ethanporcaro/eric-fulltext-meta huggingface dataset:
Subject Specialisation in Primary School: A Theoretical Review and Implications for Policy and Practice in Zambia
Author: Ndhlovu, Zanzini B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Specialization,Intellectual Disciplines,Teacher Education Curriculum,Educational Research,Elementary Education,Comparative Education,Models,Educational Policy,Educational Practices,Professional Development,Foreign Countries

The Ministry of General Education (Zambia) introduced subject specialisation at primary school. However, researchers have not yet sufficiently interrogated the concepts and modalities of subject specialisation at the primary school level to build a basis for an informed position and implementation. The paper aimed to review the literature and international practice relevant to subject specialisation at the primary school level. Interpretive techniques were applied while conducting secondary data analyses. The review established that there were different models of specialisation in education. There were also mixed experiences of subject specialisation in teaching and learning at primary school levels from the countries accessed. Nonetheless, intentional narrowed practice tended to contribute to the competent delivery of service in education. The paper, thus, welcomed differentiated types of specialisation based on school circumstances, learner grade level, staff numbers and teaching and learning facilities. Therefore, the authors proposed a study to explore the assertions and proposals.
A Pragma-Stylistic Analysis of Formal Congratulatory Letters in English and Arabic
Author: Al-Janabi Muna Y.
Date: 2021-09-00
Type: Journal Articles
Subjects: Pragmatics,Language Styles,Semitic Languages,English,Contrastive Linguistics,Letters (Correspondence),International Relations,Public Officials,Language Usage,Cross Cultural Studies,Speech Acts,Written Language,Case Studies,Discourse Analysis,Intercultural Communication,Presidents,Native Language,English (Second Language),Foreign Countries

Politeness strategies are of significant importance to maintain the face of the addressee. Senders of formal congratulatory letters seek to create a positive image in the minds of their addresses by performing particular illocutionary acts and face-saving acts (FSAs) in the form of written texts. To the best knowledge of the researcher, this topic received little attention from linguistic researchers, especially on the pragma-stylistic level. The importance of this study arises from the fact that congratulatory formal letters are an effective tool in the successful performance of foreign relations and thus deserve investigation. The current study investigates the pragma-stylistic aspects of illocutionary acts and FSA Politeness Strategies in some selected English and Arabic formal congratulatory letters written by English and Arabic officials. Findings reveal that assertive constitutes the highest frequency in English data, while expressive occurs more in Arabic. Besides, the FSA politeness strategy (Use appropriate forms of address) includes most of the total frequency in both English and Arabic data, which still it appeared more in English. Additionally, (Exaggerate interest, sympathy with H) comes next in Arabic, while (Be optimistic) appeared more in English. In addition, results show that exaggeration (Hyperbole) is the prevalent stylistic device used in Arabic. Arabic officials usually exaggerate the glorification of people in authoritative positions, while English high officials tend to be more moderate. The findings will be helpful in cross-cultural comparative studies and other related fields.
A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students
Author: Agili, Emtenan
Date: 2021-09-00
Type: Journal Articles
Subjects: Writing Instruction,English (Second Language),Second Language Instruction,Writing Skills,Metacognition,Language Teachers,College Faculty,Foreign Countries,Learning Strategies,Graduate Students,Planning,Interpersonal Communication,Evaluation

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers' perspective to see if anything is lacking in the implementation of 'teaching writing strategies' for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore 'the implementation of writing strategies of faculty' during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students' meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.
An Exploratory Study of EFL Teachers&apos; Assessment Conceptions at a Saudi University
Author: Qadi, Ahmad
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Foreign Countries,Accountability,Student Evaluation,Teacher Attitudes,College Students,Teacher Characteristics,Educational Attainment,Feedback (Response),Reliability,Educational Quality,Testing

Each teacher evaluates students' learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors' perspectives in general appears to be vital, and exposing EFL teachers' evaluation concepts is crucial and requires considerable investigation. The current study examines teachers' assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers' assessment conceptions using Brown's (2006) Teachers' Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study's data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.
A Simple &quot;mmm&quot; Technique to Teach Word Stress and Intonation in English
Author: Tsang, Art
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,English (Second Language),Intonation,Suprasegmentals

