ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptual Learning Style Preferences of English Major Libyan University Students and Their Correlations with Academic Achievement
Author: Hamed, Muftah
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Second Language Learning,Second Language Instruction,English (Second Language),Academic Achievement,Majors (Students),Student Attitudes,Correlation,Undergraduate Students,Foreign Countries,Language Tests,Scores,Learning Processes

Exploring perceptual learning style preferences and their relationships with academic achievement is important to success in teaching and learning language. The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan EFL University students majoring in English at Omar Almukhtar University and to check whether there is a significant relationship between students' perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questionnaire developed by Kinsella (1994) was used to collect data and final semester examination scores were used to determine the average academic achievement for each participant. The findings showed that tactile style was the most dominant learning style among the students followed by auditory style while kinesthetic style was the least favoured learning style. The findings also revealed that there was a significant relationship between students' learning style preferences and their academic achievement; the strongest correlation (r=0.30, P&lt;0.01) was found between the auditory learning style and academic achievement. The findings are discussed in this study with implication for university instructors to identify their students' perceptual learning style and match them with their teaching style to influence students' achievement, and deliver their lectures by using different approaches and techniques to ensure that the learning process is effective and efficient for a great number of their students. This study contributed to the EFL field in Libya by providing clear information on students' learning style preferences and their correlation with academic achievement.
Teaching Communicatively in a Classroom with Mobile-Sourced Materials
Author: Walsh, Rupert
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Communicative Competence (Languages),Computer Assisted Instruction,Telecommunications,Handheld Devices,Student Attitudes,Second Language Learning,Second Language Instruction,Undergraduate Students,Student Motivation,Learning Motivation,Independent Study,Computer Games,Individualized Instruction,English (Second Language),Foreign Countries,Language Tests,Foreign Students,Comparative Analysis

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners' impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner's own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.
The First Field Experience: Perceptions of ESOL Pre-Service Teachers
Author: Khoshnevisan, Babak
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teachers,Teaching Methods,Student Attitudes,Public Schools,Field Experience Programs,Grounded Theory,Diaries,Case Studies,Teaching Skills,Faculty Development,Cultural Awareness

Researchers have recognized pre-service teachers' field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers' perceptions of field experiences. In this inquiry, we focused on pre-service teachers' perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants' journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers' perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan's (2017) developmental stages of teachers.
Preschool History Geography Curriculum and Its Effects on Emotional Intelligence
Author: Yüksek-Usta, Semiha
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Geography Instruction,Curriculum,Emotional Intelligence,Foreign Countries,Diversity,Social Studies,Program Effectiveness,Empathy,Consciousness Raising

This study was conducted to prepare the Preschool History Geography Education Curriculum for 60-72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. &quot;The Preschool Education Curriculum of the Ministry of National Education of Turkey&quot; (2013) was implemented in the control group. The data of the study were collected using the &quot;Sullivan Scale of Emotional Intelligence for Children&quot; and &quot;Sullivan Brief Empathy Scale for Children&quot; and &quot;Scale of Respect for Diversity.&quot; As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.
Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication
Author: Knochel, Aaron D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Manufacturing,Art Education,STEM Education,Kinesthetic Methods,Computer Peripherals,Design,Computer Uses in Education,Interdisciplinary Approach,Culturally Relevant Education

We review the development of a mobile makerspace platform focused on digital fabrication in particular additive manufacturing (AM) or what is more commonly referred to as 3D printing. We engage in a reflexive analysis of our curriculum development as a part of the iterative process of this design-based research project. We review the component parts of our Material to Form curriculum, reflecting on the events of the makerspace platform as they symbiotically informed and catalyzed the iterative development of the curricular component. Our analysis is focused on thematic curricular ideas stemming from the uncertain material and disciplinary possibilities of digital fabrication. Our reflexive method draws from our own identity as arts education researchers working within STEAM frameworks to analyze researcher-participant knowledge of the mobile makerspace events. We also draw upon a mixed method dataset that offers insight into participant engagement to better understand iterative development of curriculum. In our analysis of this curriculum development, we highlight both implications for engaging interdisciplinarity and connecting across disciplines through culturally responsive teaching. The outcome is a unit of curriculum for using digital fabrication in classrooms that offers theoretical and practical considerations concerning design thinking and digital fabrication for STEAM practitioners.
Complex Interplay of Cognitive and Strategic Processing in EFL Listening: Implications for Teaching
Author: Rukthong, Anchana
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Cognitive Processes,Multiple Choice Tests,Listening Comprehension Tests,Language Tests,Undergraduate Students,Student Attitudes,Word Recognition,Listening Skills,Learning Strategies,Language Processing,Teaching Methods,Instructional Materials,Foreign Countries

