ethanporcaro/eric-fulltext-meta huggingface dataset:
The Wider Social Context of School and Thai EFL University Learners
Author: Phothongsunan, Sureepong
Date: 2019-06-00
Type: Journal Articles
Subjects: Social Environment,Second Language Learning,Second Language Instruction,English (Second Language),Universities,Foreign Countries,Learning Experience,Language Usage,Student Motivation,Student Attitudes,Informal Education,College Students,Independent Study,Educational Environment,Learning Motivation

The objectives of this study are to investigate a group of 14 Thai English as a Foreign Language (EFL) students' views on their learning context outside the classroom and the extent to which it has an influence on their English learning in their tertiary education. From the language classroom comes further the wider social context of university in which EFL students learn outside the formal learning environment in relation to the opportunities to use and to be exposed to the target language. Two data collection methods are employed: questionnaires and interviews. It is revealed that the students perceive that the wider social context indeed influences their learning experiences outside as well as in the language classroom in two major aspects: self-development in English use and drawing on English as a common means of communication or a lingua franca (ELF) whereby there is an implicit search for similarities through English. Many further report that the specific university culture and its environment play a great role in their English learning, motivating or demotivating them to use English for communication. Implications from the study can be made to Thai EFL universities to focus on the stance on English and their efforts to make the school environment more conducive to English use and learning.
Impact of Intensive Reading Strategy on English for Specific Purposes College Students&apos; in Developing Vocabulary
Author: Khazaal, Edhah Numan
Date: 2019-06-00
Type: Journal Articles
Subjects: Reading Strategies,Teaching Methods,English for Special Purposes,Second Language Learning,Second Language Instruction,Comparative Analysis,Pretests Posttests,Vocabulary Development,College Students,Political Science,Translation,Semitic Languages,Foreign Countries,Student Improvement,Language Tests

The study aims to find out the impact of intensive reading strategy on English for specific purposes college students' in developing vocabulary. To achieve the aim of the study, 40 ESP College students were randomly chosen from the college of political sciences at A-Nahrain University in Iraq, the participants were in the second grade during the academic year 2017-2018. Two groups were enrolled in this experiment, 20 ESP students in the experimental group and the same number in the control group. To determine if the intensive reading strategy had an impact on ESP student's in developing vocabulary, a pre-posttest was administered for both groups. The control group was treated by the traditional way of teaching vocabulary through translating the words in Arabic language and memorizing them with the help of the teacher, while the experimental group was treated by using intensive reading strategy for about ten weeks. The chosen texts were taken from (New Head way Pre-intermediate student's book). Fill in the blank exercises had been chosen in the pre-posttest which consist of 50 items for each, the test was administered by the researcher. Based on the findings of this research, it was found that the new strategy has a positive impact on ESP College students' in mastering vocabulary that was proven from the improvement of students' mean score from pretest to posttest. Based on the results gained; it is recommended that intensive reading strategy can play a great role in mastering vocabulary.
Compassion Fatigue in Student Affairs Practitioners Working with Undocumented College Students
Author: Hoy, Zelideh R. Martinez
Date: 2020-00-00
Type: Journal Articles
Subjects: Altruism,Burnout,Student Personnel Workers,Work Environment,Undocumented Immigrants,Stress Variables,Well Being,Phenomenology,Counselor Attitudes,College Students,Symptoms (Individual Disorders),Intervention,Student Personnel Services

Given the nature of student affairs work, practitioners may be exposed to work-related stress that impacts their professional and personal well-being. In this phenomenological study, we examined the lived experiences of 9 professionals who worked with undocumented students and how they experienced and managed their compassion fatigue. Findings indicate that the predisposition to advocate and support along with expectations were prevalent triggers to compassion stress. Implications for professionals, their supervisors and institutions are discussed.
The Need for Counseling Skills in Student Affairs
Author: Stark, Marcella D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Techniques,Student Personnel Services,Student Personnel Workers,Employee Attitudes,Job Skills,Needs

