ethanporcaro/eric-fulltext-meta huggingface dataset:
International Students&apos; Perceptions of and Attitudes towards Their Chinese Accented English in Academic Contexts
Author: Veliz, Leonardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Chinese,Pronunciation,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Native Language,Ethnicity,Intercultural Communication,English for Academic Purposes,Social Discrimination,Intelligibility,Graduate Students,Foreign Countries,Asians

Dominant processes of economic and cultural globalization have accelerated the use of English as a medium of instruction and precipitated diverse, yet intersected global student mobility, which have resulted in varied forms and uses of English in academic contexts. The present study reports on the findings of research into the attitudes and perceptions of a group of Chinese students studying English as an Additional Language (EAL) towards the legitimacy of non-native speaker (NNS) accents, including their own, as used in cross-cultural interactions in academic contexts. The research aims at unpacking students' views of their Chinese accented English to better understand the ways in which their attitudes towards English accents help negotiate and sustain their ethnic identities in academic contexts. Drawing on a qualitative paradigm, the study utilized in-depth interviews with a sample of four participants. The results suggested that intelligibility is highly regarded at least at the cognitive level, which gives their idiolectal varieties of English greater legitimacy. However, such a hard-developed belief is seriously thwarted by their lived experiences of discrimination over their accented speech, which pushes them back, yet again, to a position of perceived inferiority that hinders their active participation in their academic contexts.
Implementing a Pilot E-Tandem Project at Technical University of Cotopaxi
Author: Guanoluisa, Fabiola Soledad Cando
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Pilot Projects,Program Descriptions,Student Attitudes,Positive Attitudes,Student Journals,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Foreign Countries,Learning Motivation,Student Interests,English (Second Language),Exchange Programs,Spanish,Scheduling,Barriers,Guides,Educational Benefits,College Students,Cultural Awareness,Interpersonal Communication,Interpersonal Relationship,Computer Mediated Communication,Learning Experience,Native Speakers

E-tandem language exchange is an online learning method that positively influences learners to gain knowledge and improve their linguistic and communicative competences. The main aim of this qualitative research was to analyze the advantages and drawbacks of an institutional, non-integrated e-tandem developed between a group of English learners from the Technical University of Cotopaxi, Ecuador, and Spanish learners from Miami University in Florida. Data were collected by using observation files and students' journals. The study shows that this e-tandem project positively influenced students' language learning, culture, and motivation. The students demonstrated positive attitudes toward language learning and interest in participating. Nevertheless, there were some drawbacks: technological problems, scheduling problems, the lack of a tutors' guide, compatibility of e-tandem partners, and a low level of the target language. We assert that most of these problems were related to the mode of implementation--institutional and nonintegrated. Furthermore, the lack of infrastructure and an administrative process affected the benefits that e-tandem offers. Based on this finding, we suggest strengthening the current project by integrating it into the curriculum so that students have a better learning experience.
Can Mindfulness Practice Improve Short-Term Retention in a Science Course?
Author: Reuter, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Retention (Psychology),Anatomy,Physiology,Science Instruction,Comparative Analysis,Intervention,Scores,Relaxation Training,Memory,Outcomes of Treatment,Science Tests,Feedback (Response),Student Surveys,Student Attitudes

Brief periods of wakeful resting have a positive effect on memory consolidation. To test the impact of mindful breathing exercises on the retention of new knowledge in a science class, we assigned lab sessions of Anatomy and Physiology I and II randomly to the intervention group or control group. During teaching periods, the intervention group lab sessions integrated mindfulness breaks by having students participate in guided breathing exercises every 25-30 minutes. With one exception, the average scores on the weekly retention quizzes taken at the end of the lab sessions were higher for the intervention group compared with the control group for all quizzes in both Anatomy and Physiology I and II. However, there was no significant difference in the average score between the intervention and control groups on formal quizzes and exams. Future studies should evaluate whether mindfulness techniques, such as mindful breathing exercises, used before exams lead to improved exam scores.
Cardiovascular Changes in Human Diving Reflex Based on Student-Collected Data in a Physiology Lab Course
Author: Liu, He
Date: 2021-00-00
Type: Journal Articles
Subjects: Physiology,Science Instruction,Laboratory Experiments,Undergraduate Students,Individual Differences,Gender Differences,Athletes,Comparative Analysis,Exercise Physiology,Metabolism,Teaching Methods,Aquatic Sports

