ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Assessment in a CLIL-Based Approach for Second-Year University Students
Author: De la Barra, Erika
Date: 2018-00-00
Type: Journal Articles
Subjects: Intervention,Oral Language,Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Metalinguistics,Course Content,Scoring Rubrics,Student Evaluation,Interdisciplinary Approach,English (Second Language),College Students,Action Research,Foreign Countries,Pragmatics,Language Proficiency,Questionnaires,Interviews,Language Tests,Mixed Methods Research

This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students' oral production and linguistic awareness, and to gather information on students' opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students' language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process.
Self and Peer Correction to Improve College Students&apos; Writing Skills
Author: Balderas, Irais Ramírez
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Skills,College Students,Error Correction,Peer Evaluation,Writing Evaluation,Self Evaluation (Individuals),Second Language Learning,Second Language Instruction,Writing Instruction,English (Second Language),Foreign Countries,Teacher Education Programs,Program Descriptions,Teaching Methods,Writing Processes,Language Teachers,Writing Strategies,Recordkeeping

This paper describes college students' writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students' writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous training to allow students to systematize their writing practices.
Tackling Intermediate Students&apos; Fossilized Grammatical Errors in Speech through Self-Evaluation and Self-Monitoring Strategies
Author: Cárdenas, Anderson Marcell
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Error Analysis (Language),Second Language Learning,Second Language Instruction,English (Second Language),Verbs,Pictorial Stimuli,Color,Self Evaluation (Individuals),Charts,Speech Communication,Error Correction,Adult Students,Foreign Countries,Audio Equipment,Metalinguistics,Teaching Methods,Action Research

The purpose of this action research study was to help English language intermediate students tackle fossilized grammatical errors in their speech, which were verb form, missing subject, and word choice. In order to do so, the researcher used visual input such as pictures and colored stickers for self-monitoring purposes, as well as self-evaluation charts for participants to follow up on their process; additionally, voice recordings and field notes were used to help the researcher keep track of students' progress. Results showed that participants developed more awareness and attentiveness towards their fossilized mistakes which were reflected in the repairs they were able to make along the implementation process.
Creating a Teacher Development Program Linked to Curriculum Renewal
Author: Ariza, Erica Ferrer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Faculty Development,Curriculum Development,Curriculum Implementation,Teaching Methods,Models

This paper presents one Colombian university English as a foreign language program's in-house teacher development program for curriculum renewal. This program is an innovative attempt to prepare teachers for implementing a new curriculum and, simultaneously, engages them in professional development activities. The program is a response to the lack of existing teacher and professional development models that fit certain specific contextual needs, including preparation for implementing new curriculum as well as emphases in the updating of particular teaching practices. In addition to presenting the program, the article also describes the integration of key aspects of various existing models of teacher and professional development into one program that meets contextual needs while encouraging positive change among faculty and students.
Improving L2 Oral Accuracy and Grammatical Range through Self-Assessment of Video Speech Drafts
Author: Caicedo Pereira, Martin Javier
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Accuracy,Benchmarking,Grammar,Self Evaluation (Individuals),Video Technology,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Action Research,Foreign Countries,Language Tests,Scoring Rubrics,College Students,Secondary School Students,Journal Writing,Teaching Methods,Pretests Posttests,Language Teachers,Teacher Attitudes,Student Attitudes,Semi Structured Interviews,Language Usage,Evaluation Methods,Statistical Analysis,Qualitative Research

This action research study examines the effect of self-evaluation on grammatical range and grammar accuracy on the English speaking performance of 27 foreign language university and pre-university students enrolled in three different language centers, in three different cities in Colombia. Participants were asked to record themselves answering different IELTS-type tasks for four times during a 6-week period and score and reflect towards their performance using IELTS-type analytical scoring rubrics and journals. Researchers used journals to register impressions, thoughts, and judgments observed during the process. The findings led to conclude that learners highly benefit from applying self-assessment techniques using videos of their production and a language benchmark to compare with in the improvement of their oral language accuracy and grammatical range.
The Wisdom of Teachers&apos; Personal Theories: Creative ELT Practices from Colombian Rural Schools
Author: Cruz Arcila, Ferney
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Creative Teaching,Language Teachers,Rural Areas,Foreign Countries,Teaching Methods,Educational Policy,Educational Resources,Critical Theory,Knowledge Base for Teaching,Semi Structured Interviews,Teacher Attitudes,Cultural Influences,Code Switching (Language),Observation,Spanish,Multiple Literacies

Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers' narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers' own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.
Language Interaction among EFL Primary Learners and Their Teacher through Collaborative Task-Based Learning
Author: Suárez Ramírez, Ingrid Rocío
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Classroom Research,Teacher Student Relationship,Elementary School Teachers,Foreign Countries,Action Research,Grade 4,Video Technology,Discourse Analysis,Teaching Methods,Verbal Communication,Prior Learning,Nonverbal Communication,Self Concept

This article focuses on research carried out in a private school in Bogotá with a group of English as a foreign language fourth-graders. The study aimed to analyze interaction in the English classroom through action research, based on tasks that promoted collaborative work and involvement of the students and their teacher. The instruments to collect data were video recordings and artefacts from the students' tasks in the classroom. The analysis of classroom interaction involved the steps of conversational analysis stated by Seedhouse (2004). The study allowed the description of unexpected patterns of interactions among students and their teacher, which revealed changes in the classroom dynamic as a result of the action research plan.
Foreign Language Faculty Research-Related Beliefs, Perceptions, and Research Motivation at Three Mexican Universities
Author: Reyes-Cruz, Maria del Rosario
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,College Faculty,Teacher Attitudes,Foreign Countries,Teacher Surveys,Self Efficacy,Teacher Motivation,Time Management,Barriers,Faculty Workload,Research Skills,Action Research,Statistical Analysis

This paper examines the research self-efficacy beliefs, research motivation, and perceptions of research importance and research obstacles of 100 professors and lecturers of foreign languages at three Mexican universities. Survey results show that faculty hold moderate to high research self-efficacy beliefs, are highly motivated to conduct research, think research in the area is very important, and perceive that lack of time is the main obstacle to conducting research. The lack of fit between most participants' relatively high self-efficacy and limited research engagement suggests the possibility that faculty overestimate their research abilities. The implications of these findings are also discussed.
Promoting Listening Fluency in Pre-Intermediate EFL Learners through Meaningful Oral Tasks
Author: Córdoba Zúñiga, Eulices
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Fluency,Listening Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Oral Language,Task Analysis,Audio Equipment,Qualitative Research,Action Research,Semi Structured Interviews,Undergraduate Students,Student Attitudes,Grounded Theory,Foreign Countries,State Universities,Teacher Education Programs,Language Teachers

This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-Regulation of Learners
Author: Jena, Ananta Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Social Media,Self Management,Secondary School Students,Conventional Instruction,Comparative Analysis,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Cooperative Learning,Program Effectiveness,Hypothesis Testing,Statistical Analysis,Knowledge Level,Interaction,Concept Formation,Self Evaluation (Individuals),Foreign Countries

Web 2.0 is a revolutionary technology operates Facebook, WhatsApp, LinkedIn, Twitter, and Google+ and other social networks. The study aimed to explore the effects of individual and collaborative web 2.0 technologies on the learning performance and self-regulation of secondary school students over traditional approach of learning. One hundred ten participants assigned for non-web 2.0 group (n = 40), individual web 2.0 group (n = 40) and collaborative web 2.0 (n = 30). Nonequivalent pretest post test quasi-experimental design used to conduct the experiment where samples were not randomly selected rather the whole class students were the participants of the study. Individual web 2.0 used Slideshare, Wiki, Whatsapp, and Youtube and Collaborative web 2.0 used the similar tools such as Slideshare, Wiki, Whatsapp, Youtube counted as the experimental class I and II, and conventional lecture was used in non-web 2.0 group or comparative group. Before and after instruction, self-regulatory learning test (Bhattacharjee and Jena, 2017a) and achievement test in tissue (Bhattacharjee and Jena, 2017b) used to collect the data. It resulted that collaborative and individual web 2.0 technology has significant effects on learning performance and self-regulation of learning over traditional approach of secondary school students in Silchar, India.
Non-Native English Speaking Teachers&apos; Subjectivities and Colombian Language Policies: A Narrative Study
Author: Gómez-Vásquez, Leidy Yisel
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Educational Policy,Foreign Countries,Qualitative Research,College Faculty,Interviews,Teacher Attitudes,Native Speakers,Personal Narratives,Teacher Qualifications,Teacher Characteristics,Professional Identity

This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to collect data from the participants who work in different universities and schools in Colombia. Their stories were analyzed using short story analysis, and the results allowed us to identify a core category: Re-creating the self: An entangled, changeable and endless process which shows that the subjectivities are influenced by others, teachers go through processes of acceptance or rejection when configuring them, and knowledge and reflection play an important role.
Interaction Effect of Instructional Strategies (Collaborative Techno-Enhanced Anchored Instruction and Traditional Method) and Learning Styles on Social Skills among Secondary School Pupils
Author: D'souza, Flavia
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Secondary School Students,Physics,Science Education,Educational Technology,Technology Uses in Education,Instructional Effectiveness,Cognitive Style,Interpersonal Competence,Skill Development,Lecture Method,Student Characteristics,Foreign Countries,Hypothesis Testing,Science Tests,Measures (Individuals),Statistical Analysis,Intelligence Tests

