ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mistakes We Make and How We Correct Them: What I've Learned as a Consultant
Author: Boylan, Hunter R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Consultants,Error Correction,Developmental Programs,Community Colleges,Change Strategies,Transitional Programs,Articulation (Education),Adjunct Faculty,Faculty Development,Coordination,Attendance,Special Needs Students,Program Effectiveness,Policy Analysis,Educational Change,Educational Practices,Performance Factors

This manuscript describes five of the most common mistakes made in developmental education programs based on the author's experiences, which include consulting at over 200 community colleges. These mistakes include failing to create a seamless transition, failing to train adjunct instructors, failing to coordinate developmental programs, failing to enforce attendance policies, and failing to ensure that the students who need the most help get it. Each mistake is discussed and followed by a description of what community college developmental programs can do to correct these mistakes.
Situated Task-Based Language Teaching in Chinese Colleges: Teacher Education
Author: Liu, Yuying
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Task Analysis,Language Teachers,Teacher Attitudes,College Faculty,Questionnaires,Communicative Competence (Languages),Asians,Foreign Countries,Class Size,Professional Development,Sustainability,Educational Change,Curriculum,Feedback (Response),Mixed Methods Research,Likert Scales

This study investigated college EFL teachers' attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid responses. Results of this study are derived from discussion concerned with qualitative and quantitative data. The findings in the study show that though there are constraints from various aspects (including, the teaching materials, large class size etc.) for the successful implementation of TBLT, TBLT as a communicative teaching approach received very positive feedback from teachers. The majority of the teachers in this study hold positive views towards TBLT even though they have a low-level understanding of principles and practices of TBLT. The results addressed the issues existed in the pre-service and in-service training of Chinese EFL teachers. This study also highlighted the need for the Chinese ELT teachers to further develop their professional skills in terms of their competence to deal with large class size teaching, material development and English proficiency. Based on the findings, suggestions for teacher education and further development were made. This research is intended to yield informative insights regarding sustainable curriculum change management, policy implementation and professional development of English teachers in the Chinese EFL context.
Integrating Mathematics with Writing
Author: Tong, Jo Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Education,Integrated Curriculum,Integrated Activities,Content Area Writing,Writing Assignments,Mathematical Concepts,Teaching Methods,Vocabulary Development

Since the learner is actively engaged when composing writing assignments, integrating math through various writing modes can enhance and strengthen students' understanding of math concepts. Two expository writing assignments, an acrostic poem and a vocabulary activity, are demonstrated. Writing can have a positive effect on learning as students synthesize, analyze and evaluate course content in an organized schema. Assigning writing activities to mathematics students will encourage them to read their math textbook and other material such as math websites on the Internet in greater depth.
The Co-Sat Class: Strategies for Teaching Combined Levels of Developmental English
Author: Pireh, Diane Flanegan
Date: 2009-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Teaching Methods,Classroom Techniques,Affective Behavior,Student Needs,Remedial Reading,Writing Instruction,English Instruction,College Students,College Faculty,Integrated Activities,Assignments,Planning,Cooperative Learning,Heterogeneous Grouping

This article presents strategies for teaching a co-sat class, a class wherein students who place into two different levels of developmental English are taught concurrently in one classroom with one instructor. The article describes organizing the course on a framework of shared topics, includes a model for managing classroom activities, and gives practical suggestions for attending to the affective domain of students in a combined class.
Instilling Hope in Students
Author: Bashant, Jennifer L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Student Attitudes,Positive Attitudes,Well Being,Self Efficacy,Attendance,Grades (Scholastic),Academic Achievement,Life Satisfaction,Athletics,Physical Health,Interpersonal Competence,Educational Strategies,Goal Orientation,Problem Solving,Thinking Skills,Critical Thinking,Student Motivation,Best Practices,Student Empowerment,Evidence Based Practice

