ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Computer-Mediated Communication Environments on Foreign Language Learning: A Review of the Literature
Author: Mahdi, Hassan Saleh
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Second Language Learning,Research Reports,Educational Research,Second Language Instruction,Guidelines,Language Teachers,Educational Technology,Social Media,Teaching Methods,Educational Benefits,Language Skills

This article reviews the literature on the implementation of computer-mediated communication (CMC) in language learning, aiming at understanding how CMC environments have been implemented to foster language learning. The paper draws on 40 recent research articles selected from 10 peer-reviewed journals, 2 book chapters and one conference proceeding. It investigates the studies that have dealt with the CMC environments used for language learning, in particular the benefits of CMC in language learning; factors affecting the use of CMC in language learning, and current CMC environments used for language learning (such as emails, wikis, &quot;YouTube,&quot; &quot;Facebook&quot;). The review discusses the findings of these studies and suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate how language teachers can integrate CMC environments and organize suitable tasks. Also, further studies are necessary to determine the principles that are required to implement CMC in language learning.
Touch and Gesture-Based Language Learning: Some Possible Avenues for Research and Classroom Practice
Author: Reinders, Hayo
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Nonverbal Communication,Eye Movements,Teaching Methods,Schemata (Cognition),Learning Processes,Technological Advancement,Telecommunications,Psychomotor Skills,Tactual Perception,Motion,Feedback (Response),Video Games

Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.
Theoretical Implementations of Various Mobile Applications Used in English Language Learning
Author: Small, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Guidelines,Mastery Learning,Sense of Community,Telecommunications,Language Teachers,Second Language Instruction,Computer Mediated Communication,Self Concept,Handheld Devices,Social Networks,Video Technology,Computer Simulation,Synchronous Communication,Learning Theories,Computer Software,Management Systems

This review of the theoretical framework for Mastery Learning Theory and Sense of Community theories is provided in conjunction with a review of the literature for mobile technology in relation to language learning. Although empirical research is minimal for mobile phone technology as an aid for language learning, the empirical research that exists positively points toward mobile phone technology as a tool that is becoming more widely used and accepted by second language teachers. A conceptual application of the theoretical frameworks is applied to the use of mobile phone technology as a teaching aid for language learners, with the conclusion that there is an overlap worth researching empirically.
Chinese EFL Teachers' Application of E-Educology of Foreign Languages: An Investigation Based on TPACK Framework
Author: Xiaobin, Liu
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,National Programs,Technological Literacy,Pedagogical Content Knowledge,Questionnaires,Interviews,Teacher Attitudes,Teaching Methods,Foreign Countries,Elementary School Teachers,Middle School Teachers,Information Technology,Technology Integration

For the past few years, TPACK has become a hot issue in the research fields of teacher education, integration of Information Technology (IT) and curricula as well as teacher knowledge. Besides, more and more concerns have been on TPACK of teachers in different subjects. Based on the TPACK Theory, the author uses questionnaires and interviews to investigate practical application status of Educology of Foreign Languages among English teachers involved in National English Teachers Training Project. The author also offers strategies and suggestions for trainings on Educology of Foreign Languages. The results show that the practical application of English teachers stays pessimistic in that teachers are far from the criterion required in terms of TPACK.
Lesson Plan--Online Games to Teach Vocabulary to Young Learners
Author: Okaz, Abeer Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Lesson Plans,Teaching Methods,Second Language Learning,Second Language Instruction,Computer Games,Computer Assisted Instruction,Learning Experience,Kindergarten,English (Second Language),Web Sites

This article describes how teachers can use online learning games to enhance young learners' language skill learning. Children love all sorts of games, therefore, implementing games (particularly online ones) are a useful aspect of lessons. Games are an indispensable tool while teaching, especially if employed effectively. The online activities convert the students' energy into a meaningful learning experience and help them associate what they have learned in the computer lab with the real world.
The Development of Complexity, Accuracy and Fluency in L2 Written Production through Informal Participation in Online Activities
Author: Kusyk, Meryl
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Informal Education,College Students,Questionnaires,Foreign Countries,Leisure Time,Case Studies,Semi Structured Interviews,Language Fluency,Recreational Activities,Social Media,Electronic Mail,Internet,Television,Video Technology,Reading,Music,Interpersonal Communication,Speech Communication,Films

Research into the online informal learning of English (OILE) examines how nonnative speakers of English may develop L2 skills through participation in leisure activities on the Internet in the target language. Such activities include, e.g., watching television series, films, or videos, interacting on Facebook, reading articles, or listening to music. Recent OILE studies have focused on students at French universities and have sought to both inventory language users' online participation habits and track their L2 development (Kusyk &amp; Sockett, 2012; Sockett, 2011, 2014; Sockett &amp; Kusyk, 2015; Toffoli &amp; Sockett, 2015). This article provides updated OILE participation data on French students and, for the first time, German university students. In order to increase awareness about current OILE practices, results of a questionnaire (N = 953) of OILE habits are presented. In addition, development in complexity, accuracy, and fluency of three individual study participants was tracked over a period of five months. Results show a great deal of inter- and intraindividual variation, highlighting the need to consider L2 development as a complex and nonlinear process, especially when analyzed within an online, informal context.
Negotiating Multiple Identities through eTandem Learning Experiences
Author: Yang, Se Jeong
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Second Language Instruction,Adult Learning,English (Second Language),Korean,Identification (Psychology),Communities of Practice,Technology Uses in Education,Korean Americans,Questionnaires,Interviews,Cooperative Learning

Much of eTandem research has investigated either linguistic or cross-cultural aspects of second language (L2) learning, but relatively little is known about issues of identity construction in an eTandem context. Situating the study within theories and research of language learner identity, we examined ways in which two adult L2 learners (a Korean adult learning L2 English and a Korean-American adult learning L2 Korean) negotiated multiple identities and practiced their L2 through eTandem learning in an extracurricular setting. Our findings reveal that the participants developed a partnership based on reciprocity and membership within the eTandem community, which contributed to their identity construction and L2 learning. These findings shed light on the affordances of eTandem as a meaningful and productive L2 learning environment and suggest a further examination of the relationship between L2 learners' identity construction and eTandem learning.
Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia
Author: Fadel, Sahar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Womens Education,Student Needs,English (Second Language),Language Skills,Student Attitudes,Information Technology,Undergraduate Students,English for Special Purposes,English for Academic Purposes,Questionnaires,Needs Assessment,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Language Proficiency,Case Studies,Statistical Analysis

In the field of computer science, specific English language skills are needed to facilitate the students' academic progress. Needs analysis is generally believed to be an important element in ESP/EAP context because it enables the practitioners and curriculum designers determine the learners' needs in a particular academic context. In this regard, this paper, adopting a quantitative research design, reports on a survey conducted to investigate the English language needs of the female students studying in the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The study aims at identifying the students' perceptions about the importance of the English language skills, the frequency of using those skills, their ability levels in performing such skills, and their preferences regarding the English language course. The participants in this study are 135 female undergraduates who are studying at the third, fourth, and fifth year at the FCIT, during the academic year 2013-2014. The study identifies the students' English language necessities, lacks, wants, and their perceptions of the current English course. The paper concludes with several pedagogical implications which seek to improve the current course structure and contents so as to cater for the students' academic English language needs.
Impact of Smartphone Based Activities on EFL Students' Engagement
Author: Sarhandi, Pir Suhail Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Activities,Handheld Devices,Technology Uses in Education,English (Second Language),Mixed Methods Research,Quasiexperimental Design,Control Groups,Experimental Groups,Statistical Significance,Electronic Learning,Questionnaires,Journal Writing,College Students,Inservice Teacher Education,Teacher Behavior,Affective Behavior,Student Attitudes,Instructional Effectiveness,Foreign Countries

Teachers all over the world strive to keep their students engaged, and research has shown that task engagement can be elevated by utilising technology to complete classroom activities. Reasons suggested for this is that technology's alignment with students' interests, as well as the stimulatingly transformative effect that technology can have on activities. Due to current students' preferences, authors now encourage incorporating mobile phones into the classroom, claiming that it will improve task engagement. However, this has not been empirically proven. Therefore, this mixed method quasi experimental study examined whether two groups completing identical activities, where one group using their smartphones, would have any difference in their engagement with the given activities. The results indicated that a statistically significant difference in the initiation times and distraction between experimental and control settings. Although no significant emotional difference was observed between the groups, the students themselves indicated a significant difference in their emotional attitude towards smartphone activities as compared to paper-based ones. The smartphone group managed to engage with activities, thereby overcoming many factors which affected the control groups' engagement levels.
Second Language Writing and Assessment: Voices from within the Saudi EFL Context
Author: Obeid, Rana
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Evaluation,Language Teachers,Teacher Attitudes,College Students,College Faculty,Likert Scales,Questionnaires,Statistical Analysis,Writing Instruction,Teaching Methods,Foreign Countries,Student Attitudes,Holistic Approach

This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.
Visual Aids and Multimedia in Second Language Acquisition
Author: Halwani, Noha
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Acquisition,Second Language Learning,Visual Aids,Multimedia Materials,English (Second Language),Action Research,Focus Groups,Transcripts (Written Records),Check Lists,Student Surveys,Multimedia Instruction,Writing Improvement,Reading Improvement,Secondary School Students,Teaching Methods,Instructional Effectiveness,Observation