Although listening is key to communication, it remains the least studied skill compared to other skills, both at the national and international levels, among learners of English as a foreign language (EFL). There is also often a lack of awareness among scholars and teachers of how listening takes place, how it is best taught, and how it can be studied. To fill this gap, this study investigated the process of listening activated by Thai EFL learners while listening for comprehension. Twenty-four undergraduate participants were asked to complete a 30-minute multiple-choice listening test, with stimulated recalls conducted immediately afterward. Their stimulated recall transcriptions, listening notes and test responses were analyzed to identify which cognitive processes and strategies they used while listening and to investigate the extent that they were successful as listeners. The results showed that although the participants activated cognitive processes for listening at both the lower and higher levels, the majority, both high and low ability listeners, reported relying more on processes at the lower level (word recognition and parsing). Common strategies used by the participants are inferencing, elaboration, and comprehension monitoring. The activation of the cognitive processes and strategies was interactive and interrelated in a very complex way. Based on the findings, implications are discussed for how effective listening skills are best taught in the EFL classroom, what kinds of materials should be used, and how listening skills can best be assessed.
&apos;Welcome to the Business of Living&apos;, a Translation of Lexical Metaphor on a Company Website: A Case of Emirates Airline
Author: Chueasuai, Pasakara
Date: 2021-00-00
Type: Journal Articles
Subjects: Business English,Translation,English (Second Language),Air Transportation,Foreign Countries,Figurative Language,Language Usage,Semitic Languages,Language Processing,Thai,Web Sites,Marketing,Salesmanship,Classification,Comparative Analysis

Lexical metaphor functions as a rhetorical device that embellishes the texts with figurative meanings. In non-literary texts such as commercial texts on company websites, lexical metaphor can help to promote the company image and sales. It is vital in the service sector such as the airline industry where the competition is sky-high. This paper attempts to identify the lexical metaphor appearing on the English and Thai websites of Emirates Airline following Dickins' (2005) classification of lexicalised and non-lexicalised metaphors. The study also explores how the lexical metaphors are rendered into Thai by means of literal translation and adaptation. It is found that more lexicalised metaphors are identified in comparison with the non-lexicalised type. As for the types of translation, literal translation plays more part in retaining while adaptation tends to remove the original metaphorical form and meaning in the translated version.
Connecting Strategies in Mark Zuckerberg&apos;s Commencement Speech at Harvard University
Author: Jaroenkitboworn, Kandaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Speeches,College Graduates,Discourse Analysis,Religious Factors,Audience Awareness,Personal Narratives,Entrepreneurship,Racial Bias,Global Approach,Humor,Language Styles,Video Technology

This research aims to analyze Mark Zuckerberg's Commencement Speech at Harvard University to explore its wording and the interaction between the speaker and the audience. A Multimodal Discourse Analysis approach (MDA), and the concepts of intertextuality and interdiscursivity were adopted in this study. The results show that intertextually, Mark Zuckerberg narrated his experiences and stories, quoting famous sayings, and inserting religious text into his speech. Interdiscursively, he imported different discourses including discourse on entrepreneurship, discourse on racism, and discourse on globalization. These mechanisms helped weave his speech text coherently and harmoniously into the context. Moreover, his actions and interactions, for instance, joking with the audience, made the formal style of speech delivery more casual, reducing the distance between the speaker and audience. Also, the audience members were encouraged to become engaged in his speech, helping to create harmony among both the local and global communities.
Local Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-Examining Roles and Implications
Author: Charoenroop, Pattrawut
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Private Education,Tutoring,College Bound Students,Educational Benefits,Faculty Development,Role of Education,Tutors,Foreign Countries

Private tutoring has, over the past decades, been a key educational phenomenon for Thai college-bound students, having received both praise and condemnation. This qualitative case study shows that private English tutoring in Thailand has expanded beyond the 'shadow education' discussed by Bray (1999). Five tutor-student pairs were interviewed via Zoom video conference and the interviews were analyzed by theme. Results indicate the social, educational, and economic benefits of private education, as well as its far-reaching effects on personal growth, professional development, and life prospects. Concerns about educational inequality introduced by the tutoring industry, and its uneasy co-existence with mainstream education, are also discussed.
Types of Context Clues and Vocabulary Meaning Inference: Abilities and Perceptions of English Major Undergraduate Students
Author: Wongwiwattana, Suchaniya
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Cues,Context Effect,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Strategies,Inferences,Vocabulary Development,Majors (Students),Word Recognition,Correlation,Student Attitudes,Language Tests,Liberal Arts,Definitions,Teaching Methods

