ethanporcaro/eric-fulltext-meta huggingface dataset:
Process Writing and the Development of Grammatical Competence
Author: Artunduaga Cuéllar, Marco Tulio
Date: 2013-10-00
Type: Journal Articles
Subjects: Process Approach (Writing),Grammar,Action Research,Competency Based Education,English (Second Language),College Second Language Programs,Undergraduate Students,Teaching Methods,Instructional Innovation,Instructional Effectiveness,Writing Exercises,Communicative Competence (Languages),Writing Achievement,Writing Improvement,Vocabulary Development,Punctuation,Sentence Structure,Verbs,Foreign Countries

This article presents the results of an action research study whose purpose was to apply alternatives for the development of grammatical competence in a group of third semester students of a Morphosyntax I course in an English language teaching undergraduate program at a Colombian public university. Given the fact that the teaching of grammar has for a long time been a polemical issue, the study intended to find an effective and meaningful way to develop this competence in a contextualized manner and writing was the selected medium. The results indicate that the use of writing activities to develop grammar generates a mutually enriching process as both linguistic elements are enhanced.
Efficiency of Iranian Translation Syllabus at BA Level; Deficiency: A New Comprehensive Model
Author: Sohrabi, Sarah
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,Translation,Course Descriptions,Undergraduate Study,Questionnaires,Curriculum Evaluation,Statistical Analysis,Undergraduate Students,College Faculty,Efficiency

This study aims at investigating the practicality of the current curriculum for translation studies at national level (Iranian curriculum). It is going to have a comprehensive idea of translation students and teachers (university lecturers) over the current translation syllabus at BA level in Iran. A researcher-made CEQ questionnaire (Curriculum Evaluation Questioner quoted from Rahimy 2009) by the total question of 45 (by 60 participants) is provided that is divided to two main parts; one about the courses that could be omitted from the translation program and the other one about the lessons that could be added to this program. This will be used to indicate the strength and weaknesses of the Iranian curriculum for translation program at undergraduate level. This study will follow a quantitative design. Data concerned with questioner will be analyzed by a non-parametric statistic way that is chi-square. As a conclusion the hypothesis that: &quot;there is a complete satisfaction of translation syllabus at BA level in Iran&quot; will be rejected. All things considered 34.81%, from teachers and learners, agree that some courses should be omitted from the translation syllabus and 65.19% disagree. On the other hand 43.74% agree that some mentioned courses can be added to the syllabus and 56.26% disagree that these courses can be added to the translation syllabus. As a result by rectifying the possible deficiencies and adding and omitting the mentioned courses in translation curriculum and translating training in Iran a new suitable model that fitted more to this area is given which is worthwhile for raising experienced translating teacher, having more competent experts in translation, translation examiner and developing of the Ministry of Higher Education. As a result of this model the most practical and helpful textbooks could be provided to gain the objectives in a more suitable way. Even there could be useful changes in tasks and activities that are provided in textbooks and they will be more compatible along the objectives.
Teachers' Beliefs and the Integration of Technology in the EFL Class
Author: García Chamorro, Martha
Date: 2013-10-00
Type: Journal Articles
Subjects: Beliefs,Technology Integration,English (Second Language),Second Language Instruction,Teacher Role,College Faculty,Qualitative Research,Classroom Techniques,Class Activities,Program Implementation,Teacher Surveys,Interviews,College Second Language Programs,Educational Practices,Foreign Countries,Observation

Over the past few decades, information and communication technologies have been integrated into the language teaching and learning scenario with relatively great success. Accordingly, teachers' role in this process is fundamental in order to make this integration really relevant for students' learning. This paper reports the results obtained in a study that was addressed to examine what teachers believe about the effectiveness of using technology in an English program at university level and how these beliefs affect the use of these types of tools in their classes. The research conducted was a qualitative study and the analysis of data revealed that the use of technology-based activities in the English classroom is twofold: reinforcing already studied topics in class and promoting motivation.
The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners
Author: Khoshsima, Hooshang
Date: 2015-02-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Metacognition,Questionnaires,English (Second Language),Second Language Instruction,Problem Solving,Foreign Countries,College Students,Qualitative Research,Statistical Analysis

Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002). It included three strategy categories: Problem Solving strategies (PROB), Global Reading strategies (GLOB), and Support strategies (SUP). Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean = 3.51), strategy 20 (overall mean = 3.52) and strategy 11 (overall mean = 3.77).
The Way Student-Teachers Construct Their Identity at School
Author: Díaz Benavides, Diana Mayerly
Date: 2013-10-00
Type: Journal Articles
Subjects: Student Teachers,Professional Identity,Professional Development,Student Experience,Reflection,Diaries,Student Development,Student Adjustment,Reflective Teaching,Thinking Skills,Intervention,School Role,College Second Language Programs,Group Discussion,Foreign Countries,Case Studies,Participant Observation

The incorporation of reflective practices in the arena of education has been discussed in different studies in order to understand the development of &quot;practitioners&quot; in a target setting. This article reports on a study aimed at describing the way ten foreign language student-teachers from a public university in Colombia construct their identity from their experiences at school. By analyzing student-teachers' reflections, diaries, and the participants' advisor observations during her visits to schools, the researcher found that once immersed at school, student-teachers evolve in interactions with the realities that the context offers, negotiate with it and then become independent decision makers.
Feminist Perceptions and the Challenges for Women's Education in Jeddah, Saudi Arabia in the 21st Century
Author: Bawazeer, Khadijah
Date: 2015-02-00
Type: Journal Articles
Subjects: Womens Education,Feminism,Foreign Countries,Females,Focus Groups,Questionnaires,College Students,Student Surveys,Islamic Culture,Equal Education,Muslims,Qualitative Research,Statistical Analysis,Student Attitudes

This article aims to contribute to the ongoing discussion about women's education. Conflicting discourses, regarding the positions of women as student learners, create an educational challenge that faces the GCC countries in the 21st century. This study explores the prevalent feminist positions in Jeddah in Saudi Arabia and presents the findings to the public and to decision makers in KSA. The data is generated in two ways: focus group and a questionnaire. Aside from the information they yield, the results of the focus group interviews were used to develop a questionnaire that was distributed among students from various departments at King Abdelaziz University women's main campus. The article finally discusses the results of this survey and also explores the debatable concepts of fairness vs. equality in the context of the findings.
Using Personal Portable Devices as Learning Tools in the English Class
Author: Herrera Díaz, Luz Edith
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Handheld Devices,Action Research,Qualitative Research,Integrated Learning Systems,Interactive Video,Dictionaries,Observation,Photography,Interviews,Questionnaires,Tests,Documentation,Foreign Countries

A group of university students used a variety of personal portable devices (cellphones, tablets, laptops, and netbooks) which distracted them in English class. This qualitative action research aimed to implement activities entailing the use of such devices and to learn their impact on students' learning and the use of English in class. Thus, a series of applications was used to promote the use of these devices for the benefit of the English as a Foreign Language class. These applications included a learning management system that resembled a social network, a live interaction application, and an online dictionary. It was found that students were able to productively use these devices as learning tools plus they expressed comfort and interest in using them.
The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness
Author: Ballén, Diana
Date: 2014-10-00
Type: Journal Articles
Subjects: Learning Processes,Web 2.0 Technologies,Electronic Publishing,Mass Media Role,Personal Autonomy,Classroom Observation Techniques,Focus Groups,Student Surveys,Technology Uses in Education,Metacognition,Second Language Learning,English (Second Language),Qualitative Research,College Second Language Programs,Student Empowerment,Learning Motivation,Foreign Countries

This article focuses on the way in which technology-based activities may shape and characterize students' awareness of their own learning processes and their understanding of autonomy. The study was carried out at a public university in Colombia. Data collection was done through the implementation of class observations, a survey, and some focus groups. Two categories emerged from data analysis which supported the preliminary finding that technology-based activities can be conceived of as a starting point in students' autonomous decisions about their learning.
English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement
Author: Rahmat, Nurhazlini
Date: 2015-02-00
Type: Journal Articles
Subjects: Language Proficiency,Language Tests,Academic Achievement,Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Predictor Variables,Correlation,Grade Point Average