Why is hope such an important concept for schools to consider? Research has clearly demonstrated that more hopeful students perform better in school and in life than less hopeful students. Hopeful thought reflects the belief that one can find pathways to desired goals and become motivated to use those pathways. As a result, hope drives the emotions and well-being of people, which are essential components of one's happiness and success in life. Hope is positively associated with the following outcomes: (1) self-efficacy and self-worth; (2) better attendance; (3) optimism; (4) higher grades; (5) life satisfaction and well-being; (6) athletic achievements; (7) physical health; and (8) social competence (Snyder, Rand, and Sigmon 2000). Research in positive psychology suggests that creating hope may be a process we can control versus being an inborn attribute (Sheehan and Rall 2011). To have a hopeful school, you must have hopeful teachers as they are the engine driving hope. This paper discusses the three components of Hope Theory, strategies for instilling hope in students, and evidence-based programs that have been shown to significantly increase hope in students in particular grades.
Predicting Bachelor's Degree Attainment for Developmental Math Students
Author: Burley, Hansel
Date: 2009-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,National Surveys,College Graduates,Academic Degrees,College Students,Developmental Studies Programs,Remedial Mathematics,At Risk Students,Grade 10,Mathematics Skills,Secondary School Mathematics,Socioeconomic Status,High School Students,Student Attitudes,Self Determination,Predictor Variables,Parent Attitudes,Teacher Attitudes,Peer Influence,Standardized Tests,Statistical Analysis,Grades (Scholastic)

This study used the National Educational Longitudinal Study: 88 /2000 (NELS 88: /2000) dataset to explore characteristics associated with college degree attainment. The study was informed by Ajzen's Theory of Planned Behavior. The sample size was 6,832 postsecondary students. The findings revealed that developmental math students were less successful in obtaining a degree than students not taking developmental math. However, a relatively large percentage of developmental math students were successful in obtaining a degree. In addition, factors including 10th grade math competence, socioeconomic status, and 10th grade beliefs about the ability to control life events were key predictors of degree attainment.
Introducing Newspapers in Developmental Reading Classes
Author: Karstadt, Roberta
Date: 2009-00-00
Type: Journal Articles
Subjects: Newspapers,Developmental Programs,Reading Instruction,Instructional Materials,Teaching Methods,Reading Strategies,Familiarity,Journal Articles,Academic Discourse,Educational Strategies,College Freshmen

Newspapers are an effective educational and motivational tool in developmental reading classes. However, many students are unfamiliar with newspapers and read them infrequently. In order to foster newspaper reading and familiarize the college freshmen enrolled in their developmental reading classes with newspapers, the writers of this article developed and successfully used the seven strategies presented in this article.
Telling &quot;My Story&quot;: Revisiting the Autobiographical Essay in the Composition Classroom
Author: Fisanick, Christina
Date: 2007-00-00
Type: Journal Articles
Subjects: Autobiographies,Essays,Writing (Composition),Writing Instruction,Writing Assignments,Prompting,College Instruction

Although arguments about the personal essay in the writing classroom have been taking place since before composition studies even existed as an academic field, the author thinks that in light of a renewed interest in autobiographical writing in the academy and in popular culture, it is important to take another look at this type of writing. Writing about the self in the form of the often-assigned autobiographical essay is controlled by the expectations of the self in the economy of the university, and students willingly and sometimes even forcefully engage in the type of writing that represents the self as disembodied, coherent, and stable. Students often use autobiographical writing assignments to repeat &quot;my story,&quot; a safe and linear narrative that is validated in the composition classroom and in mainstream culture because it replicates the self as a knowable and unified object. A poststructural approach to the autobiographical essay assignment can move students and their writing beyond these problematic, if comfortable, confines and help them explore their lives in writing that is more rhetorically rich and complex. In this article, the author shares her own autobiographical essay, presents her favorite prompts that encourage students to explore their lives and their writing in ways that perhaps college entrance or scholarship essays may not have allowed, and discusses evaluation of autobiographical essays.
Optimizing EFL Learners' Sensitizing Reading Skill: Development of Local Content-Based Textbook
Author: Arifani, Yudhi
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Materials,Textbook Preparation,Second Language Instruction,College Students,Local Issues,Content Analysis,Tourism,Phrase Structure,Interviews,Music,Culture,Identification,Networks,Writing Instruction,Grammar,Layout (Publications),Reading Comprehension,Illustrations,Needs Assessment,Foreign Countries,Questionnaires