In this study, we analyzed data of heart rate and pulse amplitude collected by undergraduate students in a physiology lab course during and after the diving reflex. On average, heart rate was reduced 21% at 15 seconds and 29% at 30 seconds during diving. Pulse amplitude generally decreased but with greater individual variation. There is no difference in the heart rate decrease seen between male and female subjects. Athletes started with slightly lower heart rate but showed the same response as non-athletes during diving. This study provides some variations on the typical diving reflex laboratory activity that could be used with students studying the physiological regulation of cardiac function.
The Power of Analogy-Based Learning in Science
Author: Keri, Zsuzsanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Logical Thinking,Figurative Language,Teaching Methods,Science Education,Undergraduate Students,Nursing Education,Student Attitudes,Instructional Effectiveness

Analogies are useful pedagogical tools to introduce new and difficult concepts to students by building connections to familiar things from our daily life. Research has shown that applying analogies during the learning process facilitates the development of higher order thinking. In this article, we present a number of analogies that have been included in several science courses, including anatomy and physiology and clinical chemistry, in undergraduate nursing science education. We also evaluated student perspectives on the ability of these analogies to enhance student understanding of difficult concepts. A total of 53 analogies were organized into structural and functional categories and a survey explored student feedback on them. A total of 131 first-year and second-year students completed the survey. More than 70% of the students indicated that these analogies were useful in understanding the anatomical structures and physiological functions. Over 60% of students applied these analogies while studying. Eighty-eight percent of students found that analogies were engaging and made the lecture more enjoyable. We conclude that well-structured and purposeful analogies have positive impact on students' learning of science courses during undergraduate nursing studies.
Evaluating English Syllabus for Maritime Vocational School: Towards Redesigning a New Syllabus
Author: Khosiyono, Banun Havifah Cahyo
Date: 2021-00-00
Type: Journal Articles
Subjects: Course Descriptions,Second Language Learning,Second Language Instruction,English (Second Language),Marine Education,Vocational Education,English for Special Purposes,Standards,Curriculum Evaluation,Work Environment,Language Proficiency,Educational Change,Competence,Employment Qualifications,International Cooperation,Foreign Countries

The English syllabus provides the students at the Maritime Vocational Schools (MVS) with necessary Maritime English (ME) competence compatible with the International Maritime Organization (IMO) curriculum, or the Indonesian Seafarers Quality Standard System (QSS) Curriculum (adapted from the IMO, in an Indonesian context). The gap in the ME learning process which represents a crucial problem in the Indonesian MVS is the availability of a syllabus for the subject. This study aims to evaluate the existing ME syllabus from the 2013 Curriculum for the MVS. This evaluation seeks to discover whether the given syllabus fulfills the real demands of the workplace by comparing it with the competencies presented by the QSS Curriculum. The result of this evaluation is to redesign ME competencies according to the international maritime workplace requirements. Observations, questionnaires, and interviews regarding the English competencies used on board ship were utilized to gather qualitative and quantitative data. The results indicated that (1) the current ME syllabus is acceptable for six out of the eight competencies proven to be needed for deck officer class IV, and (2) a new ME syllabus consisting of fourteen ME competencies according to the 2013 curriculum, The results of a needs analysis in the maritime workplace is proposed.
A View into Teachers&apos; Linguistic Practices in a Mexican EFL Higher Education Context
Author: de la Fuente, Tatiana Estefania Galvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Mexicans,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Code Switching (Language),Foreign Countries,Classroom Communication,Teaching Methods,Discourse Analysis,Language Teachers,Teacher Student Relationship,Higher Education,Case Studies,College Faculty,Undergraduate Students,Sociocultural Patterns,Learning Theories,Spanish

