District Relationship,Elementary Schools,Secondary Schools,Principals,Educational Improvement,Professional Development,Correlation,Students with Disabilities,Special Needs Students,School Turnaround

The present study investigated relationships among technical assistance, school leadership quality, and multitiered system of support (MTSS) implementation. The findings indicated technical assistance improved school leadership quality, and improved leadership significantly mediated the relationship between technical assistance and MTSS implementation for both behavior and academic systems. These results provide support for the foundational role of school leadership in MTSS implementation. Implications for providers of technical assistance are discussed.
A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators
Author: Morin, Kristi L.
Date: 2019-05-00
Type: Journal Articles
Subjects: Faculty Development,Special Education Teachers,Video Technology,Teacher Characteristics,Educational Practices,Instructional Effectiveness,Teacher Attitudes,Instructional Improvement,Authentic Learning,Teaching Methods,Research Design,Standards,Beginning Teachers,Elementary Education

Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators' instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics. Tau-U, a nonparametric effect size commonly used in single-case research, was used to aggregate the results from 191 AB phase contrasts across 12 dissertations and 18 peer-reviewed publications. A total of 111 participants across 69 single-case design experiments are reflected in the results. Overall, results indicate that video analysis is effective for changing the instructional practices of special educators and that it can be used across a variety of settings and with a diverse group of educators.
A Comparison of the Early Reading Strategies of isiXhosa and Setswana First Language Learners
Author: Probert, Tracy N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Languages,Syllables,Phonemes,Morphemes,Emergent Literacy,Beginning Reading,Reading Strategies,Orthographic Symbols,Metalinguistics,Language Skills,Elementary School Students,Grade 3,Grade 4,Phonological Awareness,Oral Reading,Reading Fluency,Word Recognition,Morphology (Languages),Reading Ability

Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent, agglutinating languages. The focus is on whether differences in the orthographies of isiXhosa and Setswana influence reading strategies through a comparative study of the interaction between metalinguistic skills and orthography. Setting: Data was collected from Grade 3 first-language and Grade 4 Setswana home language learners attending no fee schools in the Eastern Cape and North West Province respectively. Methods: Learners were tested on four linguistic tasks: an open-ended decomposition task, a phonological awareness task, a morphological awareness task and an oral reading fluency task. These tasks were administered to determine the grain size unit which learners use in connected-text reading. Results: The results indicated that syllables were the dominant grain size in both isiXhosa and Setswana, with the use of morphemes as secondary grains in isiXhosa. These results are reflected in the scores of the metalinguistic tasks. Conclusion: This research contributes to an understanding of how linguistic and orthographic features of African languages need to be taken into consideration in understanding literacy development.
Phonological Awareness and Reading in Northern Sotho -- Understanding the Contribution of Phonemes and Syllables in Grade 3 Reading Attainment
Author: Wilsenach, Carien
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonological Awareness,Beginning Reading,Emergent Literacy,Phonemes,Syllables,Elementary School Students,Grade 3,Reading Achievement,Decoding (Reading),African Languages,Predictor Variables,Psycholinguistics

Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language. Aim: This study assessed different levels of PA in Northern Sotho learners in order to determine the relationship between phoneme awareness, syllable awareness and reading. Setting: The research was conducted in Atteridgeville, a suburb in Tshwane. The participants were Grade 3 learners who spoke Northern Sotho as home language, and who received their literacy instruction in Northern Sotho in the foundation phase. Method: The research was cross-sectional, with a correlational component. Phoneme awareness was assessed via a phoneme identification and elision task, whereas syllable awareness was assessed with a syllable elision task. Results: Statistical analyses revealed that Northern Sotho learners are significantly better at identifying syllables than phonemes, but that phoneme awareness predicts reading outcomes more accurately. Conclusion: This study suggests that phoneme awareness does not necessarily develop early or automatically in languages with a simple syllable structure and a transparent orthography and evaluates this finding against the predictions of the Psycholinguistic Grain Size Theory. The importance of explicitly teaching phoneme-grapheme correspondences to Northern Sotho learners is highlighted.
From &apos;Sheep&apos; to &apos;Amphibian&apos;: English Vocabulary Teaching Strategies in South African Township Schools
Author: Stoffelsma, Lieke
Date: 2019-00-00
Type: Journal Articles
Subjects: Slum Schools,Vocabulary Development,Reading Tests,English (Second Language),Second Language Learning,Active Learning,African Languages,Literacy Education,Second Language Instruction,Educational Quality,Teaching Methods,Poverty,Native Language,Elementary School Students,Learning Experience,Native Language Instruction,Grade 3,Teacher Attitudes,Elementary School Teachers

Background: South African learners have performed consistently poorly in reading assessments. This paper addresses two key components in improving reading literacy: vocabulary development and teacher knowledge and skills required for quality vocabulary instruction. Aim: This small-scale exploratory study reports on the English vocabulary teaching strategies of eight Grade 3 teachers in South African township schools serving poor communities and their implementation of these strategies in practice. Setting: The Western Cape teachers taught English Home Language (HL) learners. The Eastern Cape teachers taught Xhosa HL and English First Additional Language (FAL) learners. Methods: Teacher interviews and classroom observations. Results: The teachers used a range of basic vocabulary teaching strategies that complied with evidence-based vocabulary teaching strategies identified in the literature. However, most of the strategies employed did not reach an advanced level of active learning in which students were challenged and took ownership of their own vocabulary learning. Results showed that especially the English FAL teachers relied heavily on their L1 for vocabulary instruction. Conclusion: Grade 3 teachers in South African schools that serve poor communities are capable of providing rich print exposure in their classrooms showing that schools can, to a certain extent, play a compensatory role for the limited literacy opportunities in homes of children from low socio-economic backgrounds. However, in order for the learners to develop a more durable, rich vocabulary their teachers would need to engage in more interactive and in-depth instruction. Implications for policy are discussed.