ethanporcaro/eric-fulltext-meta huggingface dataset:
A Corpus-Informed Text Reconstruction Resource for Learning about the Language of Scientific Abstracts
Author: Hartwell, Laura M.
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Documentation,French,Computational Linguistics,Language Skills,Scientific and Technical Information,Second Language Instruction,English for Science and Technology,Second Language Learning,Computer Assisted Instruction

Both reading and writing abstracts require specific language skills and conceptual capacities, which may challenge advanced learners. This paper draws explicitly upon the &quot;Emergence&quot; and &quot;Scientext&quot; research projects which focused on the lexis of scientific texts in French and English. The teaching objective of the project described here was to create a collection of text reconstruction tasks targeting the patterns of English that are uncommon in French. These tasks are to be integrated within the platform &quot;Enigma Plus&quot; (http://elang.ujf-grenoble.fr/enigma/). The current project is the conception of a new module based on data-driven materials collected from Scientext, a corpus of medical and biology abstracts in English (http://scientext.msh-alpes.fr/ scientext-site-en/spip.php?article9). This paper discusses the task focusing on the word &quot;hypothesis,&quot; the first of a dozen tasks based on authentic examples and designed to help learners of English as a foreign language to better read and write science abstracts. The results revealed several similarities and contrasts with the French findings. These results were integrated into the text reconstruction task. Findings of user practices reported in previous studies were taken into account to optimize completion of the task by the widest range of user practices and errors. The following are appended: (1) Lexical verbs collocated with &quot;hypothèse&quot;; (2) Collocates of &quot;hypothesis&quot;; and (3) Reconstruction text. [The comparative research aspects of this study were financed by the Grenoble 1 Pôle SHS. The on-line computer assisted language learning aspects were funded by Pedagotice of Grenoble 1 and PRES of the Universities of Grenoble. For the complete volume, see ED574893.]
Telecollaboration: Where Are We Now?
Author: Helm, Francesca
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Second Language Learning,Intercultural Programs,International Educational Exchange,Higher Education,Computer Mediated Communication,Telecommunications,Educational Practices,Educational Cooperation,Partnerships in Education,School Surveys,Barriers,Foreign Countries,Case Studies

This paper presents the results of a European-wide survey regarding the practice of foreign language telecollaboration or Online Intercultural Exchange (OIE) in higher education. The survey was carried out as part of a European project, INTENT (Integrating Telecollaborative Networks into Foreign Language Higher Education) which was awarded funding by the European Commission's Lifelong Learning programme primarily to achieve more effective integration of telecollaboration in university institutions. Findings reveal the current &quot;state-of-the-art&quot; of telecollaboration in Europe: an educational practice which is highly valued by educators and students who have experience with it, but also a time-consuming activity which is difficult to organize and receives limited institutional recognition or support. Recommendations are made on the basis of these findings as to how telecollaboration can be supported and more fully integrated into higher education. [For the complete volume, see ED574893.]
One Size Doesn't Fit All: Contrasting Approaches to Building Communities of OER Users amongst the Language Teaching Community
Author: Borthwick, Kate
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Open Source Technology,Educational Resources,Language Teachers,Teaching Methods,Faculty Development,Higher Education,Pilot Projects,Faculty Publishing,Foreign Countries

The LLAS Centre for Languages, Linguistics and Area Studies, at the University of Southampton, UK, has led a number of projects aimed at creating and building communities of sharers and users of open educational resources (OERs). We have worked with very different groups within the language teaching community to raise awareness about OERs, encourage practical engagement with OERs, and foster good practice in the use and re-use of open content. All of our projects sustain continuing community activity. We have found that a &quot;one size fits all&quot; approach is often offered by institutions to those wishing to engage with open practice, but that it is unlikely to be as effective as a more direct, personalised approach. Through an analysis of the needs and challenges of different groups of language teachers we have worked with, we will show that a flexible approach, which takes into consideration existing practice and indicates how OERs relate to this, ensures a greater chance of OER uptake and use, and increases the likelihood of open practice sustaining in the longer term. [For the complete volume, see ED574893.]
From Research to Development on Virtual Language, Content and Intercultural Learning across European Schools
Author: Ramírez-Verdugo, Maria Dolores
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Web 2.0 Technologies,Second Language Instruction,Second Language Learning,Course Content,Language of Instruction,Creativity,Cultural Pluralism,Cultural Awareness,Program Descriptions,Educational Quality,Instructional Materials,Foreign Countries,Computer Games,Elementary School Students,Elementary School Teachers,Questionnaires,Teacher Attitudes,Student Attitudes,Information Technology,Computer Assisted Instruction,Qualitative Research

