ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Academic Literacy and Voice: Challenges Faced by a Mature ESL Student and Her Instructors (Desarrollo del discurso académico y la voz: retos de una estudiante de inglés como segunda lengua y sus profesores)
Author: Correa, Doris
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Undergraduate Students,Sociolinguistics,Ethnography,Language Teachers,Academic Discourse,Writing (Composition),Reader Text Relationship,Essays,Writing Assignments,Interviews

Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General Studies Program offered by a university in Western Massachusetts. Intertextual analysis of the data suggests that traditional product-based approaches to helping students develop academic literacy might not be very effective. However, to be able to take a different approach, such as the one suggested by genre scholars, both faculty teaching content subjects and writing tutors would need appropriate training.
How Do EFL Student Teachers Face the Challenge of Using L2 in Public School Classrooms? (¿Cómo enfrentan los docentes practicantes de inglés como lengua extranjera el reto de usar una segunda lengua en las aulas de clase de la escuela pública?)
Author: Viáfara, John Jairo
Date: 2011-04-00
Type: Journal Articles
Subjects: English (Second Language),Student Teachers,Language Usage,Public Schools,Interviews,Portfolios (Background Materials),Teaching Methods,English Language Learners,Foreign Countries,Communication Strategies,Language Teachers,Practicums,Secondary School Students,Qualitative Research,Observation,Audio Equipment,Spanish Speaking,Student Attitudes,Classroom Techniques,Interaction,Barriers,Communicative Competence (Languages)

As an EFL Student teachers' advisor, I had constantly perceived that they regarded using the target language with their pupils inside their classroom as a challenge. That is why I became interested in investigating how thirteen student teachers in Tunja public schools faced this issue. While participants were involved in a reflective teaching preparation model, I used field notes, interviews and their portfolios to explore their attitudes and strategies. Findings revealed that their history as learners, their teaching context and preparation influenced their decisions. Moreover, it was possible to identify the strategies they implemented to interact in English with their students.
Improving Eleventh Graders' Reading Comprehension through Text Coding and Double Entry Organizer Reading Strategies (Mejoramiento de la comprensión lectora de estudiantes de grado once mediante las estrategias de lectura de codificación de texto y organizador de doble entrada)
Author: Mahecha, Rocío
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 11,Reading Comprehension,Public Schools,Coding,Reading Strategies,Reading Improvement,English (Second Language),Student Attitudes,Lesson Plans,Self Evaluation (Individuals),Workshops,Second Language Instruction

In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students' needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students' attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident.
Comparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private Sectors (Una comparación de los estilos de enseñanza y los tipos de personalidad de profesores de inglés de los sistemas educativos estatal y privado)
Author: Diaz Larenas, Claudio H.
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Teaching Styles,English (Second Language),English Teachers,Public Schools,Private Schools,Secondary School Teachers,Personality Traits

This is an exploratory non-experimental research study whose main objective is to compare the teaching styles of a group of thirty teachers of English working in either public or private secondary education in Chile. In order to collect the required data, two instruments were administered to the participants: a teaching style inventory and a personality type index proposed by Grasha. Results indicate that public sector participants show a facilitator teaching style and an extrovert personality type, whereas private sector participants reveal a more authoritative teaching style and an introverted type of personality.
Teachers' Knowledge of Second Language and Curriculum: A Narrative Experience (Conocimiento de los profesores acerca de la segunda lengua y el currículo: una experiencia narrativa)
Author: Mendieta Aguilar, Jenny Alexandra
Date: 2011-04-00
Type: Journal Articles
Subjects: Private Colleges,College Faculty,Language Teachers,Teacher Attitudes,Personal Narratives,Second Language Learning,Second Language Instruction,Knowledge Base for Teaching,Learning Processes,Concept Mapping,Surveys,Interviews,Teaching Methods,Curriculum Evaluation,Curriculum Development,Foreign Countries,Participant Observation,Qualitative Research,Grounded Theory