This article describes a simple method to teach pitch, a feature common to both word stress and intonation. The technique can be used by native and nonnative English-speaking teachers and is applicable to students of different levels and language backgrounds. Pronounced as /m/, &quot;mmm&quot; is a sound that should be easy for speakers of any background to produce. In this simple &quot;mmm&quot; technique, all one has to do is transform all the sounds--in a word or a sentence--into /m/. This article includes specific steps teachers can follow and adapt to teach this technique. Examples are also provided.
Implementing Humor Instruction into English Language Teaching
Author: Rucynski, John, Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Humor,Teaching Methods,Second Language Instruction,English (Second Language),Foreign Countries,Cultural Awareness,Cultural Differences,Visual Aids,Social Media,Satire,21st Century Skills,Technological Literacy,Media Literacy

From a cultural perspective, humor may be a universal feature of all cultures, but what is considered funny varies greatly from culture to culture. In this article, the authors demonstrate the importance of understanding kinds of humor that differ across cultures and offer clear suggestions for teaching three kinds--verbal irony, memes, and satirical news--with examples that can help students develop humor competency and enhance their twenty-first-century skills, including digital and media literacy.
Using Story Retelling Wheels with Young Learners
Author: Baker, Lottie
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Scaffolding (Teaching Technique),Skill Development,Literacy,Language Skills,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Story Reading,Elementary School Students

In this article, the author describes how to use &quot;story retelling wheels&quot; as scaffolding devices to support young learners as they develop the important skill of being able to retell stories that they have heard and comprehended. This tool can be adapted to meet young learners at different English language and literacy levels. It requires only paper and pencil, making it an ideal resource for classrooms with limited materials. There is no need to wait until learners acquire enough English to produce flawless retellings. Instead, imperfect retellings with the support of scaffolding instruments can push learners to develop English and have fun at the same time.
An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework
Author: Li, Xinying
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Textbook Selection,Content Analysis,Textbook Evaluation,Check Lists,Standards,Student Attitudes,Skill Development,Language Proficiency,Student Needs,College Students,Scores,Student Placement,College Entrance Examinations

It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher's school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students' needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students' perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students' needs and English proficiency to achieve the China Standards English suggested levels.
Teacher Electronic Written Corrective Feedback, Trends and Future Directions
Author: Altamimi, Omar Abdullah
Date: 2021-09-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Accuracy,Writing Instruction,Classification,Teaching Methods,Grammar,Language Proficiency,Metalinguistics,Computer Mediated Communication,Computer Assisted Instruction,Pretests Posttests,Instructional Effectiveness

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language (ESL) students' written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.
University Education in Algeria during the COVID-19 Pandemic: Limitations and Challenges
Author: Kerras, Nassima
Date: 2021-09-00
Type: Journal Articles
Subjects: Higher Education,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Psycholinguistics,Communicative Competence (Languages),Barriers,Electronic Learning,Distance Education,Online Courses,COVID-19,Pandemics,Student Attitudes,College Students,Foreign Countries

The study deals with the subject of learning languages online. Many studies (Chelghoum &amp; Chelghoum, 2020; Arabeche &amp; Soudani, 2021) have been carried out over the last year to investigate the needs of the pedagogical changes as a result of the world health situation. The Covid-19 pandemic wreaked havoc all over the globe. This unprecedented situation created huge complications for citizens worldwide, with emergency offices suddenly appearing in students' and workers' kitchens, bedrooms, and living rooms due to the large-scale lockdowns and stringent restrictions on movement put into place by governments. The sudden and unexpected nature of this &quot;new normal&quot; left very little time for acclimatisation to the online learning modes, with students and teachers alike adapting and improvising. This study aims to investigate the difficulties of Algerian students and analysing the interactive techniques which could be applied in language studying, and overcoming the barriers of computer screens. In this case, we address the goals used in university teaching in Algeria to be able to understand the situation and draw a possible new strategy to achieve a quality education. First, the topic is introduced, followed by an analysis of teaching and learning methods during the COVID-19 pandemic. Afterwards, the methodology is defined, highlighting the relation between the Psycholinguistics (Hanim Rahmat, 2018) and the Communicative Approach (Hymes, 1972). A qualitative study is carried out to describe the problems faced by the students and offer some possible recommendations, taking into account the social context experienced during the 2020-2021 academic year.
Boosted with Online Learning to Improve English Language Teachers&apos; Proficiency
Author: Dewie, Szarmilaa
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Proficiency,Language Skills,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Electronic Learning,Online Courses,Integrated Learning Systems,Professional Development,Usability,Instructional Effectiveness,Language Teachers,Elementary Secondary Education,Foreign Countries

Language teaching and learning have been significantly transformed by the advent of online technology. Learning and information-gathering have been dramatically boosted by technology. Owing to online learning, physical geography is no longer a major obstacle. However, there has not been much study to portray online technologies and online learning improving teachers' proficiency in the English language. With this in mind, the purpose of this study was to investigate the extent to which online learning has improved teachers' language proficiency. About 201 teachers from eight districts in Malaysia were enrolled in an online course. The study was conducted online for three months. Data was collected from an evaluation survey obtained at the end of the period. Responses gathered based on descriptive analysis of the course content, overall experience, and comments derived from the survey was then analyzed from the data. The findings revealed that the teachers are very positive towards the course and found it constructive in enhancing their professional development. The results also indicated that teachers have also improved their language component upon being enrolled in the course. These documents that all the language skills have been enhanced, and they are very motivated. Therefore, future research should focus on a specific language component in order to gain a deeper insight of continuum from this study.
Looking Ahead: From Driving Cars in the Lobby to Online--Using Open Creative Expression to Understand Student Emotions about Transitioning to Remote Instruction during the COVID-19 Crisis
Author: Chambers, Benjamin D.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Engineering Education,Educational Change,COVID-19,Pandemics,Course Evaluation,Feedback (Response),Distance Education,Computer Mediated Communication,Asynchronous Communication,Online Courses,Assignments,Student Attitudes,Emotional Response,Teacher Student Relationship,Student Reaction,Well Being,Creative Activities

In response to COVID-19, students in a first-year general engineering program rapidly transitioned from a highly interactive, hands-on model with large remote-controlled cars in the lobby to an asynchronous, online model without face-to-face student interaction. The instructors designed an assignment to encourage students to creatively express how the course interruption and transition online was affecting them. The assignment encouraged complete freedom of expression and choice of media. The intent was to keep a personal connection with students and to create a feedback opportunity to make up for the lost in-person informal connections and observations. The instructor of each section viewed submissions, and offered encouraging, individual feedback on each. Afterwards, instructors developed and applied a coding system for applicable media and moods to help understand overall student response. The instructors were left with the perception that the responses were very powerful, and successful at strengthening the recently weakened student-instructor bond. We found the assignment gave students a chance to express themselves more creatively than assignments such as reports. This paper will introduce the assignment and give an overview of student submissions. We believe similar assignments could be useful in any course where the instructor has an interest in the well-being of their students, and we ourselves plan to use this style of assignment to explore topics including students' desire to continue to pursue engineering, or comfort level during their first year of college.
Looking Ahead: Advancing Engineering Education through Case Studies in Introductory Courses
Author: Maxworth, Ashanthi
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Problem Based Learning,Feedback (Response),Introductory Courses,Electronics,Teaching Methods,Information Security,Course Descriptions,Undergraduate Students,Majors (Students),Active Learning,Case Method (Teaching Technique)

This paper presents the implementation of a case study analysis in an introductory level electrical circuits course. According to the author's knowledge, this is the first time hybrid implementation of a case study analysis with problem-based learning (PBL) and virtual experimentation (VE) was used in an introductory level electrical circuits course globally. The student body of this course was comprised of a diverse group of engineering disciplines including, 12 from electrical engineering, 18 from mechanical engineering, 3 from electrical-mechanical engineering, one from cybersecurity, and 4 transfer students with discipline not yet assigned. In terms of graduation standing there were 14 sophomores, 17 juniors, and 7 seniors. As mentioned above, this was an introductory electrical course, and a significant number of juniors and seniors were from non-electrical engineering majors. This article illustrates the cases, feedback collection method, results from the initial implementation, and next steps.
The Impact of Collaborative Writing on EFL Learners&apos; Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia
Author: Aldossary, Khaled Salem
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Collaborative Writing,Language Skills,Instructional Effectiveness,Student Attitudes,Males,Undergraduate Students

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.