ethanporcaro/eric-fulltext-meta huggingface dataset:
Turning Classroom Project into Textbook Design in English for Specific Purposes Subject
Author: Munir, Sirajul
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Social Values,Textbook Preparation,Educational Principles,Undergraduate Students,Peer Teaching,Student Reaction,Cooperative Learning,Life Satisfaction,Creativity,Academic Achievement,Correlation,Needs Assessment,Student Projects,Active Learning

This article discusses my experience in shaping EFL learners? project on textbook design in teaching English for Specific Purposes (ESP) subject. This task was challenging since the learners? project designing textbook was in the sixth semester students. This article first explores the concept of ESP, principles in developing materials and classroom project. Then, it goes to focus on the pedagogical procedure for designing ESP textbook. This procedure includes (1) prior to designing a textbook; (2) designing a draft of the textbook; (3) finalization of designing textbook; and (4) demonstrating peer teaching on one of the units of the textbook. Finally, it elaborates students? responses to these practices. The findings show that classroom project can enhance learners? to good cooperation, improve learners? knowledge and creativity, and promote learners individual and social values to improve their harmony in life. For future researchers, it is suggested exploring the effect of classroom project on students? achievement, and to examine the correlation between classroom project on ESP subject and learners? social values.
Students&apos; Perspective on Innovative Teaching Model Using Edmodo in Teaching English Phonology: &quot;A Virtual Class Development&quot;
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Phonology,Instructional Innovation,English (Second Language),Second Language Learning,Computer Simulation,Majors (Students),Teaching Methods,Time Management,Efficiency,Classroom Techniques,Foreign Countries,Management Systems,Computer Assisted Instruction,Electronic Learning,Independent Study

This paper displayed the students? perspective on innovative teaching model using edmodo in teaching English Phonology as a virtual class development. The data were collected for 6 months starting from compiling proposal in March 2018 to August 2018 in the IAIN Tulungagung campus in the sense of data collection, report preparation, group meetings and most other activities carried out in the Tulungagung and Kediri areas. It involves people who have relevant information about the research theme, they are 46 students from the fourth semester in English majors who answered the pre-observation questionnaire, and post questionnaires but 46 interviewees, consisting of thirty-one women and sixteen men, were interviewed. The data was analysed using a descriptive qualitative approach. The finding revealed that the experienced students of using edmodo affected their readiness to take a part in English Phonology teaching using edmodo as a learning medium. The result of this study proved that the experienced students of using edmodo influences the fluency in learning phonology courses so they found it easier to apply Edmodo, serving as on the advantages (time-effective &amp; efficient, not oblivious about computers, simplifying learning material, interactive, communicative, expressive, reducing cheating task, recognizing class management, creating reading habit) and disadvantages of using edmodo, similarly limited lexical items in content courses; differences in the level of competency, motivation, learning environment and background of previous learning; inadequate internet network; prefer to use gadgets for entertainment communication.
Language Learning Process and Gender Difference Implied from the Turn-Takings Used in EFL Student Conversation Club
Author: Ilmi, Syaripa Nurul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Learning Processes,Gender Differences,Interpersonal Communication,Speech Communication,Clubs,Discussion Groups,English Departments,College Students,Discourse Analysis,Interaction

This study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students, Mulawarman University as the participants. The procedures of data collecting were video-tape recording observation and semistructure interview. The data were analyzed by using conversational analysis and percentage frequencies. The result revealed that: 1) the kinds of turn-taking mostly used by the participants were adjacency pair and insertion sequence from the sequence type of turn-taking, almost all kinds turn-taking from the overlap turntaking except the third party mediation, and other-repair and self-repair from the repair turn-taking; 2) all members of the English Club felt they acquired their languages as they practiced them in either written and spoken communication; and 3) the female members dominated talk than the male ones.
Understanding the Relationship between Second Language Teacher Beliefs and Their Instructional Practices: A Case Study of Core French Teachers
Author: Viswanathan, Usha
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Language Teachers,Teacher Attitudes,French,Second Language Learning,Second Language Instruction,Teaching Methods,Communicative Competence (Languages),Self Efficacy,Language Usage,Foreign Countries,Linguistic Input,Code Switching (Language),Grade 9,Grade 10,High School Students,Teacher Student Relationship,Classroom Communication