This paper presents an overview of the research conducted within a funded Comenius project which aims at developing a virtual European CLIL Resource Centre for Web 2.0 Education. E-CLIL focuses on Content and Language Integrated Learning (CLIL), creativity and multiculturalism through digital resources. In this sense, our prior research on CLIL programmes across Europe revealed the need to equip teachers with relevant methodological strategies and appropriate materials. We also detected the need of specific guidelines for implementation together with specific resources which should guarantee excellence in language learning (Ramírez-Verdugo, 2010). To reduce the identified shortcomings, an interdisciplinary group of scholars have developed a resource centre for Web 2.0 Education which aims at increasing children's exposure to European languages and to improve the quality of teaching and learning through the implementation of CLIL. E-CLIL has a three-folded objective. First, it intends to provide support to current and future CLIL educative programmes all over Europe and beyond. Accordingly, E-CLIL is currently disseminating high quality and proven materials and resources for content and language learning. Second, E-CLIL material design and the guideline for teachers are founded on sound language and content learning principles. Third, E-CLIL attempts to enrich teachers' and children's knowledge of other European cultures. The paper shows the results from the pilot study and initial experiences at E-CLIL school network across Europe. [For the complete volume, see ED574893.]
Interactive Digital Kitchen: The Impact on Language Learning
Author: Ishak, Nor Fadzlinda
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Technology Uses in Education,Comparative Analysis,Usability,Cooking Instruction,Vocabulary,Instructional Effectiveness,Foreign Countries,College Students,Experimental Groups,Control Groups,Statistical Analysis

This study aims to investigate the usability of a newly developed technology--the Digital Kitchen--as compared to a normal everyday kitchen to teach English vocabulary. This interactive kitchen which was first developed to help people with dementia is equipped with sensors and different wireless communication technologies which allows it to give step-by-step cooking instructions and verbal feedbacks to the users. In this study, the task-based learning teaching (TBLT) approach was brought into the real world instead of the artificial real-world activities carried out in classrooms. Altogether, 54 intermediate level English learners took part in this study. They were divided into experimental and control group with one group using the Digital Kitchen and the other group in a normal kitchen setting. Working in pairs, they cooked &quot;Apple Crumble&quot; (a traditional English recipe). After cooking, an immediate post-test was administered to find out whether vocabulary learning had taken place in the one hour cooking session. Feedback from the participants was also documented using open ended questionnaires. Additionally, a delayed post-test was carried out 10 days after the experiment to check whether the words learnt were retained. We will discuss the quantitative findings of this study to determine the impact of the technology on vocabulary learning. [The French Digital Kitchen project was funded by the Digital Economy Programme. The Digital Economy Programme is a Research Councils UK cross council initiative led by EPSRC and contributed to by AHRC, ESRC, and MRC. For the complete volume, see ED574893.]
Designing and Delivering an e-Presessional Course in EAP for the 21st First Century International Student
Author: Watson, Julie
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,Delivery Systems,Curriculum Design,English for Academic Purposes,Online Courses,Distance Education,Cross Cultural Training,Prerequisites,Tutoring,Courseware,Teaching Methods,Student Evaluation,Business Administration Education,Foreign Countries

Summer pre-sessional courses in English for academic purposes (EAP), which prepare growing numbers of international students for degree programmes at UK universities, are facing greater challenges in how to provide the physical space and human resources for their effective and efficient delivery. The affordances of the internet now make other options available and this paper will present a possible solution: an e-presessional for the 21st century learner. At the University of Southampton, building on prior experience in the delivery of online distance learning (ODL), the repurposing of face-to-face courses and in designing courseware in the form of interactive learning objects, a tutored online pre-sessional course was developed and delivered to 60 international students holding confirmed offers of places on MSc and MBA programmes in the School of Management. Adopting a new practice in pre-sessional provision, the students undertook a five week pre-sessional preparatory online course whilst still in their home countries before arriving at the University to complete the remaining ten weeks on the face-to-face pre-sessional programme. Tutored by UK-based EAP tutors, they produced assignments and received online feedback at the same time as developing their academic writing and reading, study skills, vocabulary and grammar. The paper will present and reflect on the design and delivery of the e-presessional course, aiming to show how the adoption of a hybrid approach to pre-sessional provision can have a number of benefits. It will highlight from the student evaluation how the approach may also help develop confidence, independent learning, and prepare students for UK academic culture prior to their arrival. [For the complete volume, see ED574893.]
Perceptions of the IWB for Second Language Teaching and Learning: The iTILT Project
Author: Whyte, Shona
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Second Language Learning,Technology Uses in Education,Questionnaires,Teacher Surveys,Technological Literacy,Self Efficacy,Pedagogical Content Knowledge,Elementary School Teachers,Interviews,Interaction,Behavioral Objectives,Teaching Methods,Teaching Skills,Educational Practices,Foreign Countries,Observation,Focus Groups