Student affairs (SA) professionals have advanced from being generalists to specialists. Protivnak, Paylo, and Mercer (2013) discussed the perceived value of counselor preparation by functional area. We pose that counseling skills are used by student affairs professionals across a variety of functional areas. In the current mixed-method study, 60 individuals across five functional areas completed an online survey indicating the use of counseling skills in their respective roles, and five participants were interviewed to explore counseling strategies used in each functional area. The majority of participants indicated that counseling skills are indispensable. [Note: The page range (113-125) shown on the PDF is incorrect. The correct page range for this article is p113-126.]
The Role of Mental Health Issues in Faculty-Led Short-Term Study Abroad
Author: Briscoe, Kaleb L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Health,College Faculty,Study Abroad,Teacher Attitudes,Mental Disorders,College Students,Student Experience,Teaching Experience,Self Destructive Behavior

Mental health issues in faculty-led short-term study abroad (FLSTSA) courses are becoming increasingly prevalent. To date, little is known about the role mental health issues play in study abroad courses, including the implications for student affairs practice. This study examines the role of mental health issues in faculty-led short-term study abroad courses, from the perspective of the faculty instructors. Findings from this study provide a nuanced understanding of how student mental health issues shape study abroad experiences for the student experiencing mental health issues abroad, other students, and the faculty instructors.
Iraqi EFL Teachers&apos; Assessment Literacy: Perceptions and Practices
Author: Muhammad, Fryad Hama Najib
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Assessment Literacy,Teacher Attitudes,Educational Practices,Secondary School Teachers,Teacher Competencies

In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers' assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended.
Attitudes of Saudi EFL Learners towards Speaking Skills
Author: Ali, Jamal Kaid Mohammed
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Learning,Speech Skills,College Students,Intensive Language Courses,Vocabulary,Grammar,Gender Differences

This paper looks at intensive program students' perceptions of English-speaking skills and emphasizes the immediate need for improving them at all levels of higher education. For this purpose, 100 students (50 males and 50 females) of the intensive program from colleges of Arts, Business and Community, Saudi Arabia were administered a questionnaire. The data were analyzed quantitatively with SPSS. The findings of the study show that male and female students do not differ in their perceptions about learning to speak English and they are now becoming more aware of the growing importance of learning English. It is also found that lack of environment, interest and motivation are the most important factors that affect students' speaking skills. In addition, female students' perception towards English learning is more positive. The analysis also indicates that there is an undisputed agreement among the learners that English language will play an important role in Saudi Arabia. Finally, some implications for teachers to develop students' speaking skills are presented. [Note: The page range (253-364) shown on the PDF is incorrect. The correct page range for this article is p353-364.]
&quot;All Lives Matter&quot;: How Districts Co-opt Equity Language and Maintain the Status Quo
Author: Lewis-Durham, Tiffanie
Date: 2020-09-28
Type: Journal Articles
Subjects: Language Usage,School Districts,Equal Education,Educational Policy,Educational Change,Neoliberalism,Racial Discrimination,Urban Schools,Community Schools

The term &quot;equity&quot; is widely used by educational policy makers to describe myriad programs and practices aimed at closing the supposed racial achievement gap. Research about the way equity has been used in these policies typically explores how policy actors with low will and capacity frame and implement their reforms. Few studies, however, explore equity-oriented reforms initiated and supported by policy makers who claim to fervently support educational equity. The purpose of this critical policy analysis was to examine how the rhetoric used by equity-supportive policy actors may have reinforced neoliberal ideas and inadvertently maintained white innocence and color-blind racism. Examining the Community Schools policy in New York City schools, this study found that some equity initiatives are circumscribed by their focus on &quot;all lives&quot;, which can unwittingly reinforce the status quo in schools.
Corpus-Assisted Critical Discourse Analysis of Saudi Vision 2030
Author: Mohammad, Rashid Mahmood
Date: 2019-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Computational Linguistics,Word Frequency,Word Lists,Newspapers,Form Classes (Languages),Language Usage,Phrase Structure,English (Second Language),Foreign Countries

Saudi Vision 2030 is a plan to steer the country towards prosperity through diversified economy, better government services and conducive environment for all to thrive. The study of wordlists, keyword lists, collocation analyses, identification of core issues on the basis of lexical fields and their reflection in 2018 English newspapers in Saudi Arabia qualifies the corpus-assisted present study for Critical Discourse Analysis. The corpora of 4.3 million words and 2.0 million words from the English Newspapers in Saudi Arabia published in 2013 and 2018 respectively have been compiled for the study. Saudi Vision 2030 has been treated as a specialized corpus to get frequency lists and collocations. The analyses identified the extraordinary use of second person plural pronoun 'we' 'our', modal auxiliary 'will' etc.; such explorations paved the way for entry into more qualitative investigations. On the basis keyword lists, key issues have been identified in all three corpora. Some key issues including the largest lexical field in newspaper corpora viz. 'Security' has been found missing in the said vision. The present study aims to bring forth a fresh insight into Saudi Vision 2030 and to advocate the corpus-assisted methodology for critical discourse analysis.
English Language Teaching: Historical Overview, Current Issues and Suggestions for Enhancing Speaking Proficiency in EFL Contexts
Author: Alghamdi, Yahya Ali
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Language Proficiency,Speech Skills,Intercultural Communication,Communication Skills,Pronunciation,Teaching Methods,Class Activities,Instructional Materials

The history of English Language Teaching (ELT) and learning in English as a Second and Foreign Language (ESL and EFL) contexts has gone through different practices. The role of memorization and repetition of English language structures has always been a dominant teaching attitude. This attitude has revealed unsuccessful results in promoting speaking proficiency among English language learners when communicating in real-world situations beyond the classroom context. Therefore, it is essential to address such practices and shed light on some of the issues that hinder English Language Learners (ELLs) from effectively using English in real-world communicative situations. This review paper focuses on ELT practices that have been unsuccessful in promoting English language learners' speaking proficiency. Additionally, it provides implications for classroom teaching instructions that integrate authentic tasks and materials. Implementing meaningful tasks that represent real-world situations could be a promising solution for enhancing ELLs' language competencies to enable them to transfer the language they learn to real-life situations beyond school settings. Some practical suggestions and recommendations are provided to enhance ELT in EFL contexts.
Readability of Reading Passages in English Textbooks and the Thai National Education English Test: A Comparative Study
Author: Srisunakrua, Thanaporn
Date: 2019-06-00
Type: Journal Articles
Subjects: Readability Formulas,English (Second Language),Textbook Content,Reading Comprehension,Difficulty Level,Language Tests,Readability,National Competency Tests,High Stakes Tests,Foreign Countries

Readability has long been regarded as a significant aspect in English language teaching as it provides the overall picture of a text's difficulty level, especially in the context of teaching and testing. Readability is a practical consideration when making decisions on materials to match a text with target readers' proficiency. However, few studies have compared the readability levels of teaching and testing materials in terms of the difficulty of passages. The present study, therefore, aims to explore the readability levels and the linguistic characteristics of reading passages in English textbooks and the Thai National Education English Test based on three readability formulas and eight aspects of linguistic characteristics as provided by the Coh-Metrix computational tool. Two sets of corpora were generated and analyzed by using Coh-Metrix as the main instrument. The obtained data from the reading passages compiled in the English textbooks and the Thai national education English test were compared to explore the significant differences. The results revealed a mismatch in the readability levels and linguistic characteristics. Passages from the English textbooks are easier than those used in the English test. It is recommended that all stakeholders in both teaching and testing administration be aware of the different levels of readability between reading passages. More considerations should be made when preparing the teaching and testing materials because a suitable difficulty level will ensure that students receive the most benefit from the materials. Moreover, an incongruity could affect students' learning and testing performance.
The &quot;Communicative Circle&quot; Method in Teaching English at a University
Author: Suvorova, Elena
Date: 2019-06-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Universities,Language Skills,Metacognition,Difficulty Level,College Students,Skill Development,Language Proficiency,Foreign Countries

The article analyses the problems arising in teaching English at a technical university, offers and describes a new integrated method of teaching listening, reading and speaking called the Communicative Circle method. The development of the pragmatic, integrated method of Communicative Circle builds upon the linguo-didactic, integrated, and activity approaches, and the theory of three levels of awareness of learning. These perspectives are reflected in the integration of listening, reading and speaking skills, three stages of teaching, regarding the psychological phases of awareness of the studied material, and the choice of tasks according to the students' abilities, basic skills and the tempo of learning. In the course of study students are gradually offered more complicated tasks for training speaking and texts for reading and listening, and the whole teaching process builds upon broadening some professional and scientific knowledge of students at a technical university. The efficiency of the developed Communicative Circle method is verified in the course of a two-year experiment. The results of teaching by the traditional program (developed on the basis of the Federal State Standards) and by the method of the Communicative Circle are compared and evaluated. The article concludes a greater efficiency of the developed method which reveals itself in higher English proficiency, confidence, and wider professional purview of the students who were taught by the Communicative Circle method.
Speech Act of Refusal on the Phone
Author: Samaali, Imed
Date: 2019-06-00
Type: Journal Articles
Subjects: Case Studies,Speech Acts,Telecommunications,Sales Occupations,Interpersonal Communication,English,Native Speakers,Language Usage,Psychological Patterns,Phrase Structure,Discourse Analysis,Pragmatics,Social Behavior,Behavior Standards,Gender Differences,Foreign Countries

This paper investigates the speech act of refusal taking as a case study British responses to a salesperson's offer through the study of recordings of 109 conversations between the salesperson and a potential British customer. The data are analyzed quantitatively and qualitatively with the aim of finding the most frequent responses that denote refusal by the English native speakers. Most of the expressions used to reflect the British people's annoyance with the use of cold calls, the majority being brief phrases of refusal. In addition to the recorded calls, two questionnaires were conducted in Britain to shed light on the frequent expressions used on the phone in response to the salesperson. It is interesting here to catalog the range of strategies used by individuals, most of the time verbal, to avoid talking to the salesperson. These strategies seem to exist on a continuum of directness-indirectness. Firstly to perform an act of refusal efficient enough to end the call. Secondly to make the balance between the impacts of refusal per se and the keeping up with the social convention of mutual cooperation presented in the theory of politeness.
Teaching to Test or Communicate
Author: Al Ghafri, Mohammad
Date: 2019-06-00
Type: Journal Articles
Subjects: Outcome Based Education,High Stakes Tests,Teaching Methods,Rote Learning,Communication Skills,Foreign Countries,Teacher Attitudes,English (Second Language),Second Language Learning,Preservice Teachers,Classroom Techniques

This study addresses the controversial question of which is more effective; teaching to the test, or teaching to communicate. It also highlights the viewpoints of some scholars about tests in different regions of the world; the Middle East and the West. The content of the research embedded in this article shows that there are a number of teachers who still believe in teaching to test following the traditional method, while some others think tests--especially in the elementary phase- cause anxiety, chaos and disappointment, and should be ruled out as a means of assessing students. In the Arab World, tests are still considered the main criterion by which students prove eligible to move to upper classes and get admitted to university programs. To provide the readers with a more concrete grasp of the discussed viewpoints, a questionnaire has been distributed among sixty-five male and female students taking English courses in the Foundation Program at Ibri College of Applied Sciences--the Sultanate of Oman. The results, implications, and applications will be discussed throughout this article while tackling the two major controversial issues: teaching to test or communicate.
Bloom&apos;s Taxonomy and Moroccan Children&apos;s Vocabulary and Critical Thinking Skills Development
Author: Benjelloun, Mounia
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Thinking Skills,Critical Thinking,Child Development,Educational Objectives,Classification,English (Second Language),Second Language Learning,Reading Aloud to Others,Story Reading,Recall (Psychology),Comprehension,Evaluation,Elementary School Students,Teaching Methods,Group Discussion,Reading Habits,French,Language Usage,Family Environment

Children normally feel unable or less confident to express their ideas clearly, freely, and critically both orally and in writing when learning a language. Research has demonstrated that children's early exposure to Bloom's Taxonomy levels in stories has a &quot;remarkable power&quot; on them (Dickinson, et al. 2012) and helps develop their language and critical-thinking skills (Egan, 1997; Curtain &amp; Dahlberg 2004). The aim of this research project is to investigate the role of Bloom's Taxonomy in the development of the vocabulary and critical-thinking skills of young Moroccan English learners. The study adopts a qualitative approach and addresses two research questions, namely, (i) To what extent does Bloom's Taxonomy contribute to the development of the children's vocabulary and critical thinking skills? (ii) How can the children's vocabulary and critical-thinking skills development be justified? The comparison and analysis of the children's story reviews at the start and end of a term reveals significant improvement, among the Moroccan young learners, especially the average ones. They are able to use a wider range of more appropriate and accurate vocabulary and to make use of a more extended, analytical and relevant discourse. Hence, children's early exposure to Bloom's Taxonomy is highly recommended as it contributes to the development of their vocabulary and critical-thinking skills.