Second language classroom interaction has unique characteristics. The purpose of this paper is to describe the linguistic resources that teachers draw on to encourage social interaction in the EFL classroom. This examination includes a detailed analysis of the practical activities teachers engage in, focusing on their use of linguistic repertoires (Unamuno, 2008). The results of classroom observations and field notes show several dominant linguistic practices such as the use of transitional markers, speech modification, turn-taking, and code-switching, though code-switching (CS) are the dominant interactional patterns. In addition, using an applied Conversation Analysis (CA) approach (Walsh, 2013), transcriptions were combined to allow a holistic insight into what takes place regarding teachers' classroom practices. The discussion includes how a better understanding of the EFL classroom and how teachers use these resources to engage in communication should be brought to the floor in the evolving field of EFL research and interaction studies.
An Integrated Approach to Developing and Assessing EFL Students&apos; Speaking Ability and Strategy Use
Author: Chou, Mu-Hsuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,Comparative Analysis,Speech Communication,Undergraduate Students,English (Second Language),Teaching Methods,Metacognition,Skill Development,Class Activities,Scores,Language Tests,Foreign Countries,Needs Assessment,Feedback (Response),Communicative Competence (Languages),Cooperative Learning,Pronunciation,Grammar,Language Fluency,Vocabulary Development

Speaking a foreign language is a complicated process that involves linguistic competence, skills, and strategy use. Communicating through English in English for Academic Purposes courses is a basic requirement for EFL learners, but it can be a challenge. To improve the quality of speech, strengthen components of speaking competence, and raise learner awareness of metacognition, Goh and Burns (2012) propose an integrated pedagogical approach featuring a teaching cycle for developing and assessing students' speaking. The present study accordingly aimed to test how far the teaching-speaking cycle was able to develop low-intermediate Taiwanese EFL university students' speaking ability. Sixty university students participated in the study, which employed a quasi-experimental design. The Experimental Group (EG) received Goh and Burns' integrated pedagogical approach for 18 weeks, whereas the Control Group (CG) simply practiced speaking as regular in-class activities. Speaking tests and questionnaires were used. The results showed that the EG adopted the rehearsal and social strategies more frequently than the CG. In the case of speaking performance, the EG students steadily improved their speaking ability through the semester. The speaking performance of the CG students, however, was limited. A close inspection of the scores revealed marked improvements in particular speaking components for the EG participants.
Interpretations of Spoken Utterance Fluency in Simulated and Face-to-Face Oral Proficiency Interviews
Author: Quaid, Ethan
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Oral Language,Language Proficiency,Comparative Analysis,Computer Software,Audio Equipment,Test Wiseness,Language Tests,Interviews,Language Processing,Language Fluency,Test Validity,English (Second Language),Second Language Learning,Computer Assisted Testing,Simulation

Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency's effect being neglected. This study compared four test takers' spoken utterance and processing fluencies in output retrieved from a computer-based Aptis General speaking test and a purposively developed identical face-to-face direct oral proficiency interview using a counterbalanced research design. Speed, composite, breakdown, and repair utterance fluency measures were analyzed from test performances using Praat speech analysis software and fully-coded transcribed spoken data, with processing fluency qualitative data retrieved through post-test stimulated recall verbal report interviews and questionnaires, and co-constructed, semi-structured interviews. Macro-level quantitative analysis results demonstrated that test takers' spoken utterance fluency was broadly similar between delivery modes. The breakdown measures of filled and unfilled pauses were salient devices responsible for the minimal difference encountered between modes. The test takers' qualitative data reflecting on their performances revealed aspects of processing fluency's effect on test takers' utterance fluency. In turn, processing fluency was influenced by both test takers' cognitive and affective fluencies, through test taking strategy use, test taker characteristics, and the face validity of the test's delivery mode.
Assessing the Effect of Direct and Indirect Corrective Feedback in Process-Based vs Product-Based Instruction on Learners&apos; Writing
Author: Khaki, Mojgan
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Process Approach (Writing),Writing Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Accuracy,Error Correction,Comparative Analysis,Writing Evaluation,Females,Language Tests,Pretests Posttests,Rating Scales,Foreign Countries

