ethanporcaro/eric-fulltext-meta huggingface dataset:
Syntactic Complexity in Journal Research Article Abstracts Written in English
Author: Viera, Rodrigo Tovar
Date: 2022-00-00
Type: Journal Articles
Subjects: Syntax,Documentation,English for Academic Purposes,Vocabulary,Difficulty Level,Journal Articles,Computational Linguistics,Second Language Learning,Periodicals,Writing (Composition),English (Second Language),Connected Discourse,Citations (References),Language Usage,Text Structure,Second Language Instruction,Writing for Publication

The reader's ability to connect new information to existing knowledge is crucial when reading a text. Nonetheless, text complexity, in many ways, is more linguistic than cognitive. It encompasses the degree of sophistication, and how challenging a reading section is. Depending on the section, such difficulty may appear on the vocabulary level, in the organizational structure, or with coherence, and cohesion. In the globalized world of scientific communication, research articles published in non-Anglophone academic journals require English abstracts to access an international database and citation possibilities. This paper describes the syntactic complexity in journal research article abstracts. A corpus of abstracts written in English and published in Anglophone and non-Anglophone contexts were sampled. The English sub-corpora underwent software-based text analysis using fourteen syntactic complexity measures with the second language (L2) Syntactic Complexity Analyzer (Lu, 2010). Significant differences appeared in only four of the fourteen syntactic indices between texts in Anglophone and non-Anglophone journals, and out of these fourteen measures, non-native groups reported thirteen lower mean values. The study affords insights for L2 writing research to produce accurate texts in content and structure. Ideally, findings will uncover pedagogical implications and applications for academic writing instructions.
Multi-intelligence Empowerment in EFL Teaching. The CELSIP Programme for Autonomous Learning with Pre-service Teachers
Author: Alcantud-Díaz, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,English (Second Language),Second Language Instruction,Communicative Competence (Languages),Preservice Teachers,Language Teachers,Elementary Education,Student Motivation,Oral Language,Language Skills,Educational Technology,Online Courses,Student Attitudes,Foreign Countries,Program Development

This article presents the design and evaluation processes of a new inclusive and technology-and-autonomous mediated tool named the Communicative English Language Skills Improvement Programme (CELSIP). This project was originally designed to help all kinds of learners to achieve better communicative competencies in English. An empirical mixedmethod data collection process was conducted involving 49 students in their fourth year of the Teaching of English in Primary Education Degree. To this end, a semi-structured questionnaire and participants' one-course-work self-assessment written testimony were analysed in depth. The findings were significant in that the levels of motivation reported by the students were reflected in their English language oral skills, since the use of technology affected their stimulus in multifaceted ways. This endeavour provided an enhanced version of the CELSIP, a more fitted to different learners online didactic toolset, based on the gathered data. The CELSIP has proven to be a useful source of materials for online learning and could play an important role in addressing the issue of how technology can be used to overcome the existing problems derived from diversity in regard to different types of learning styles. The pedagogical implications suggest that these students could &quot;learn to learn&quot; following the 21st Century Education long-life-learning guidelines after having used the CELSIP.
An Observational Study of Lunchroom Interactions among Secondary Students with Visual Impairments and Their Peers
Author: Travers, Hilary E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Impairments,Middle School Students,High School Students,Interaction,Peer Relationship,Proximity,Students with Disabilities,Participation

Introduction: This study examined the naturally occurring social interactions of adolescents with visual impairments during lunch. Methods: We observed nine middle and high school students with visual impairments during multiple lunch periods (i.e., 44 total observations). We used interval recording (15 s observe, 15 s record) to collect data on our three primary variables: social interactions, social engagement, and proximity to others. We also took notes on quality of interaction (i.e., degree of reciprocity, appropriateness of content, affect of students and their peers, response relevance). Results: Students sat in close proximity to peers without disabilities for more than half of the observed lunch periods. However, students interacted with another person during only one-third of lunch periods. Interactions were more common with peers than with adults. Moreover, students without an additional cognitive impairment had higher quality and more frequent interactions with peers than adults; the opposite was true for students who had cognitive impairments in addition to visual impairments. Discussion: The findings of this study demonstrate that some students with visual impairments are very socially engaged during lunch, while others, namely those with additional cognitive impairments, have infrequent or low-quality interactions with peers during lunch. Implications for Practitioners: This study should prompt educators to consider the cafeteria as a context for supporting peer interaction and social skill development.
Learning Strategies and Their Influence on Foreign Language Skills: A Literature Review from the Oxford Taxonomy
Author: Durán, José Alexander Benito
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Language Skills,Second Language Learning,Literature Reviews,Metacognition,Cognitive Processes,Social Behavior,Memory,Student Motivation,Foreign Countries,Cognitive Style

Learning strategies have been considered an important field of study since 1970s. Since that time the objective of reviewing studies in this field has been to determine the effectiveness of learning strategies in developing foreign language skills. For this reason, a comprehensive review of literature from Asia, Europe, and America on foreign language learning and the use of strategies that facilitate this process has been done. We have focused on Oxford's (1990) six types of learning strategies: metacognitive, affective, social, cognitive, memory, and compensation. The results show that learning strategies influence both the foreign language learning processes and the development of the skills of reading, listening, writing, and speaking. However, it is the metacognitive, cognitive, and social strategies that are more frequently used in the acquisition of these skills. In this process, motivation also plays an important role. Finally, this revision suggests expanding knowledge, creating more inclusive educational policies and teaching practices in terms of learning strategies, especially in Spanish-speaking countries, such as Colombia.
Political Discourse Analysis: Analyzing Building Tasks in Trump&apos;s Speech in Saudi Arabia
Author: Alenizi, Aied
Date: 2022-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Political Attitudes,Speeches,Presidents,Language Usage,Models,Speech Acts,Social Influences,International Cooperation,Professional Identity,Foreign Countries,Self Concept

This study aimed to investigate how the tasks of significance and identities are built in President Trump's speech in Saudi Arabia to find how President Trump employs language to perform these two building tasks. President Trump's speech in Saudi Arabia was analyzed qualitatively according to Gee's (2011) building tasks model. It has been found that President Trump enacts and builds the significance task by carefully selecting lexical items, cooperative patterns, lexical choice, and compliments. Furthermore, President Trump enacts particular identities and attributes specific identities to others in his speech, such as political, social, and cooperative identities. The analysis shows that President Trump shifts between the identities such as President of the U.S., a representative of the American People, a fighter and defender of American citizens and the world's safety and security, a businessman, a well-educated and knowledgeable person. This study recommends that future research investigate other political speeches delivered by President Trump based on any of the seven-building tasks of language that did not cover in this study.
A Study on Motivation and Locus of Control among Male and Female EFL Learners
Author: Hajmohammadi, Elmira
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Student Motivation,Locus of Control,Self Determination,Age Differences,Gender Differences,College Students,Correlation,Majors (Students),Foreign Countries,Language Teachers,Second Language Instruction,Predictor Variables

This study attempted to investigate the relationship between EFL learners' motivation and internal locus of control under the framework of self-determination theory. In addition, the study examined the relation between EFL learners' age and gender regarding their motivation and internal locus of control. To this end, a convenience sample of 115 university EFL learners both male (n=45) and female (n=70) participated in this study. The instruments applied were two questionnaires: a locus of control questionnaire (Internal Locus of Control Index) and a motivation questionnaire (Laine's Motivation Questionnaire). The results of the Pearson product-moment correlation demonstrated that there was a significant positive relationship between EFL learners' motivation and internal locus of control. Additionally, based on the data analysis, EFL learners' internal locus of control could significantly predict their motivation. Moreover, the findings showed a non-significant correlation between EFL learners' age and their motivation and internal locus of control. Finally, the findings indicated that there was no significant difference between male and female EFL learners regarding their motivation. This study also shows that motivation and internal locus of control facilitate EFL learners' sense of self-determination, autonomy, competence, and relatedness. The findings of the current study can be specifically worthy of attention for EFL teachers by increasing their awareness of the importance of locus of control and motivation and their role in developing English language learning.
Saudi EFL Learners&apos; Speaking Skills: Status, Challenges, and Solutions
Author: Al-Hassaani, Abdulbari Mahboob Ahmed
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Females,College Students,Barriers,Foreign Countries,Student Motivation,Time,Course Descriptions,Instructional Materials,Student Needs,Speech Communication,Language Skills,Interpersonal Communication,Language Usage,Student Centered Learning,Student Attitudes

This study focused on Saudi female English as a foreign language (EFL) learners, second-year level, English Department, College of Arts, Bisha University. Most the learners are exposed to the English language at a late stage, which is one of the challenges they encounter. The main objective of this study was to identify the main challenges faced by the Saudi female EFL learners in English-speaking skills. Main question of this research was what are the Saudi EFL learners' main challenges in English-speaking skills in and outside the classroom? The significance of this study was to get a benefit both learners and teachers. This study contributed to finding solutions to the challenges encounter the Saudi English as a foreign language (EFL) learners in the English-speaking skills. This study used only one of the academic research methods, which was the students' questionnaire. The study concluded that the Saudi English as a foreign language (EFL) learners need enough time to practice English-speaking skills in the classroom and they should be motivated to speak English with anyone in and outside the classroom. The syllabus and teaching materials of the English-speaking skills courses need development to match the needs of the learners in their daily lives and to meet the demands of the labor market. The recommendations and solutions would help to tackle the current status and challenges in learning English-speaking skills.
App Review Using Tech Tools for Academic Writing: &quot;Grammarly&quot; as a Pedagogical Tool
Author: Javier, Darren Rey
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Grammar,Second Language Learning,Writing Skills,Computer Software

In academic writing, Second Language (L2) writing teachers play an active and vital role in the success of L2 writing students' academic writing journey. With the advances of technology, digital writing tools increase their acceptance and usability as a language learning tool. One of this emergent digital software is &quot;Grammarly.&quot; Research has suggested that &quot;Grammarly&quot; is a useful learning tool. Likewise, it has grown its application in the classroom and professional development beyond its use as a writing assistant. However, this digital software has not been investigated as a teaching tool in writing. Therefore, this technology review focuses mainly on &quot;Grammarly&quot; as a pedagogical tool in the L2 writing.
A Humanistic Perspective for the Mixed-Proficiency Language Class
Author: Barrantes, Lena
Date: 2022-00-00
Type: Journal Articles
Subjects: Humanism,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Proficiency,Heterogeneous Grouping,Equal Education,Educational Opportunities,Language Teachers,Educational Principles,Safety,Sense of Community,Decision Making,State Universities,College Second Language Programs,Professional Autonomy,Teacher Student Relationship,Case Studies,Self Esteem,Learner Engagement,Personal Autonomy

English language teaching theories, approaches, and methodologies overlook the complexities of teaching the mixed proficiency language classroom (MPLC). This is evident in the low number of English language teaching books that directly address this topic in their content, leaving language teachers without any guidance on strong principles to face this challenge. Unfortunately, many are the language teachers, in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, who struggle to provide students with equal learning opportunities despite the disparity in the students' language proficiencies. The MPLC is an area that needs special consideration. This paper has practical implications for language teachers who are confronted with the challenges of the mixed-proficiency language class, and who accept and practice humanist principles. This article identifies how humanistic principles encourage the unlimited potential for growth and development of both teachers and students. Building on the research on humanistic principles, this paper attempts to answer the following questions: How might the humanistic approach to education contribute to language learning in the MPLC? What humanistic principles stand out as needed in the language class?
Rudimentary Stages of the Mathematical Thinking and Proficiency: Mathematical Skills of Low-Performing Pupils at the Beginning of the First Grade
Author: Metsämuuronen, Jari
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Skills,Grade 1,Elementary School Students,Mathematical Concepts,Listening Comprehension,Low Achievement,Mathematics Achievement,Foreign Countries,Student Characteristics,Finno Ugric Languages,Swedish,Language Proficiency

A national-level dataset (n = 7770) at grade 1 of primary school is re-analyzed to study preconditions in proficiency in mathematical concepts, operations and mathematical abstractions and thinking. The focus is on those pupils whose preconditions are so low that they are below the first measurable level of proficiency in the common framework with reference to mathematics (CFM). At the beginning of school, these pupils may not be familiar with, e.g., the concepts of numbers 1-10, they may not be aware of the consecutive nature of numbers, and they have no or very limited understanding of the basic concepts of length, mass, volume, and time. A somewhat surprising finding is that the key factor explaining the absolute low proficiency in mathematics appeared to be a low proficiency in listening comprehension. This variable alone explains 41% of the probability of belonging to the group of pupils who are not able to show proficiency enough to reach the lowest level in any of the criteria. It is understandable that, if language skills are underdeveloped in general, a child is not expected to master the specific mathematical vocabulary either and, hence, the low score in a test of preconceptions in mathematics too. Other variables predicting the absolute low level or preconditions of mathematics are the decision on intensified or special support, status of Finnish or Swedish as second language, and negative attitudes toward mathematics.
Gratitude in Foreign Language Learning
Author: Wilang, Jeffrey Dawala
Date: 2022-06-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Psychological Patterns,Undergraduate Students,Emotional Response,Positive Reinforcement,Student Attitudes,Influences

Studies on positive emotions in language learning have increased over the years. However, gratitude, a moral virtue, which may have a novel effect in learning a foreign language, remains underexplored in applied linguistics. This paper aims to know the antecedents of gratitude and its constructs in English as a foreign language context. Nineteen antecedents of gratitude were generated to create a survey questionnaire called Foreign Language Gratitude Scale, a 4-point Likert rating scale. An open-ended question was also added to gain qualitative data. Convenience sampling was used to collect data from 240 undergraduate students. Descriptive statistics results showed that the participants were very grateful in all situations in the survey, specifically for their improved outputs and the corrections initiated by their teachers. Further, principal component analysis was used to explore the underlying dimensions of gratitude. Two factors were elicited -- positive reinforcement and language practice. The first factor includes the following grateful situations: encouraging students to do better, appreciating students' output, correcting students' mistakes, using media resources in learning, sharing practical knowledge, providing examples and practices, treating students equally, encouraging language activities, and managing classroom effectively. The grateful situations in the second factor are having fluent English speakers, doing productive activities, providing opportunities, sharing ideas, and having a better output. Other factors coded from the qualitative data include promoting collaborative work, gaining comprehension and knowledge, language success, encouraging productive activities, the teacher acts, and designing out-of-class activities. Finally, implications of results and suggestions for future studies were presented.
Investigating the Legal Discourse of Bill Clinton&apos;s Impeachment Trial
Author: Aldosari, Bader Nasser
Date: 2022-06-00
Type: Journal Articles
Subjects: Presidents,Court Litigation,Discourse Analysis,Language Usage,Pragmatics,Power Structure,Questioning Techniques,Ideology,Semantics,Disclosure,Evidence,Decision Making

This paper presents a legal discourse analysis of Bill Clinton's impeachment trial held in 1998. The paper's main objective is to explore the different meanings communicated by the dexterous use of some lexical and pragmatic strategies used by discourse interlocutors involved in the trial. More specifically, the article offers a linguistic study of the testimony and statements of President Bill Clinton relating to his impeachment trial. The paper focuses on three main analytical dimensions: word selection, power relations, and questioning and answering, and the way these strategies influence the discourse participants' conversational performance in the selected trial. To this end, this study draws on a legal discourse analysis approach as discussed by Coulthard (2013) and Mey (2016), focusing on lexicalization, the notion of power, and the use of questions and answers in courtroom settings. The overarching research question is: What are the different ideological and pragmatic meanings targeted beyond the use of selected words during the trial? Results reveal that language is a powerful tool in courtroom testimonies as it helps to extract information, verify evidence, draw legal outcomes, and encode and/or decode the underpinning meanings of courtroom discourse participants. These, in turn, serve to support or defy evidence and ultimately lead to issue a legally just decision.
How Can STEM Disciplines Support Political Engagement? Examining Student Characteristics and College Experiences
Author: Ro, Hyun Kyoung
Date: 2021-04-19
Type: Journal Articles
Subjects: STEM Education,College Students,Student Experience,Student Characteristics,Political Attitudes,Citizen Participation,Outcomes of Education

Science, technology, engineering, and mathematics (STEM) educators have a unique opportunity to prepare voters who are knowledgeable about science-related policy issues that inevitably become election issues (Rudolph &amp; Horibe, 2016). A substantial body of higher education literature indicates that college students learn civic values and commit to civic engagement through their curricular and co-curricular experiences (Bowman, 2011; Hurtado et al., 2012). Within STEM education, in particular, we study whether, and to what extent, students' curricular, co-curricular, and classroom experiences--as well as background characteristics--relate to political engagement. We analyze data from the 2017 Student Experience in the Research University survey, using self-reported measures of voting in the 2016 U.S. presidential election and self-assessed political efficacy for 5,838 STEM students at six research universities. We use regression analyses to examine relationships among curricular, co-curricular, and classroom experiences with STEM undergraduates' political engagement. Instead of simply examining whether STEM majors are less politically engaged than their non-STEM peers, our analyses and results provide insights about how STEM academic departments and faculty members can support students' political engagement. We offer implications for education policy and practice for supporting STEM students' political engagement through undergraduate experiences.