This study explores the relationship between Core French teachers' beliefs and their instructional practices. In the literature, contextual elements, as well as the compatibility between teacher beliefs and second language teaching approaches such as communicative language teaching (CLT) have been regularly cited as key factors contributing to discrepancy between beliefs and practices. However, these factors did not adequately explain what I had witnessed as a teacher educator. To explore this topic, data were gathered via questionnaire, observations, and individual interviews on the beliefs and practices of Core French teachers in the Toronto, Ontario region. In analyzing the data through the lens of a hybrid framework of complexity theory and the theory of self-efficacy, small differences in how teachers handled chaos, the term used in complexity theory to describe periods of instability in nonlinear systems such as Core French classrooms, were found to be a key factor in explaining discrepancies between beliefs and practices. Moreover, levels of self-efficacy were found to influence how teachers handled chaos. Findings also revealed important differences in outcome (e.g., teacher and student comfort with and use of the target language) in classes taught by teachers with a high degree of self-efficacy versus those with lower levels of self-efficacy.
A Comparison of Self-Perceived Employability of Graduates from Public and Private Universities of Punjab
Author: Saher, Ummara
Date: 2019-04-00
Type: Journal Articles
Subjects: Self Concept,Employment Potential,College Graduates,Universities,Foreign Countries,College Seniors,Public Colleges,Private Colleges,Education Work Relationship,Majors (Students),Program Length,Gender Differences,Two Year College Students,Statistics,Administrator Education,Computer Science,Academic Degrees

The study aimed to compare the level of self-perceived employability of public and private sector university graduates. It was a descriptive and cross sectional survey. Population of the study was university graduating students enrolled in final year/ semester. Multi-stage purposive sampling was used to collect data from ten universities; five public and five private universities were taken with eight matching departments. All students from selected department filled up the questionnaire. Each university (main campus) was taken as a sample. A total of 2411 graduating students were sample of the study. Self-developed 23 items Self-Perceived Employability (SPE) instrument was used to collect data with five point likert type scale. Independent sample t-test was applied for comparison of public and private sector graduates. Results showed positive self-perceived employability in graduating students. Private university students' self-perceived employability was higher than that of the public university students. But, students' perception of employability on the basis of department was significantly different. Self-perceived employability for male and female was the same. Two-year program graduates had higher self-perceived employability than those of the four-year degree program.
A Study of University Teachers&apos; Approaches to Teaching at Undergraduate Level in Punjab, Pakistan
Author: Iqbal, Tanveer
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teaching Methods,Universities,Public Colleges,Private Colleges,Student Centered Learning,Gender Differences,Career Readiness,Education Work Relationship,Teacher Behavior,Beliefs,Critical Thinking,Problem Solving,Undergraduate Students,Social Sciences,Natural Sciences,Lecture Method,Teaching Experience

Teachers' approaches to teaching at undergraduate level in universities have long been considered very significant for students' learning. Teachers can develop critical thinking skills in students at this stage which in turn aid problem solving, that is essential to the social and economic development of a nation. This study aims to explore teachers' approaches to teaching at university level in Punjab, Pakistan through quantitative research and adaptation of the Approaches to Teaching Inventory (ATI), a reliable and valid survey instrument. Cluster stratified random sampling technique was applied to select one hundred and twenty teachers from eight public and private Universities. The results of this study indicate that the teachers use both Conceptual Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF) approaches. A comparison of approaches to teaching in public and private universities showed no significant difference between them. However, the results of this study indicated that female teachers use ITTF approach more than male teachers. Professional development of university teachers regarding approaches to teaching is recommended based on the findings of this study.
Development of Reading Skill through Activity Based Learning at Grade-VI in Khyber Pakhtunkhwa
Author: Haq, Zahoor-ul
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Student Motivation,Active Learning,Reading Skills,Grade 6,Secondary School Students,Reading Achievement,Teaching Methods,Conventional Instruction,Instructional Effectiveness,English (Second Language)

Foreign language learning may become exciting if students are motivated towards learning. Active learning and teaching methodologies can make a positive difference in students learning especially for second language learners. The current study investigates the outcome of using activity based learning method on the development of reading skills of Grade-VI students. The study employed pre-test, post-test equivalent group experimental design. The study population consisted of all 6 grade students (295,575) of Khyber Pakhtunkhwa. For the purpose of the study, a sample of 50 students was randomly selected from Government Shaheed Waseem Iqbal High School Tarkha. Experimental and control groups were formed by equal distribution of students i.e. 25 each onteacher made pre-test scores. In the same groups, low and high achiever students were also identified. While the experimental group was taught using activity based learning method, the control group received routine teaching instructions. For data analysis t-test for independent samples was used. Data analysis revealed that both groups had almost the same reading competency the before treatment as evidenced by pre-test scores. However, the experimental group showed better results in reading than control group on post-test. The findings suggest that teachers need to involve students in reading by conducting meaningful and demanding activities.
ELT Teacher Trainees&apos; Encounters with Syllabus Design
Author: Sarigöz, Iskender Hakki
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Teacher Education Programs,Preservice Teachers,Teaching Methods,Feedback (Response),Textbook Content,Content Analysis,Language Teachers,Grammar,Standards,Microteaching

In ELT (English Language Teaching) departments, prospective teachers come across a wide range of methodological domains which are applied and theoretical. Most of the instructional patterns can be practiced in microteachings. Upon feedback, the mistakes can be corrected and the procedures reworked if required. Nevertheless, syllabus, which is the basic system of instruction, is mostly out of reach in terms of 'design' in teacher training programs. Trainees may have access to discussions about the syllabuses of the course-books they analyze only if there is a course focusing on course-book analysis and adaptation in the teacher training program. Naturally, the applied concern with syllabus design is mostly at introductory level. In many geographies, syllabuses come ready and the publishers and instructors implement it with some flexibility. In classroom application, mostly, the contents sections of the course-books contain the language materials (grammar patterns and vocabulary) to be studied and they basically represent the syllabi to be followed by the instructors. There is generally on-line access to the curricula for further assistance. When teacher training is concerned, the pre-service familiarity with syllabus types and design plays an important part prospectively for the future implementation and assessment of the teaching programs. The trainees, in this respect, have to develop an insight into syllabus design and adaptation as well as types for further encounters. This argument attempts to touch on teacher trainees possible encounters with the syllabus. The encounters of the prospective teachers with syllabus design may be of very introductory nature such as discovering and examining the basics of syllabus design, types of syllabus, grammar and syllabus relationship, and syllabus adaptation. Naturally, the microteachings that trainees present contain language patterns from a syllabus. In this vein, their familiarity with syllabus issues is fundamental.
Towards a Democratic Algerian Curriculum Development through Secondary School EFL Teachers&apos; Involvement
Author: Gherzouli, Ikhlas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Secondary Education,Secondary School Teachers,Language Teachers,English (Second Language),Curriculum Development,Barriers,Professional Autonomy,Teacher Participation,Second Language Instruction,Power Structure,Government Role

This paper seeks to recommend a democratic model to curriculum development in Algeria that involves teachers by combining top-down government directives with bottom-up teachers-based creativities. More explicitly, the paper aims at exploring and identifying perceptions of secondary school EFL teachers' on their implementation of 2003 curriculum reform. The paper also aims at revealing barriers to their autonomy and involvement in curriculum development in order to pave the way for an understanding and planning towards such involvement. The critical paradigm was the conceptual framework guiding the research with data availed through a questionnaire for teachers and interviews with EFL secondary education inspectors. The findings advocated the existence of imbalanced power relation between the government and teachers with the former controlling and dictating curriculum, and excluding teachers from the whole developmental process.
Writing Skills Development among Students with Deafness at Elementary Level
Author: Malik, Munawar
Date: 2019-04-00
Type: Journal Articles
Subjects: Writing Skills,Deafness,Elementary School Students,Spelling,Revision (Written Composition),Foreign Countries,Urdu,Hearing Impairments,Males,Teaching Methods,Writing Instruction,Vocabulary

Assessment and evaluation are key aspects of teaching and instruction, which serve to promote learning through better planning. The procedures should be robust and be able to depict the grey areas for later reviews. Writing as an integral component of literacy, deals with convention and purpose -- essentials that need to be incorporated in children to develop them into quality writers. Writing evaluation has been catered on holistic grounds for much of the time however, for novice and challenged writers some analytical criterion has been proposed in literature. The present study was designed to develop a scientific and analytical tool for the evaluation of writing skills of the deaf that have been identified as struggling writers. Keeping in view the challenges of a typical Pakistani teacher of the deaf, the researcher aimed to develop an analytical tool for writing assessment. The population comprised deaf students studying in public sector schools in Lahore district. The sample comprised 20 students of elementary grades through convenient random selection. The developed tool having analytical qualities had an internal consistency (Cronbach's Alpha score) of 0.71. Conducted through a pre-post research design, the tool, when applied to the sample yielded better post-test scores in all three areas of planning, translating and reviewing, the sub variables of which included spelling, mechanics, ability to revise/ evaluate, coherence, cohesiveness, generation and organization of ideas, identifying its efficacy in terms of writing evaluation.
Evaluation of Outcomes-Based Private Junior High School English Curricula
Author: Alata, Elen Joy P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Private Schools,Junior High Schools,English Instruction,English Curriculum,Foreign Countries,Curriculum Development,Teacher Attitudes,Administrator Attitudes,Best Practices,Barriers

Outcomes-based education (OBE) is a current initiative in Philippine higher education institutions (HEIs) and high schools with widespread backing by government and standards bodies. However, direct studies of OBE intended curricula vis-à-vis their implementations in the classroom are lacking. It is, therefore, plausible and desirable that an evaluative study be conducted to be able to provide insights into the applicability of an outcomes-based curriculum in the Philippine junior high school context and learn from the teachers, the designers and implementers of the curriculum. This descriptive exploratory study looks into two exclusive junior High schools utilizing outcomes-based English curricula. Representative classes from all levels of junior high school have been observed. Feedback on the best practices and challenges to implementation has also been sought from the teachers. Findings show that OBE curriculum preparation had been tedious, challenging, and laborious. There have been limitations in time, training, and tools of teachers. Among the best practices noted by teachers are teacher knowledge on OBE, horizontal and vertical articulation, provision of clear parameters/standards of learning, aligned, authentic and appropriate classroom activities, and constant monitoring. There have been discrepancies though in terms of students' mastery of skills and time for preparation of outputs. Students do not always demonstrate the intended outcomes (knowledge, skills, values, and attitudes) the same way and at the same time. Successful OBE implementation requires schools to have clear vision-mission-goals (VMG), collegial relationship among faculty who are experts in their discipline and pedagogy.
An Analysis of Recognition of Compound Complex Sentences for Fossilized Errors in Teaching Writing
Author: Koçak, Arzu
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Recognition (Psychology),Sentences,College Freshmen,Foreign Countries,Sentence Structure,Instructional Effectiveness,Second Language Instruction,English (Second Language),Error Patterns,Preservice Teachers,Pretests Posttests

This empirical study investigated to what extend instruction (six-hour remedial teaching) aids recognition of compound complex sentences in teaching writing. The study also compared and contrasted students' recognition level of four types of sentences (simple, compound, complex and compound complex sentences) in teaching writing to find out the order of confusion for types of sentences. The data were collected through two tests (a pre-test and a post-test) administrated by 22 first year students in the Department of English Language Teaching (ELT) at Hacettepe University. The data gathered from the tests were analyzed quantitatively. Findings revealed that participants did better on sentence structure knowledge at the end of the course than at the beginning of the course. In addition, the results of the study indicated that there are significant differences among students' level of recognition for each type of sentence and the most confusing sentence type for the students is complex sentences.
Patterns of Gender and Disciplinary Disparities among Postgraduate Students&apos; Motivational Beliefs: A Multivariate Analysis
Author: Nausheen, Munaza
Date: 2019-04-00
Type: Journal Articles
Subjects: Gender Differences,Intellectual Disciplines,Graduate Students,Beliefs,Student Motivation,Public Colleges,Universities,Foreign Countries,Learning Strategies,Questionnaires,Value Judgment,Majors (Students),Student Educational Objectives,Study,Scheduling,Scores,College Admission,Academic Achievement,Goal Orientation,Test Anxiety,Self Efficacy

While most of the research on gender and subject level differences has been conducted with same group of students studying different subjects, these differences have been comparatively less examined at college/ university level among postgraduate students enrolled in different study domains. This paper presents the results of the multivariate analysis of covariance of motivation beliefs of the 368 postgraduate students in five different subject areas at a public university in Lahore Pakistan. A Questionnaire was developed by adapting scales from Motivated Strategies for Learning Questionnaire (MSLQ), to measure the motivational beliefs of students. The results of the study indicated that males and females have different levels of motivational beliefs with females being more test anxious and extrinsically motivated than males. These beliefs also varied across different disciplines of study and significant department wise differences were revealed in the motivational components of task value and test anxiety.