The fact that the future of a nation lies in the hands of its knowledgeable, technologically skilled, and civilized citizens is irrefutable. Secondary schools are primary centers for acquiring academic excellence as well as essential life skills. With each student being unique in his ability, learning styles, and social background, diverse experiences in secondary school helps students acquire lifelong utilizable Social Skills as a part of their schooling. Physics Education when suitably integrated with Information and Communication Technology (ICT) and constructive learning strategies is said to promote academic success, develop interpersonal and intrapersonal skills, and foster over-all well being of young adolescents. With this standpoint, the present study aims to investigate the main and interaction effects of instructional strategy named Collaborative Techno-Enhanced Anchored Instruction (CTEAI) and learning styles on social skills among Secondary School Pupils. Being an experimental study, the findings highlight that CTEAI is significantly more effective than traditional methods of instruction in developing social skills among secondary school students. This paper also provides educational implications which helps educationalists undertake initiatives for appropriate infusion of innovative teaching-learning strategies that further enhance the social skills of secondary school students.
Foreign Language Planning: The Case of a Teacher/Translator Training Programme at a Mexican University
Author: Velázquez, Virna
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Translation,Teacher Education Programs,Program Descriptions,Language Proficiency,Language Tests,Educational Planning,Language Teachers,French,English (Second Language),Interviews,Student Attitudes,Teacher Attitudes,Administrator Attitudes,College Faculty,College Students,Foreign Countries,Language Planning,Educational Objectives,Statistical Analysis

The present article reports on a study that set out to investigate the effectiveness of strategies and decisions formulated in foreign language planning to ensure learners' language achievement in a higher education context which trains learners to become English or French teachers or translators. By drawing on data collected from simulated proficiency tests and interviews with students, teachers, and administrators, the findings show that the foreign language goals have not been met as stipulated in the curriculum, and that there are several shortcomings in the foreign language planning that need the educational community's consideration. This article also discusses some factors that should be considered in foreign language planning in order to meet language goals in educational contexts.
Pedagogical and Research Approaches in Inclusive Education in ELT in Colombia: Perspectives from Some &quot;Profile&quot; Journal Authors
Author: Mosquera, Óscar Andrés
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Journal Articles,Periodicals,Intervention,Teaching Methods,Teacher Education,Faculty Development,Discourse Analysis,Trend Analysis,Authors,Inclusion,Language Planning,Qualitative Research,Case Studies,Educational Trends

This article reports on a descriptive study carried out in articles published in the &quot;Profile: Issues in Teachers' Professional Development&quot; journal that deal with inclusive education in English language teaching in Colombia. The study embraced documentary research and critical discourse analysis which helped us identify trends in pedagogical approaches in foreign language instruction and research approaches employed by the journal's authors. It also allowed us to examine how such approaches show the presence or absence of inclusive education both in public policies and pedagogical interventions by institutions and individuals. We hope that the outcomes derived from this study nurture further discussion, encourage research, and motivate pedagogical practices that foster inclusive education in foreign language teaching and teacher education.
Theater for Language Teaching and Learning: The E Theater, a Holistic Methodology
Author: Gualdron, Evelyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Teaching Methods,Theater Arts,Holistic Approach,Interdisciplinary Approach,Drama,Longitudinal Studies,Semi Structured Interviews,Listening Comprehension,Cultural Awareness,Cognitive Processes,Qualitative Research,Undergraduate Students,Outcomes of Education,Reading Comprehension,Language Skills,Speech Skills,Writing Skills,Self Esteem

This article reports the findings of a qualitative study based on a long-term application of a theater content-based methodology for L2 learning, supported by professionals in theater and in foreign languages, in &quot;The e Theater&quot;: an English as a foreign language theater interdisciplinary group at Universidad Nacional de Colombia that has been active since 2008. The data were collected through a longitudinal semi-structured survey, interviews of the participants of the event, and a focus group. As a result, participants stated lowering their affective filter and benefits in their production and comprehension of L2 skills, their intercultural competence, and their cognitive processing of the language derived from the methodology carried out.
&quot;Claim-Support-Question&quot; Routine to Foster Coherence within Interactive Oral Communication among EFL Students
Author: Arévalo Balboa, Fabiola
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Connected Discourse,Communicative Competence (Languages),Business Administration Education,Mixed Methods Research,Undergraduate Students,Pretests Posttests,Questionnaires,Student Attitudes,Action Research,Teaching Methods,Intervention,Language Tests,Scores,Foreign Countries

This article reports on the results of an action research study that aimed to determine the effect of a thinking routine in the development of coherence in speaking interactions. The study was carried out with two groups of second year business students in an English as a foreign language program at a university in southern Chile. A mixed methods approach was used to collect data before and after the intervention through questionnaires and pre- and post-tests. The findings suggest that the impact of the application of the routine was significant in promoting the speaking competence, especially in developing coherence within interactive communication.
Development of Psychometrically Validated Standardized Test Instruments for Outcomes Assessment in Experiential Engineering Education
Author: Ssemakula, Mukasa E.
Date: 2018-06-00
Type: Journal Articles
Subjects: Test Construction,Psychometrics,Test Validity,Standardized Tests,College Outcomes Assessment,Experiential Learning,Engineering Education,Test Reliability,Raw Scores,Statistical Analysis

There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes.