ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service EFL Teachers&apos; Perceptions of Online Instructional Tools
Author: Bayram, Ilknur
Date: 2022-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Student Attitudes,Foreign Countries,Teacher Education Programs,Computer Assisted Instruction,Online Courses,Electronic Publishing,Technology Integration,Decision Making

This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs' perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data were gathered in the academic year of 2018-2019 through an online survey developed by the researchers. The survey was comprised of three sections; (1) demographics, (2) the frequency of teacher educators'(TE) and PETs use of OITs in an English language teacher education program, (3) PETs' intention of using OITs upon graduation. Two open-ended questions were also asked to find out what might motivate or discourage PETs from using OITs when they become teachers. Results indicate that TEs always use and PETs mostly plan to use videos and presentation tools when they start serving as teachers. However, TEs do not make use of MOOCs, online ELT courses, and blogs as much as expected. Similarly, PETs do not plan to integrate them into their teaching. The reasons underlying their choices are presented in the study.
Digital Media and Its Implication in Promoting Students&apos; Autonomous Learning
Author: Wiwin, Darwin
Date: 2022-02-00
Type: Journal Articles
Subjects: Independent Study,Multimedia Instruction,Instructional Effectiveness,Information Technology,Research Reports,Teaching Methods,Computer Software,Computer Assisted Instruction,Distance Education,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Integrated Learning Systems

Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills independently. This research aimed to present meaningful information for the readers about the effectiveness of digital technology in promoting students' autonomous learning by answering the two research questions; what kinds of digital technology's characteristics, and which digital technology condition effectively promotes students' autonomous learning. The Systematical Literature Review includes seven articles selected from 19 articles in Google scholar, 1.215 articles in Science direct, and four articles in Sinta (1, 2, 3, 4, 5, and 6). The reviewed articles indicated seven apps; Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Quizlet, Socrative, Sli-do, and Three-Dimensional (3D). The virtual environments allow students to promote their autonomous learning in such conditions as long-distance learning, classroom learning activities, and self-training activities.
EFL Students&apos; Perception on the Use of Voice Note to Reduce Their Speaking Anxiety
Author: Hapsari, Audrey Ayu
Date: 2022-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Audio Equipment,Speech Communication,Anxiety,Grade 10,Secondary School Students,Foreign Countries,COVID-19,Pandemics,Electronic Learning

The COVID-19 outbreak has forced our education process into online learning. Unfortunately, the suddenness has left both teachers and students unprepared, causing students to experience some degree of anxiety, particularly in foreign language speaking skills. This study aims to investigate students' perception of voice notes to reduce students' speaking anxiety. This study employed a quantitative approach with a survey study and used a questionnaire as the instrument. The participants of this study were tenth-grade students of SMAN 1 Malang who took extra English class as their cross-interest subject in high school. This study showed positive responses regarding using voice notes in a speaking activity conducted in ELT class as students thought it could reduce their speaking anxiety. Voice note then provides a new learning media that is less stressful and pressuring on ELT in an online setting.
Examining Teacher Opinions of Age and Duration of English Language Support in International Schools
Author: Lehman, Clayton
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Language Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),International Schools,Language Acquisition,Foreign Nationals,Age,Time Factors (Learning)

International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support. Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.
Why Narrative Poetry Still Matters in Stylistics
Author: Acim, Rachid
Date: 2021-00-00
Type: Journal Articles
Subjects: Poetry,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Styles,Teaching Methods,Trust (Psychology),Memorization,Empathy,Narration,Learning Processes,Learner Engagement,Cooperative Learning,Student Attitudes,Higher Education,Undergraduate Students,Discourse Analysis,Action Research,Student Characteristics,Literary Criticism

In Morocco, debates over English language instruction have marginalized poetry as a distinct literary genre. The shortage of poetry events arguably makes poetry teaching both daunting and intimidating. Besides fostering trust, memorization, and empathy, helping students develop a penchant for English language, as well as humanity, poetry, and narrative poetry, in particular, proffers teachers ample opportunities to fully engage students in the learning process. Not only does it awaken their senses and make them establish connections but leads them to think in a critical way about the world around them. In this paper, the teaching of narrative poetry through the cooperative approach is negotiated along with its value and pertinence for the stylistics course.
The POW+TREE Strategy&apos;s Effects on the Argumentative Writing of Struggling Secondary Students
Author: Grünke, Matthias
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Persuasive Discourse,Writing Instruction,Writing Difficulties,Secondary School Students,Writing Strategies,Foreign Countries,Grade 9