The context clue strategy to derive the meaning of unfamiliar words and its effectiveness have been generally accepted, and the strategy is widely taught to ESL/EFL students. This study aimed to (1) compare the abilities in making use of context clues to derive the meaning of vocabulary among four groups of English major undergraduate students (Years 1-4); (2) compare the abilities to identify the context clues used to derive the meaning of unfamiliar words among the four student groups; (3) investigate the correlation between ability and context clues used to derive the meaning of unfamiliar words; and (4) investigate students' opinions towards using the context clue strategy to derive the meaning of unfamiliar words. A 40-item vocabulary test and a set of questionnaires were administered to English major undergraduate students in the Faculty of Liberal Arts at a university in Thailand in the second semester of the academic year 2020. Then, 39 responses were randomly selected from each student batch to be the study sample. Three students from each student group were randomly selected to be interviewed to gather more in-depth information. The findings revealed that the ability to use context clues to derive the meaning of unfamiliar words among the four groups of English major undergraduate students was significantly different. Conversely, there was no significant difference in their ability to correctly identify the context clue types they used to infer word definitions. Also, there was a significant correlation between both abilities. Moreover, the students showed positive opinions towards the use of context clues to infer the meaning of vocabulary and provided some interesting ideas regarding the teaching of context clues for ESL/EFL teachers and English major program committees.
Translating Innocence: A Case Study of English-Thai Translations of John Boyne&apos;s &quot;The Boy in the Striped Pyjamas&quot; and Emma Donoghue&apos;s &quot;Room&quot;
Author: Tangtorrith, Nipaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Translation,Novels,English,Thai,Language Processing,Language Usage,Young Children,Contrastive Linguistics,Semantics

This article discusses the English-to-Thai translations of two contemporary novels: &quot;Room&quot; by Emma Donoghue and &quot;The Boy in the Striped Pyjamas&quot; by John Boyne. These two selected texts present some linguistic challenges to the translators because of the narrations which are meant to reveal the innocent perspectives of young children. Since the main characters in both stories are too young to fully comprehend the adverse situations they are faced with, the language used in the narratives concomitantly exhibits linguistic peculiarities highlighting the discrepancy between the reality and the characters' viewpoints. What merits a close examination is how such peculiarities are transposed to the translated versions. Do the Thai translations of both novels successfully convey the innocence of the protagonists embodied in the language of the source texts? In addressing these questions, our discussion will incorporate the concept of equivalence in tandem with verbal incongruity to analyze the transferral of meanings from the source texts to the translated texts in the target language.
Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms
Author: Chimbi, Godsend T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Class Size,Educational Change,Secondary School Teachers,History Instruction,Teaching Methods,Foreign Countries,Rote Learning,Student Centered Learning,Teacher Attitudes,Technology Uses in Education

This paper examines the interaction between class size and teachers' selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction and rote pedagogy. Although class sizes had significantly declined in the latter half of the 20th century, the growth of online learning has witnessed class sizes ballooning in the 21st century, reigniting the class size debate. The large class size challenge has re-emerged in the developed North although the problem has never been resolved in the developing South. Using the theoretical lens of symbolic interactionism and a qualitative multiple case-study approach, data were collected over an eight-week period using document analysis, semi-structured interviews and lesson observations. Results seem to challenge the conventional view that large classes coerce teachers to use rote pedagogy and small classes encourage learner-centric practices. Teachers' choices of teaching methods were neither linked to class size nor new pedagogical policy. Instead, teachers' personal philosophy to instruction appeared to be the decisive factor to the teaching methods they used, rather than the size of the class. To promote pedagogical change, improving teacher quality appears a more valuable and cheaper investment than constructing new schools and employing more teachers to reduce class sizes.
Translation of Thai Culture-Specific Words into English in Digital Environment: Translators&apos; Strategies and Use of Technology
Author: Wongseree, Thandao
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Thai,Language Processing,Barriers,Cultural Differences,English (Second Language),Professional Personnel,Second Languages,Language Usage,Decision Making,Linguistic Borrowing,Information Technology,Computational Linguistics,Foreign Countries,Cultural Capital,Cultural Background,Semantics,Phrase Structure,Undergraduate Students,Student Attitudes,Computer Software,Influence of Technology

The present research investigates how translators deal with the challenges of translating culture-specific words from Thai into English within a digital environment. Using strategies suggested by Baker (2018), the study collected data from surveys, written sources and observations to examine which approaches are used by translators. It also addresses how technology impacts the decision making of translators as they create translations employing both Bourdieu's concept of habitus (1977, 1990) and the Actor-Network Theory proposed by Latour (1987, 2005). The findings show that translators use eight primary strategies when translating culture-specific words, with the use of loan words being the most common and literal translation the least used. The habitus of translators possibly influences their translation choices, with technology playing a crucial role in determining which solutions and strategies translators choose. This proves the extent to which technology currently influences translators in the completion of translation tasks in digital environments. Consideration of these factors should be considered as a way to improve translation training in a Thai context.