Recent emphasis on target language interaction in task-based, technologymediated language classrooms makes the interactive whiteboard (IWB) an attractive tool: it constitutes a &quot;digital hub&quot; particularly suited to younger learners who require greater visual support and active learning. However, recent research in UK and French primary classes suggests that teachers do not always use the IWB to promote interactivity and may provide only limited opportunities for synergistic interactivity (Beauchamp &amp; Kennewell, 2010) or unplanned interaction (Whyte, 2011), and this lack of room for participation can lower learners' motivation (Hall &amp; Higgins, 2005). Ineffective exploitation of IWB affordances may be related to teachers' beliefs about language acquisition and pedagogy (Borg, 2006) as well as their views of technology (Orlando, 2009). This research suggests a need for greater investigation of teachers' views on language learning with technology and more longitudinal research and training. This study focuses on an EU-funded project iTILT (interactive Technologies In Language Teaching) on IWBs for communicative language teaching, involving 42 teachers of different languages and proficiency levels from primary school to higher education contexts in seven countries. The paper examines eight teachers in five French and Welsh primary schools in the context of this wider data set: data include pre-training questionnaires on teachers' perceived confidence and competence with the IWB and information and communication technology (ICT) in general; 27 video clips of classroom interaction selected by the teachers for the project website; and teacher and learner interview data. Results provide an overview of the teachers' use of IWB features and tools for particular language learning objectives with specific teaching methods, as well as insights into the perceptions of both primary teachers and learners of how the features of the IWB both facilitate and support effective communicative language teaching and learning in primary foreign language (FL) classes. [For the complete volume, see ED574893.]
Mobile Learning in Foreign Language Learning: Podcasts and Lexicon Acquisition in the Elementary Instruction of Italian
Author: Unterrainer, Eva Maria
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Second Language Learning,Italian,Handheld Devices,Audio Equipment,Information Dissemination,Vocabulary Development,Bilingual Education,Novices,Longitudinal Studies,Experimental Groups,Control Groups,Lexicology,Teaching Methods,Pilot Projects,Outcomes of Education,Measures (Individuals),Statistical Analysis

This paper illustrates the research design (including the pilot study) of a work-in-progress study aimed at examining the potential of bilingual podcasts for the vocabulary acquisition in Italian as an L3 in the Austrian school context for beginning learners. The longitudinal study tries to link findings of the Lexical Approach (Lewis, 1993, 1997) and the Mental Lexicon (Aitchison, 2005) by taking into account lexical learning and the importance of spoken language for acquisition and by connecting them to the opportunities offered by podcasts as a means of mobile (micro) learning (cf. Hug, 2007a, 2007b, 2010a, 2010b; Hug &amp; Friesen, 2007). In order to investigate the effects of podcasts on the lexical acquisition of Italian as an L3 two groups of participants will be analysed: (a) an experimental group (students use self-made, bilingual podcasts--German-Italian--to learn the lexical items), and (b) a control group (students are presented with lexical input without using podcasts). During the study, classroom teaching of the two groups will be observed in order to conduct a third-party-observation (cf. Bortz &amp; Döring, 2009) of the participants and to compare and contrast their lexical input. A pre- and a post-test of lexical acquisition will be carried out at the beginning and the end of the observation period. As the use of podcasts as a tool of mobile learning might considerably change the vocabulary learning strategies of the participants in the experimental group, a questionnaire at the beginning and the end of the study will be applied in addition. It is assumed that, due to the Lexical Approach and the Mental Lexicon and enhanced by the mobile nature of the podcasts, the experimental group will achieve a higher increase of Italian lexicon than the control group. However, the executed pilot study has revealed weaknesses in the research design, which have to be adapted for the final case study. [For the complete volume, see ED574893.]
Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System
Author: Lu, Zhihong
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Independent Study,English (Second Language),Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Material Development,Communicative Competence (Languages),Language Skills,Teaching Methods,Listening Skills,Oral Language,Foreign Countries,Higher Education,Management Systems

Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with materials development and its application in a teaching process. It was proved from collected research data that the system had a positive effect on improving learners' CLA, especially their listening and speaking skills. [For the complete volume, see ED574893.]
A Diagnostic Approach to Improving the Pedagogical Effectiveness of Tutorial CALL Materials
Author: Lyddon, Paul A.
Date: 2012-00-00
Type: Reports - Research
Subjects: Tutorial Programs,Instructional Effectiveness,Instructional Improvement,Material Development,English (Second Language),Sentences,Animation,Pretests Posttests,Instructional Material Evaluation,Multimedia Materials,Second Language Instruction,Computer Uses in Education,Structured Interviews,Foreign Countries

Teachers and students alike would benefit from self-access materials to free up lesson time for activities requiring live face-to-face interaction, but such materials must first undergo thorough testing and evaluation of their pedagogical effectiveness. The present study is part of an ongoing project to develop a series of self-paced, interactive online modules on the use of grammatical voice. Previous acceptability judgment data showed these materials to be effective for improving performance on sentences with animate subjects but largely ineffective or even detrimental in cases with inanimate ones. Thus, 10 returning participants were individually recorded re-attempting the same acceptability judgments, this time stimulated by structured interview questions to probe decision-making processes and thereby permit step-by-step analysis of conceptual understanding. The findings included common failure to grasp the role of personification in permitting false agentive subjects in English, conflation of the use of inanimate subjects with passive voice, and unawareness of relationships between grammatical case-marking and thematic relations.[For the complete volume, see ED574893.]
Corrective Feedback and Noticing in Text-Based Second Language Interaction
Author: Berglund, Therese Örnberg
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Error Correction,Second Language Learning,Synchronous Communication,Secondary School Students,Researchers,English (Second Language),Second Language Instruction,Eye Movements,Feedback (Response),Recordkeeping,Metacognition,Video Technology,Foreign Countries,Computer Software,Comparative Analysis,Teacher Student Relationship,Language Teachers

This paper discusses the concept of &quot;noticing&quot; (Schmidt, 1990; cf. Smith, 2010) in relation to text-based second language interaction (instant messaging). Data has been collected at an upper secondary school, where students of English as a foreign language interact with the researcher, providing feedback on language and content. In addition to chat logs and screen recordings, data from keystroke logging and eye tracking have also been collected, enabling analysis of both verbalized and non-verbalized signs of noticing (cf. O'Rourke, 2008; Smith, 2010). The focus of this paper is on how signs of noticing can be defined in this context, and preliminary results concerning the relationship between noticing and different types of corrective feedback are presented. [For the complete volume, see ED574893.]
About Collaboration, Interaction, and the Negotiation of Meaning in Synchronous Written Chats in L2-German
Author: Fredriksson, Christine
Date: 2012-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,German,Discourse Analysis,Synchronous Communication,Native Speakers,Feedback (Response),Error Correction,Learning Strategies,Literature,Language Proficiency,Swedish,Peer Relationship,Linguistic Theory,Sociocultural Patterns,Metalinguistics,Cooperative Learning,Computer Mediated Communication,Syntax,Foreign Countries,Correlation,Group Dynamics,Statistical Analysis

In this paper I will show the preliminary findings from my study of the discourse in synchronous written chats performed by students who study modern German literature within their first term of German studies. The focus of the study is on learning strategies and discourse strategies and how the Swedish learners make use of them when chatting with students at the same level of proficiency (peer groups) and in groups with students who are native speakers of German/or Swedish speakers at a high level of L2-proficiency. The data was collected from four chat-sessions within the period of September 2011 to January 2012. Based on socio-cultural and cognitive SLA-theory, the study has its focus on the relationship between interaction and the possibilities for language learning in mixed groups and peer groups of L2-German learners. The main questions are: In which constellation, native speaker/non-native speaker vs. peer-groups, do L2 German students meet the best opportunities for producing meaningful and rich output? When and to what extent do they find opportunities for self-repair, using direct or indirect feedback from their collocutors as an expression for meta-linguistic consciousness of the students? Which strategies do they use to keep the communication going and to learn special features of the language? [For the complete volume, see ED574893.]