The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners' needs for the first semester students of English department at university level, who rarely or even never have a direct contact with native speakers, with meaningful and contextual reading textbook in an EFL setting is worth contributing. This study utilizes research and development paradigm within four stages, namely planning, development, try-out, and textbook revision. The textbook development resulted fifteen chapters containing fifteen local reading passages from various famous local tourism objects, famous public figures, cultures, traditional cuisines, and music. Each chapter encompasses eight exercises generated from the reading text itself with approximately from 400 to 600 words. Those exercises cover picture reading preview and identification, lexical sets, collocation and formation, literal, interpretive, and critical comprehension, and networking activity through interview and writing activity beyond the text. The average result of textbook validation from reading experts, English practitioners, and learners revealed the average score was 3.76 within the interval 1 to 4 and it was sorted out into &quot;good&quot; category. Further, revisions toward grammatical error, diction, instruction clarity and picture lay out were also addressed and refined. As the textbook effectiveness toward the improvement of learners' reading comprehension is not measured yet, so an experimental study is welcome for further research to address the issue of textbook effectiveness.
The Effectiveness of Using Mobile on EFL Learners' Reading Practices in Najran University
Author: Hazaea, Abduljalil Nasr
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reading Instruction,Males,College Students,Telecommunications,Handheld Devices,Technology Uses in Education,Mixed Methods Research,Pretests Posttests,Semi Structured Interviews,Student Journals,Teaching Methods,Educational Technology,Dictionaries,Photography,Online Searching,Access to Information

This paper investigates the efficiency of using mobile technology in English as a Foreign Language (EFL) reading classroom of 30 male students at Preparatory Year, Najran University. Specifically, the study aims to explore the role of this new integrated method in enhancing the EFL learners' reading practices. Integrating Freebody and Luke's (1990) four resources model of reading practices within Mobile Assisted Language Learning (MALL), a mix-method research design was used in this study. The reading class was allowed and encouraged to implement specific mobile features and applications. A pretest was employed to construct the baseline data. During the treatment, WhatsApp group, self-reflection journals, posttest, and semi-structured interviews were used. The findings revealed that using mobile WhatsApp, online and offline dictionaries, mobile camera, online resources, and memos remarkably improved the participants' code breaking practices and text participation practices; text using and text analyzing practices were slightly improved. Participants used the aforementioned tools and features to share images, photos of summaries and mind maps and to look up for new vocabulary, pronunciations and parts of speech. The study recommends further investigation on the effect of WhatsApp on writing practices.
Willingness to Communicate in English among Iranian EFL Students
Author: Aliakbari, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Foreign Countries,Second Language Instruction,Language Usage,Language Skills,Anxiety,Interpersonal Communication,Competence,Questionnaires,Private Schools,Statistical Analysis,Correlation,Structural Equation Models

Much has been written on the determinants that can expedite or hinder learners' willingness to communicate in second and foreign language contexts. Though the literature is abundant with studies on many of these variables, little if any can be found to have targeted EFL students of private institutes in Iran. An effort was made in this study to examine the simultaneous impact of anxiety, self-confidence, communicative competence, and international posture on 194 Iranian EFL students' willingness to communicate. To this end, a structural equation modeling analysis was used to examine the proposed model of the study. The results revealed that students' willingness to communicate is directly related to their attitude toward the international community, their perceived linguistic competence and self-confidence. The study concludes with certain pedagogical implications.
What Can They Do with an English Major?: Showing Students the Breadth of the Discipline through the Introductory Course to the Discipline and Advising
Author: Brown, Kevin
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),English,College Graduates,Introductory Courses,Academic Advising,Career Readiness,Career Guidance,Employment Opportunities,Teaching (Occupation),Student Surveys

To say that English undergraduates struggle with their post-graduate identities is to understate the obvious. Almost every article or book that discusses career paths or the job market for graduates with a degree in English relates that students do not know what to do with an undergraduate degree, save for teaching or graduate studies in English. Most professors do not know what their graduates do after they leave their institution. Thus, they continue to teach, as if all of their students will pursue graduate work or teach. This ignorance leads to a curriculum and advising that does students a disservice. This article discusses the importance of examining where graduates actually work so that adjustments can be made in courses and interactions with students to better help them see all of their true possibilities. Those who argue that a major overhaul of the English curriculum is not necessary--that the major is already well designed for those who are interested in the broader range of this discipline--are correct. Reading and analyzing literature has been preparing students for a range of interests for decades, as previous survey information communicates. Thus, it is not necessary to revise English degrees to make them more practical; instead, the way English professors communicate their discipline to their students must be reshaped. There are two areas where professors can give students this message in ways that do not disrupt English departments, but that will still serve students well: (1) the introductory course to the English major; and (2) advising. The discipline of English is a solid preparation for a wide variety of jobs, as decades of English majors have shown us. However, students need to know what professors are preparing them for in all its permutations; otherwise, English professors have merely taught them literature and not how and why it can matter.
Fateful Women in Ferdowsi Shahnameh
Author: Loveimi, Soheila
Date: 2016-00-00
Type: Journal Articles
Subjects: Role,Cultural Maintenance,Self Concept,Females,Mythology,Poets,Foreign Countries,Sex Role,Poetry,Mothers,Ethics,Imagery

Shahnameh as one of the most important literary works that reflects the pure thoughts of the past Iranians, plays a key role in preserving the Iranian cultural heritage and national identity. Mythology helps us to understand the civilizations included the cultures. For example, the image of the women in the literary works is different from their modern popular image that ignores the real position of the women. Abu ?l-Qasim Ferdowsi, the highly revered Persian poet, is one of the literary figures who considered the role of women in his literary masterpiece in spite of the prevailing attitudes towards the women in his era. Some studies, due to the lack of understanding the Ferdowsi's poems, have claimed that he is a misogynist poet. However, Ferdowsi has equally ranked men and women in his long epic. For example, there are a number of chaste and compassionate mothers in Shahnameh, who play a vital role in shaping the epic character of the heroes. Or, the women who fall in love and relinquish all her possessions for the sake of fruition, such as Manijeh and Katayun who leave the king's court for the sake of love. Ferdowsi's imagery of women is not a descriptive account of their charming superficial beauties, but it reflects the wisdom, bravery, and belligerency of these women.
Comparison of Native and Non-Native English Language Teachers' Evaluation of EFL Learners' Speaking Skills: Conflicting or Identical Rating Behaviour?
Author: Ekmekçi, Emrah
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Native Speakers,Non English Speaking,Second Language Instruction,English (Second Language),Language Teachers,Student Evaluation,Speech Skills,Oral Language,Language Fluency,Language Proficiency,Scores,State Universities,College Students,Foreign Countries,Correlation,Statistical Significance,Pronunciation,Accuracy,Vocabulary,Communication Strategies,Language Tests,Statistical Analysis

Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers' evaluation of EFL learners' speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of &quot;independent samples t-test&quot; and &quot;Pearson product-moment correlation test.&quot; Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students' oral proficiency.
A Case Study of Question Formations of the Saudi EFL Learners at Bisha University
Author: Ahmed Al-Hassaani, Abdulbari Mahboob
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Questioning Techniques,Course Descriptions,English (Second Language),Second Language Learning,Questionnaires,Foreign Countries,Second Language Instruction,Student Surveys,Native Language,Interference (Language),Grammar,College Students,Teaching Methods,Student Needs,Difficulty Level,Statistical Analysis

This paper has studied the question formation techniques used by the Saudi students at Bisha University. It addresses the problems faced by the students in forming questions in English. The study has identified that a large number of the students suffer from the lack of proper grammar rules in forming various types of interrogative sentences and also from the intense mother tongue interferences. The research has attempted to discover the degree of the students' difficultness/difficulties in forming questions and analyses the various types of their problems. The paper has also correlated the problems in the area, and the syllabus, the materials, tasks, and methodology prescribed. To achieve this objective, a questionnaire based survey has been used as a research tool to obtain data from both the girls' and boys' colleges of the University of Bisha. The survey comprised students' questionnaire and the tests based on Wh- questions and yes-no question formations in English. The survey has identified that most of the students had problems in forming interrogative sentences due to the mother tongue interferences. The study has also highlighted a few major problems, for instances, the syllabus is indifferent to the needs of the students, and not enough emphasis is done specifically on the English question formation aspect of the grammar. The author concluded the study with the hope that the educationalists and other stakeholders realize that no course is fruitful unless: 1) It is interesting, 2) It effects a progressive change in the ability level of the learners, and 3) It helps the students to use their potentiality to the optimum level.