In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET) has been introduced to enable continued emphasis on this role. MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands) to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score). It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM). The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine. The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS) version 19. The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study.
Students' Needs Analysis in an EFL Program for University Professors
Author: Bedoya, Paula Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Faculty,Focus Groups,Interviews,Surveys,Learning Strategies,Student Needs,Higher Education,Research Projects,Qualitative Research,Statistical Analysis,Information Technology,Language Proficiency,English Teachers,Foreign Countries

This study sets out to investigate professors' needs from an English as a foreign language program in a public university regarding demands, interests, and lacks based on the methodology of needs analysis. Data collected through a survey, focus groups, and individual interviews showed that professors need to meet the institutional language policy for contractual and academic reasons. Additionally, data revealed their desire to learn English to communicate in both academic and non-academic settings. Moreover, the lack of time and effective learning strategies were reported as comprising the main constraints for learning. Finally, the authors present the strengths and weaknesses of the program as well as the participants' suggestions for curriculum restructuring.
EST Reading Curriculum &amp; Instruction: An Alignment Analysis
Author: Mohammed, Lubna Ali
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,English for Science and Technology,Secondary School Curriculum,Alignment (Education),Communicative Competence (Languages),Reading Instruction,Textbooks,Second Language Learning,Learning Theories,Observation

In order for a curriculum to achieve its goals, it is imperative that the curriculum is coherent at all levels. In order to determine the coherency of a curriculum, the alignment of its theoretical underpinning and the label of a curriculum is one of the aspects that can be examined. The purpose of the current study was to examine if the theoretical grounding of the Yemeni EST senior secondary curriculum is in alignment with its communicative-based curriculum label. In line with its label, the reading curriculum embedded in the EST curriculum should be developed and designed based on the Communicative Language Teaching (CLT), which should be reflected in the EST reading instructional practice. In analysing the alignment of the communicative language teaching approach in the EST senior secondary school reading curriculum, the primary focus of the analysis was on the major SLA theories and L2 reading theories and the related instructional approaches. The data for this study were collected via an ESP textbook review as well as from the observation of the EST reading classroom instruction. The findings show that the EST senior secondary reading curriculum was not developed based on the socio-cognitive and socio-cultural theories which are the grounding principles of the communicative approach. Instead, the findings show that the EST senior secondary reading curriculum was primarily developed based on the cognitive information processing theory, in which teaching instruction reflects the student as an individual information processor and the focus on teaching vocabulary and grammatical rules using reading texts in non-communicative manner.
A Review on Studies of Phrasal Verb Constructions in ESL Context
Author: Jahedi, Maryam
Date: 2015-02-00
Type: Journal Articles
Subjects: Verbs,English (Second Language),Second Language Instruction,Textbooks,Instructional Materials,Educational Research,Language Research

This paper aims to give an overview of studies on phrasal verbs in three decades to present the theoretical and methodological issues, as well as the findings of research. Moreover, this review reveals the developments and paradigm shifts occurred in this area. Previous studies have shown that the research findings have not been incorporated into classroom activities and English Language Teaching (ELT) materials. The paper claims that the number of research on the use of phrasal verbs in ESL textbooks is limited and, therefore, further research is needed to examine how phrasal verbs are treated in textbooks in order to help ELT materials developers to present these items more effectively based on research findings.
Linguistic Intensification and Its Role in Interlingual Translation of Speech Acts between English and Arabic
Author: Mahmood, Ali Abdullah
Date: 2015-06-00
Type: Journal Articles
Subjects: Translation,Pragmatics,Semitic Languages,Interpersonal Communication,Literary Devices,Contrastive Linguistics,Form Classes (Languages),Semantics,Written Language,English

This paper tries to answer two questions: first, how far do intensifiers in English have the capability to fulfill linguistic intensification in order to achieve the communicative action between the speaker and the listener? Second, to what extent do linguistic characteristics of intensifiers influence translation of locutions of linguistic intensification carrying certain speech acts between English and Arabic? In relation to &quot;hyperbole&quot; as one form of linguistic intensification, English and Arabic do not show similar attitudes in expressing their hyperbolic forms though in certain cases they achieve similar functions of exaggeration. The transferring of these intensifiers within the locutions of speech acts is intensely adding some new meaning to the communicative structure being conveyed from the source language to the target language. These intensifiers are intrinsic pragmatic bearers of &quot;genuine&quot; speech acts as &quot;impressing,&quot; &quot;insulting,&quot; &quot;persuading&quot; and &quot;praising&quot; which can be entirely fathomed if the macro-illocutionary force of the communicative utterance is thoroughly evaluated and recognized.
Evaluation of Listening Skill of ELT Textbook at Secondary School Level
Author: Ahmed, Mumtaz
Date: 2015-06-00
Type: Journal Articles
Subjects: Listening Skills,Textbooks,Foreign Countries,Textbook Evaluation,Language Acquisition,Second Language Instruction,English (Second Language),Grade 9,Secondary School Students,Textbook Selection,Speech Communication,Communication Skills,Instructional Materials

Textbook evaluation means development of textbook that is based on rigorous research. In Pakistan text books are designed on communicative language teaching which focuses on communication. Morley (1991) has asserted that listening has a critical role in communication and in language acquisition because the better the students understand, the better they will be able to speak. In our text books, listening practices (text and activities) are missing, and listening plays a secondary role as compared to speaking, as it is part of oral work that are dialogues and role play, neglecting that during conversation in English our students face hurdles in quick thinking and accurate predicting because of ignoring listening skill which help in learning sound, rhythm, intonation, pronunciation, vocabulary and grammatical details. The researchers' intention here is to put different views on importance of listening skill and to evaluate English Text Books prescribed in Punjab government school whether they contain listening material, corresponding activities and related audio video material in text books.
Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners
Author: Bakhshalinezhad, Ladan
Date: 2015-06-00
Type: Journal Articles
Subjects: Reading Strategies,Protocol Analysis,Reading Comprehension,Indo European Languages,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Comparative Analysis,Advanced Students,Transfer of Training,Native Language,Learning Strategies,Adult Students,Correlation,Foreign Countries

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined through the think-aloud method. The findings showed that while the advanced EFL learners employed all the strategies (which were included in the strategy table of the study) in their English texts, the intermediate learners used only some of them and also used their strategies with different frequencies in comparison with the advanced learners. Therefore, the findings supported the view that the use of the reading strategies may be related to the learners' proficiency level. The findings also supported the idea that reading strategies can be transferred from one language to another based on the learners' proficiency level.
To Leave, or Not to Leave: That Is the Problem in &quot;A Doll's House&quot; and &quot;Candida&quot;
Author: Varghaiyan, Naghmeh
Date: 2015-06-00
Type: Journal Articles
Subjects: Drama,Nineteenth Century Literature,Females,Marriage,Decision Making,Sex Role,Gender Issues

This paper explores representation of &quot;Woman Question&quot; in Henrik Ibsen's &quot;A Doll's House&quot; and George Bernard Shaw's &quot;Candida.&quot; The paper argues that unlike many studies that have read Candida and Nora as two disparate characters, they can be considered as the same &quot;New Woman&quot; represented only from different perspectives. In the previous studies, Candida is usually labelled a philistine who chooses to stay at home in order to defend blindly the convention of marriage bond while Nora is commonly called a rebel who chooses to abandon the conventional matrimonial life in order to find her true identity. This study, nonetheless, holds that both female characters' ensuing decisions, although in different forms, similarly make their husbands reflect deeply on their situation in a way that in general the relation between them changes considerably afterwards. The female characters' socio-familial states, nevertheless, may not change considerably in the near future. Thus, the textual analysis in the present study reveals that there is no basis for establishing a dualism when discussing Candida and Nora, the former standing for conspiracy against her own gender while the latter being a symbol of female redemption. Instead, it could be argued that their seemingly different final decisions are different solutions to one problem without implying a certificate of authenticity at the end.