The present study aims to evaluate the effects of an argumentative writing strategy (POW+TREE) on four struggling ninth graders' ability to produce persuasive texts regarding their point of view on different questions. I applied a multiple-baseline design to evaluate outcomes across participants. The results indicate the intervention helped students to write more extensive essays, and evidence shows an increase in quality. Follow-up data suggest the effects remained after the treatment ended. I also discuss future research and the findings' implications for practitioners.
Exploring English Department Students&apos; Perceptions on Using Grammarly to Check the Grammar in Their Writing
Author: Fitriana, Kesi
Date: 2022-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Technology Uses in Education,Computer Software,Grammar,Writing Instruction,Barriers,Affordances,College Students,Foreign Countries

There are many online platforms which can help the students to check their grammar. To correct their writing, students usually use online grammar checkers such as Grammarly. This research was conducted to know the English department students' perspective of Grammarly software as the media to check the grammar in their writing. This research was conducted by using a descriptive qualitative method. The data of this research were taken through a questionnaire. By conducting this research, researchers hope that students can have an idea about Grammarly as one of the online grammar checkers. The result of this research showed that Grammarly gives beneficial for students. Grammarly really helps the students to correct their writing. However, Grammarly still has some drawbacks, such as miscorrection and limited feature for the free version, yet students agree that Grammarly help them a lot.
Idiosyncratic Development of Receptive and Free Active Vocabulary: To What Extent Do Essay Types and Receptive Vocabulary Contribute to the Lexical Richness?
Author: Yildiz, Mustafa
Date: 2022-02-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Rating Scales,Receptive Language,Academic Language,Language Tests,Essays,Language Proficiency,Mastery Learning,Scores,Writing Evaluation,Language Usage,Comparative Analysis,Computational Linguistics,Language Teachers,Teacher Education Programs,Word Lists,Word Frequency

Investigating lexical richness is a continuing concern within vocabulary studies. The present study aims to contribute to this growing area of research by exploring EFL learners' free active vocabulary by dividing them into groups based on their receptive vocabulary. It seeks to explain the role of different essay types and proficiency levels based on receptive vocabulary knowledge on learners' free active vocabulary. The study includes the works done in a 15-week academic term by 26 EFL students with C1 level English proficiency. At the beginning of the research, the participants are applied Vocabulary Size Test (Nation &amp; Beglar, 2007) to determine their receptive vocabulary knowledge and divided into two groups according to their results from VST: the more proficient group who master 8,000 or more word families and the less proficient group who master less than 8,000 word families. Throughout the semester, they have written two essays on each of two different essay types: comparison-contrast essay and cause-effect essay. In order to determine the participants' free active vocabulary, two different scores, i.e., detailed Lexical Frequency Profile (Laufer &amp; Nation, 1995) and condensed Lexical Frequency Profile (Laufer, 1995), are calculated in the writings of the participants. The results indicate that neither essay types nor proficiency based on receptive vocabulary knowledge has any significant effect on learners' free active vocabulary.
Implications of Oral Presentation for Fostering Learners&apos; Autonomy: A Case Study with Audi Learners Majoring in English as a Foreign Language
Author: Suliman, Wijdan Mohieldeen Mohammed
Date: 2022-02-00
Type: Journal Articles
Subjects: Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Student Attitudes,Oral Language,Self Esteem,Self Concept,Independent Study,Personal Autonomy,Foreign Countries,Public Speaking,Learning Motivation,Instructional Materials,Educational Needs

The present paper focuses on pinpointing the implications of Oral presentation for fostering learners' autonomy by employing experimental and qualitative research methods. The study investigated a group of participants comprised of 15 students majoring in English as A foreign language (EFL) at Qassim University. The key data was collected from the participants who were interviewed through a focusing group interview conducted on purpose to obtain a deeper insight into Saudi learners' perceptions of how oral presentation provides opportunities for them to foster autonomy learning. The results are enlightening, as the students of College of Science and Arts in Al Asyah comprised in the sample find an overall positive satisfaction with the oral presentation as they believed that oral presentation did not only help them decide on materials, plan and prepare it for a class presentation but also it provided them with motivation to learn English, gained self-esteem, confidence and become active learners. Finally, oral presentation stimulated learners to create their own identity of learning the English language and enabled them to sort out their learning materials that satisfy their learning needs.
Indonesian EFL Teachers&apos; Perceptions on Formative Assessment in Writing
Author: Wijaya, Kristian Florensio
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Teacher Attitudes,Formative Evaluation,Writing Evaluation,Educational Benefits,Writing Improvement

Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers' perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics.
Peer Feedback to Improve Indonesian Adult Learners&apos; Writing Skills: A Literature Review
Author: Damanik, Juli Yanti
Date: 2022-02-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Foreign Countries,Adult Students,Writing Skills,Literature Reviews,English (Second Language),Second Language Learning,College Students,Cooperative Learning

Demonstrating good writing skills in English is considered important to master for students in tertiary level. In addition, as higher education institutions in Indonesia have been conducting teaching and learning activities online to mitigate COVID-19 viral spread, students' engagement in learning has been reported to be low due to boredom and tiresome in an online learning environment. Therefore, teachers need to plan and implement strategies to promote students' skills in writing and students' engagement in learning activities, in this case writing course. One of them is by practicing peer feedback. The purpose of this paper is to critically review peer feedback in improving Indonesian adult learners' writing skills in English course. In this literature review, 23 documents (a book chapter and peer-reviewed articles) were synthesized to find how peer feedback is relevant and beneficial in the tertiary education context. This paper argues that peer feedback is advantageous in improving adult learners' writing skills in that it facilitates meaning negotiation, it fosters critical thinking, and it promotes collaborative learning. However, teachers should anticipate possible issues emerging in peer feedback practice by providing pre-requisite training for students.
Revealing the Secrets of the English Teacher&apos;s Excellent Proficiency: An Interview Study
Author: Atmojo, Arief Eko Priyo
Date: 2022-02-00
Type: Journal Articles
Subjects: Language Proficiency,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Females,Language Tests,Teacher Attitudes,Self Motivation,Learning Motivation,Learning Experience,Interests,Foreign Countries,Rating Scales,Guidelines,Linguistic Input

This study tries to shed light on what makes the English teacher's proficiency excellent and how these factors help the English teacher achieve excellent proficiency. One female English teacher from a private secondary school participated in this study. Her excellent English proficiency is proven by some proficiency test certificates such as TOEFL and CEFR. Data were garnered through a series of semi-structured interviews based on well-prepared interview guidelines. The principles of data saturation were applied to ensure the credibility of the data. The data analysis was done by employing thematic content analysis. The results suggest that there are four main factors that contribute to the English teacher's excellent proficiency. These factors include high self-motivation, long learning experience, diverse kinds of exposure, and various kinds of practices. Several affective factors like the feeling of fun, enjoyment, and interest also contribute to the process of language learning and acquisition which leads to excellent English proficiency. Further studies on English proficiency are still encouraged with different methods, settings, and contexts.
A Praxeological Analysis of Pre-Service Elementary Teacher-Designed Mathematics Comics
Author: Putra, Zetra Hainul
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Teacher Developed Materials,Cartoons,Mathematics Skills,Praxis,Content Analysis,Mathematical Concepts,Numbers,Fractions,Arithmetic,Measurement

Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics. Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by preservice elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks.
Students&apos; Perception on Using Short Story to Develop Vocabulary at SMP Regina Caeli Cileungsi
Author: Sembiring, Marcelia
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Grade 8,Literary Genres,Vocabulary Development,Skill Development,Second Language Learning,English (Second Language)

Short stories are believed to be a powerful educational tool and play critical roles in EFL classrooms as they provide advantageous authentic learning material, facilitate language development, offer cultural enrichment, and boost personal involvement. This study aimed at describing students' perception of using short stories to develop vocabulary. Employing a cross-sectional survey design, the study was conducted at SMP Regina Caeli Bogor in April 2020 and involved 59 eighth graders Data was collected using an online questionnaire. The findings showed that the participants had a positive perception of using short stories to develop vocabulary. Thus, the majority of students at SMP Regina Caeli Cileungsi viewed the use of a short story as interesting, useful, and easy to develop English vocabulary.
The Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners: The Case of Dual N-Back Task
Author: Marashi, Seyed Mojtaba
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Short Term Memory,Vocabulary Development,Recall (Psychology),Retention (Psychology),Program Effectiveness,College Students,Executive Function,Intervention,Computer Software

Working memory plays an important role in learning since it serves as the buffer between past sensations and future behavior, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of working memory training on vocabulary recall and retention of Iranian EFL learners using the dual N-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. After the treatment, immediate and delayed vocabulary posttests were administered. The obtained data were analyzed through two-way repeated-measures ANOVA and independent samples &quot;t&quot;-tests. The results showed that the experimental group outperformed the control group in target words' recall and retention.