Education involves more than simply passing the final test. Rather, it is the process of educating an entire generation. This research project focused on language learners of English as a Second Language. This action research was conducted in an ESL classroom in H. Frank Carey High School, one of five high schools in the Sewanhaka Central District of Nassau County. The research project explored the question: &quot;Can visual aids improve English language acquisition in reading and writing for a beginner ESL?&quot; The data analyzed were log observation sheets, pull-out focus groups, checklists, and surveys of students. The basic findings were that reading and writing improved when teachers used visual aids, especially when teachers pulled students out of the classroom for individualized instruction. Therefore, the study concluded that the use of visual aids and multimedia can help the students to absorb the content and become interactive in the classroom with no fear of giving wrong answers or, of having trouble being a participant in the class because of shyness.
Practitioners' Perspectives on the Application of Integration Theory in the Saudi EFL Context
Author: Almalki, Mansoor S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,Reading Instruction,Integrated Activities,English (Second Language),Lesson Plans,Teaching Methods,Questionnaires,Teacher Surveys,Preferences,Second Language Instruction,English Teachers,Writing Instruction

There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner. This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants' responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan.
Organizational Change: Using Academic Accreditation in Transforming EFL Programs in the Saudi Context
Author: Almuhammadi, Anas
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Change,Accreditation (Institutions),Educational Change,English (Second Language),Second Language Programs,Institutional Mission,Position Papers,Questionnaires,Online Surveys,Student Surveys,Teacher Surveys,Employee Attitudes,Graduate Surveys,Curriculum Development,Faculty Development,Teaching Methods,Governance,Extracurricular Activities,Teacher Collaboration,College Second Language Programs,Foreign Countries,Qualitative Research,Statistical Analysis

This study details the procedure and results of developing a mission statement at a language institute for the purpose of obtaining a program accreditation from an international language commission. A serious self-study process results in the development of a solid, true and ambitious mission since the mission covers all areas related to achieving students learning outcomes. It shows how the mission was changed and why. It also details how the new mission resulted in the improving quality, especially in the areas of curriculum and professional development of faculty and staff. Other aspects, such as facilities and student affairs were modified to achieve the goals and objectives of the new mission. This essay reports the changes that were implemented during the process of mission statement development. These changes resulted in plans to improve the quality of the English language teaching at the English Language Academy (ELA) which offers an English language program to Foundation Year students whose success in the program is a college requirement at the University of Business and Technology (UBT) in the academic year of 2016-2017. The program also aims at improving the English language proficiency of students so that they can use it in their future professions considering that the university logo is &quot;Education for Job Opportunities.&quot; The third main goal or aim is related to the use of English to assist students in personal and social life. Critical thinking surfaced as a main concern of those surveyed for needs assessment. The report concludes with recommending conducting thorough and genuine self-study process which certainly ends with quality improvement. The report uses data collected from five questionnaires completed by students, faculty, alumni and employers of UBT graduates. The purpose of the survey was to identify the needs of the students. Based on those needs, the learning outcomes are identified and accordingly, the new mission statement is developed.
The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis
Author: Al-Zahrani, Mona Yousef
Date: 2017-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Discourse Analysis,Interaction,English (Second Language),College Second Language Programs,Second Language Instruction,Classroom Techniques,Video Technology,Correlation,Teaching Methods,Educational Practices,Educational Strategies,Foreign Countries,Qualitative Research,Classroom Observation Techniques

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.
Female Teachers' Perceptions of Teaching Culture in EFL Classrooms at a Saudi University
Author: Al-Amir, Bayan Al-Hashemi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Faculty,Teacher Attitudes,Classroom Environment,Second Language Instruction,Likert Scales,Questionnaires,English (Second Language),College Second Language Programs,Interpersonal Competence,Multicultural Education,Foreign Culture,Cultural Literacy,Educational Practices

In the literature of second language teaching and learning, culture and language have always been assumed to be interdependent. Their interdependence comes from the fact that language is not a code free from culture, but an embodiment of it. However, there is still a need, from the part of teachers, to realize the importance of integrating culture with language study. Using a three- Points Likert scale questionnaire, the current study aims at investigating teachers' perceptions of culture teaching in English as a foreign language classrooms at the University of Jeddah. Moreover, it aims at discovering the type of cultural competence teachers seek to promote; whether it is intercultural or multicultural. The results show that female teachers support the study of the target culture. Furthermore, the results indicate that teachers' perceptions lean more towards promoting multicultural competence instead of intercultural one.