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches. [Note: The page range (35-53) shown on the PDF is incorrect. The correct page range for this article is p36-53.]
On the Relationship between Iranian English Language Teaching Students&apos; Self-Efficacy, Self-Esteem, and Their Academic Achievement
Author: Noorollahi, Neda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Preservice Teachers,Language Teachers,Self Efficacy,Self Esteem,Academic Achievement,Second Language Instruction,Self Concept Measures,Predictor Variables

The present study explores the relationship between self-esteem, self-efficacy, and academic achievement among Iranian graduate students majoring in English Language Teaching (ELT) by presenting a model of the interrelationship among these three constructs. To this end, 229 students, male (N=80) and female (N=149), were selected from among different universities of Khorasan Razavi Province, Iran. AMOS software, Schwarzer, and Jerusalem's self-efficacy questionnaire were utilised to conduct the study and Rosenberg's self-esteem questionnaire. Also, to assess the participants' academic achievement, their Grade Point Average (GPA) was used as a criterion measure based on their self-report evaluation. The results of the Pearson correlation indicated that there were significant positive relationships between self-efficacy and self-esteem (r=0.641, p&lt;0.05), self-efficacy and academic achievement (r=0.609, p&lt;0.05), and self-esteem and academic achievement (r=0.519, p&lt;0.05). The goodness of fit indices revealed that all the fit indices lie within the acceptable fit thresholds. Results of the model showed that both self-efficacy ([beta]= 0.44, p&lt;0.05) and self-esteem ([beta]= 0.22, p&lt;0.05) were significant positive predictors of students' achievement. Therefore, self-efficacy was a better predictor of GPA. The model also demonstrated that self-efficacy positively and significantly ([beta]= 0.57, p&lt;0.05). The findings of the study might have some pedagogical implications for language teaching and learning.
The Influence of Explicit Teaching and Utilization of Concept-Mapping on EFL Students&apos; Listening and Self-Efficacy
Author: Boroumand, Mohsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Effectiveness,Concept Mapping,Listening Skills,Skill Development,Self Efficacy,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Young Adults,Language Tests,Foreign Countries

One of the most important communicative skills is listening and, at the same time, the Achilles' heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, self-efficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping, as an indispensable cognitive learning strategy, and self-efficacy play on an individual's achievement (Bandura, 1986, 1997), the present study aimed to examine the influence of explicit teaching and utilization of concept mapping on Iranian EFL students' listening achievement and perceived self-efficacy. The participants were sixty intermediate university students studying English as a foreign language. They were assigned into two groups, namely control and one experimental group, each including thirty participants. The students in the experimental group were trained to utilize concept mapping while doing their routine listening tasks. The instruments were a self-efficacy questionnaire and a test of listening achievement. The findings indicated that the experimental group performed significantly better in the listening achievement test after learning to use a concept-mapping strategy. Likewise, their perceived self-efficacy in accomplishing listening tasks improved after the intervention period. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for v21 is 2021.]
Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions
Author: Wang, Fuzhou
Date: 2021-00-00
Type: Journal Articles
Subjects: Children,Intellectual Disability,Intervention,Child Development,Equal Education,Individual Characteristics

How to realize the global development of children with intellectual disability is a complicated social issue. When a child has intellectual disability or is on the verge of intellectual disability, the environment the child is in and the humanistic support the child obtains play a vital role in achieving the global development. Given the intrinsic factors cannot be changed, and then the extrinsic interventions subsequently become the only means for children with intellectual disability to achieve personal development. However, conventional education cannot meet the special needs of children with intellectual disabilities, so training special supporting teachers has become the best choice to achieve this goal.
Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities
Author: Gaggioli, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Attitudes toward Disabilities,Students with Disabilities,Intellectual Disability,Inclusion,Knowledge Level,Special Education Teachers,Regular and Special Education Relationship,Teacher Characteristics,Etiology,Affective Behavior,Altruism,Teacher Behavior

This paper aims to bring research findings on the curricular teacher's and curricular support teacher's attitude toward students with intellectual disabilities. The results bring to imagine possible changes in the current training system that, deepening intellectual disability in discipline and laboratory terms, not necessarily and intentionally get a suitable space to evaluate and work on initial placements. The exercise of reflective competence, necessary to feed a mature self-awareness, is also essential to withstand the possible involutions experienced in school contexts, still far from the inclusive dimension.