This study was carried out with a group of three teachers who work for the foreign languages department of a private university in Colombia. It was aimed at unveiling and characterizing the narrative knowledge these teachers hold about language teaching and learning processes as well as the role this knowledge plays in the constant construction and evaluation of curriculum. Data were collected through concept maps, biodata surveys, narrative interviews, and participant observation within a narrative inquiry approach to research. Findings show the crucial need to value and explore teachers' knowledge from a narrative perspective in order to better understand the complexity of the teaching context in which they work.
Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language (La enseñanza del inglés a través de historias: una forma divertida y significativa para que los niños aprendan el idioma)
Author: Porras González, Nohora Inés
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Teaching Methods,Story Telling,Grade 1,Grade 2,Grade 3,Second Language Instruction,Elementary School Students,Public Schools,Student Teachers,Student Motivation,Story Reading,Observation,Journal Writing,Data Analysis,Creativity,Games,Reading Comprehension

This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional Bucaramanga. During the research process the student-teachers were required to plan the course syllabus, create their own stories according to the children's interests and likes, plan the lessons, and collect and analyze data. Although the student-teachers worked in different grade levels, the results of the study present similarities such as the children's motivation when the stories were told or read, increased participation in the different activities, comprehension of the stories, and acquisition of the new vocabulary.
I Am the Speed of Light &quot;c&quot;, You &quot;See&quot;...!
Author: Shivalingaswamy, T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Measurement,Measurement Techniques,Light,Physics,Accuracy,Motion,Science Education History,Intellectual History,Scientific Concepts,Scientific Principles,Scientific Methodology,Scientific Literacy

The accurate measurement of speed of light is of great importance in understanding various concepts in Physics in particular and science in general. In Physics we come across various concepts and applications in which high degree of accuracy of speed of light becomes important. In this article we discuss the various attempts made to determine the speed of light in a chronological order and then significant roles played by speed of light in physical theories has been discussed.
Metacognitive Awareness and Comprehension Monitoring in Reading Ability of Iranian EFL Learners (Monitoreo de la conciencia metacognitiva y de la comprensión en la habilidad lectora de estudiantes iraníes de inglés como lengua extranjera)
Author: Khonamri, Fatemeh
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Second Language Learning,Reading Ability,Reading Comprehension,Language Proficiency,Protocol Analysis,Statistical Analysis,Academic Discourse,Second Language Instruction,English (Second Language),Reading Strategies,Undergraduate Students,Coping,Error Patterns,Qualitative Research

We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that readers use when coping with academic reading tasks. Participants were then divided into six groups according to their reading proficiency and metacognitive awareness. Think-aloud protocol analysis, error detection and retrospective questions were used to examine the comprehension monitoring of readers. The data were analysed through descriptive statistical procedures as well as t-tests. The results indicated the combined effect of metacognitive awareness of reading strategies and reading ability of academic reading texts on language learners' comprehension monitoring.
The Impact of a Teacher Development Program for Strategic Reading on EFL Teachers' Instructional Practice (El impacto de un programa de desarrollo profesional en lectura estratégica en la práctica instruccional de docentes de inglés como lengua extranjera)
Author: Khonamri, Fatemeh
Date: 2010-10-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Second Language Learning,Teaching Methods,Workshops,Reading Instruction,Second Language Instruction,Secondary School Teachers,High School Students,Foreign Countries,Observation,Audio Equipment,Instructional Innovation,Language Teachers,Case Studies,Questionnaires,Teacher Attitudes

Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part in the study. Teachers' reading classes were observed and audio-recorded both before and after the teachers took part in a three-hour workshop on reading strategies. Drawing on data from observations, the results showed some degree of change in teachers' reading practices after their having taken part in the workshops. That is, they took a more strategic approach to the teaching of reading in their classes.
Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension (Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura)
Author: Echeverri Acosta, Luz Marina
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Strategies,Thinking Skills,Reading Comprehension,Action Research,English (Second Language),Second Language Instruction,Reading Instruction,Instructional Materials,Prior Learning,Public Schools,Student Attitudes,High School Students,Prediction,Foreign Countries

This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed included participants' perceptions of the usefulness of the strategies and students' work on the graphic organizers and reading worksheets. Findings showed that participants thought that the strategies and an interactive reading task improved reading comprehension. The majority of students used English to answer knowledge, comprehension and a good number of application questions. The answers to the application questions provided by the less proficient students were, despite their use of Spanish, unclear.
Indigenous Students' Attitudes towards Learning English through a Virtual Program: A Study in a Colombian Public University (Actitudes de estudiantes indígenas frente al aprendizaje de inglés a través de un programa virtual: un estudio en una universidad pública colombiana)
Author: Cuasialpud Canchala, Ruth Elena
Date: 2010-10-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,American Indians,English (Second Language),Second Language Learning,Student Attitudes,Second Language Instruction,Interviews,Observation,Computer Simulation,Student Motivation,Questionnaires,Online Courses,Qualitative Research

This article reports an exploratory study carried out at a public university in Bogotá, Colombia, with two indigenous students who took a level I virtual English-course during the second term of 2008 and the first term of 2009. The aim was to analyse their attitudes towards the learning of English through the virtual modality. Interviews, observations and questionnaires were used for data collection. It was found that indigenous students felt frustrated taking a virtual English course, and that their motivation as regards the learning of this language is very low. Thus, they need to be motivated and guided along the process. At the end, some recommendations for teaching or tutoring indigenous students, learning English virtually or any of the other modalities of the English program at the university were derived.
Students and Teachers' Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico (Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México)
Author: Mora Pablo, Irasema
Date: 2011-10-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Native Language,Semi Structured Interviews,Questionnaires,Language Teachers,French,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Usage,Learning Processes,Teaching Methods,Qualitative Research,Socialization

The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only.
Identity of the Teacher-Researcher in Collaborative Action Research: Concerns Reflected in a Research Journal (La identidad del docente investigador en la investigación acción colaborativa: preocupaciones reflejadas en un diario de investigación)
Author: Banegas, Darío Luis
Date: 2012-10-00
Type: Journal Articles
Subjects: Professional Identity,Teacher Researchers,Qualitative Research,Journal Writing,Teacher Collaboration,Action Research,Secondary School Teachers,English (Second Language),Language Teachers,Second Language Learning,Second Language Instruction,Teacher Attitudes,Doctoral Degrees,Role,Teacher Role,Role Conflict,Foreign Countries,Graduate Study

In this paper I report the insights of my personal research journal as part of a collaborative action research project I facilitated in a secondary school where I teach English as a foreign language. I kept a journal so as to offer the natural history of my research towards my doctoral degree. In this project I worked together with four participating teachers but I assumed a complex identity as I was a teacher-researcher i.e. doctoral researcher and a teacher. This entailed different roles and interests which generated opportunities and tensions. Qualitative analysis of my journal reveals complex concerns at different levels which signal the individual struggles of a teacher-researcher involved in collaboration.
Teacher: Can You See What I'm Saying? A Research Experience with Deaf Learners (Profe: ¿Puedes &quot;ver&quot; lo que estoy diciendo? Una experiencia de investigación con alumnos sordos)
Author: Ávila Caica, Olga Lucía
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Deafness,Internet,Educational Technology,Blended Learning,English (Second Language),Surveys,Interviews,Barriers,Second Language Instruction,Learning Processes,Sign Language,Undergraduate Students,Technology Uses in Education,Hearing Impairments,Cooperative Learning,Action Research,Video Technology,Documentation,Content Analysis,Language Skills,Personal Autonomy

This paper reports a study carried out with eleven deaf volunteers who belonged to different academic programs at a Colombian public university but did not receive English instruction as part of their professional training. The main goal of the research study was to identify the effect of using Internet resources as support for the design and development of a blended English course for deaf university students. The data were collected by means of surveys, artifacts, logs and a recorded interview to understand what worked well for deaf students and what barriers could interfere with their English learning. The study revealed some insights into the learning process of deaf students and their preference for collaborative learning and tasks linked to visual media.
Skype™ Conference Calls: A Way to Promote Speaking Skills in the Teaching and Learning of English (Llamadas para conferencia en Skype™: una forma de promover la habilidad de habla en la enseñanza y aprendizaje del inglés)
Author: Romaña Correa, Yeferson
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teleconferencing,Computer Mediated Communication,English (Second Language),Second Language Learning,Speech Skills,Adult Students,Qualitative Research,Action Research,Second Language Instruction,Intervention,Instructional Effectiveness,Language Fluency,Interpersonal Relationship,Reinforcement,Universities

This article presents the results of a research project on the teaching and learning of English through the use of Skype™ conference calls. The research was carried out with a group of 12 English as a foreign language adult learners in the language institute of Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. The findings of this study suggest that Skype™ conference calls might be considered as an influential computer-mediated communication tool in order to promote English as a foreign language adult A1 learners' speaking skill, especially for social interaction purposes and oral reinforcement of both language fluency and course contents outside of classroom settings.
A Comparison of Chinese and Colombian University EFL Students Regarding Learner Autonomy (Comparación entre estudiantes universitarios de inglés chinos y colombianos con respecto a su autonomía como aprendices)
Author: Buendía Arias, Ximena Paola
Date: 2015-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,English (Second Language),Second Language Learning,Asians,Second Language Instruction,Foreign Countries,Questionnaires,Qualitative Research,Statistical Analysis,Personal Autonomy,State Universities,Independent Study,Learning Strategies,Student Attitudes,Comparative Analysis,Language Teachers,Learning Processes,Self Evaluation (Individuals),College Students,Semi Structured Interviews

This research seeks to gain deeper understanding of learner autonomy in English as a Foreign Language students from different cultures through the identification and analysis of similarities and differences between Chinese and Colombian students from two public universities: Tianjin Foreign Studies University in China and Universidad Surcolombiana in Colombia. Data were gathered using questionnaires and interviews for comparative research. The participants' responses were analyzed using quantitative methods such as independent samples t-test and qualitative methods such as data codification and triangulation were also used. The results indicate a significant difference between the two groups of learners regarding their autonomy. Complementarily, their autonomy-enhancement difficulties were diagnosed.
Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School (Motivación de adolescentes para mejorar su expresión oral mediante el juego en un colegio público colombiano)
Author: León, William Urrutia
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Skills,Games,Public Schools,English (Second Language),Second Language Learning,Action Research,Oral Language,Adolescents,Student Improvement,High School Students,Video Technology,Diaries,Questionnaires,Second Language Instruction

Our project was implemented with tenth grade students of a public school located in the Usme Zone in Bogotá. We decided to develop this action research project because we were concerned about our students' difficulties when attempting to speak English. They felt inhibited with activities that involved oral interaction mainly because they were afraid of criticism and jokes about what they said. To develop our project we used video recordings, the teacher's journal and questionnaires answered by the students. The results showed that students felt better, free and confident when they participated in oral tasks, particularly during games. We saw collaboration, solidarity and interaction among them. In addition, they were relaxed and happy at the time they had to perform in small groups.
The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)
Author: Arboleda Arboleda, Argemiro
Date: 2012-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation,Language Teachers,Second Language Instruction,Teaching Methods,Learning Processes,Questionnaires,Student Attitudes,Teacher Attitudes,Teacher Background,Teacher Qualifications,Foreign Students,Bilingualism,College Faculty,College Students,Foreign Countries

This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning.