ethanporcaro/eric-fulltext-meta huggingface dataset:
Saudi EFL Teachers&apos; Identity Formation in Saudi Schools: A Case Study
Author: Aljuhaish, Sultan Fahd
Date: 2020-09-00
Type: Journal Articles
Subjects: Case Studies,Professional Identity,Educational Background,Teacher Characteristics,Communities of Practice,Context Effect,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Secondary School Teachers,Teacher Attitudes,Classroom Techniques

This study aims to explore the influence of contextual factors on English as a Foreign Language (EFL) teachers' professional identity formation in the context of Saudi Arabia. More specifically, it aims to examine how the participants' educational background, life experiences and professional setting influence their professional identities as EFL teachers in Saudi secondary schools. This study involved three EFL teachers who are based in Riyadh. Employing a case study method, the data collection techniques of this qualitative study included in-depth interviews and observations. Drawing upon Wenger's (1998) concept of communities of practice, the data analysis reveals several factors affecting the EFL Saudi teachers' professional identity. This study found that the Saudi teachers' educational background and life experiences act as formative elements which influence their EFL professional identity formation. Moreover, the participating teachers agree that practical experience and teaching community played a more significant role than their educational background in terms of shaping their teacher's identity construction and their classroom practices. The results have many implications for Saudi Arabia's development of current teacher education programme. If teacher education curriculum is aimed at improving the professional identity building of EFL teachers, then the policymakers might need to review the curricula of English language teacher education and incorporate some improvements within the programme.
A Cross-Linguistic Analysis of Formulaic Language and Meta-Discourse in Linguistics Research Articles by Natives and Arabs: Modeling Saudis and Egyptians
Author: Abdulaal, Mohammad Awad Al-Dawoody
Date: 2020-09-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Computational Linguistics,Benchmarking,Discourse Analysis,Researchers,Documentation,Research Reports,Linguistics,Native Language,Second Language Learning,English (Second Language),Classification,Writing (Composition),Language Usage,Language Variation,Authors,Foreign Countries,Phrase Structure

This corpus-based study aims to identify the interactional and interactive metadiscourse markers in terms of frequency in the abstract and discussion sections of research articles on linguistics, written in English by native, Egyptian, and Saudi researchers. To attain this aim, 60 research articles have been randomly compiled and analyzed qualitatively and quantitatively via AntConc.3.2.4 depending on Hyland's (2005) classification of metadiscourse markers (MM). Taking the abstracts and discussions written by the natives as a benchmark, this study poses the following essential question: How close and far is the amount of the interactional and interactive resources in Egyptian and Saudi abstracts and discussions to and from the native level? The results showed that except for hedges, evidential markers, and endophorics, the usage of attitudes, code glosses, engagement markers, self-mentions and transitions in the E-abstracts (i.e. written by Egyptian researchers) was much far from the native level. But in S-abstracts (i.e. abstracts written by Saudi researchers), only two close points to the native level have been recorded: transitions and engagements. In the E-discussion sections, unlike code glosses and frame markers, attitudes, boosters, endophorics, hedges, and self-mentions were reported very close to the N-level. In the S-discussion sections, boosters, code glosses, emphatic, engagement, frame markers, and transitions have recorded far rates from the N-level; whereas only attitudes and hedges were much close to the native normal level.
Developing an Evaluation Checklist for English Majors&apos; Textbooks in China: Focus on Intercultural Communicative Competence
Author: Lei, Wanrong
Date: 2020-09-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Textbook Evaluation,Foreign Countries,Intercultural Communication,Evaluation Criteria,Specialists,Textbook Selection,Language Teachers,Native Speakers,College Students

With the rising interest in the Intercultural Communicative Competence (ICC) in language teaching, evaluating the ICC attributes in EFL textbooks is becoming a great concern. This study aimed to find out the evaluation criteria for the ICC attributes in EFL textbooks generated from the literature and from EFL experts, and then construct an evaluation checklist for assessing the ICC attributes of the English majors' textbook in China. The findings revealed that thirty-six items were identified from the literature and another thirty-six new items were generated from the interview with nine experts in the fields of ICC research and textbook selection. These items were constructed into a draft checklist and checklist was validated by another nine EFL teachers and native-speaker teachers. Consequently, a try-out checklist with two dimensions, eight themes and sixty-one items was developed. Given the vital role of ICC in English teaching, it is essential to understand the ICC attributes in EFL textbooks, which is a relatively new construct. The proposed checklist was a critical step towards a better evaluation of ICC attributes in English majors' textbooks and would be a helpful tool for teachers in textbook evaluation. Future research is required to refine the try-out checklist.
An Observational Study on the Effects of Native English-Speaking Teachers and Non-Native English-Speaking Teachers on Students&apos; English Proficiency and Perceptions
Author: Fuangkarn, Keeratikan
Date: 2020-09-00
Type: Journal Articles
Subjects: Native Speakers,Language Teachers,English (Second Language),Second Language Learning,Teacher Effectiveness,Classroom Environment,Student Motivation,Student Attitudes,Elementary School Students,Private Schools,Language Proficiency,Grade 4,Grade 5,Grade 6,Foreign Countries

This study investigated the effects of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) on students' English proficiency and perceptions. The research methodology employed an observational study based using critical applied linguistic. Data collection was through a mixed method. The tools used were the Cambridge English: Key English Test (KET), classroom observation evaluation forms, and interviews. The participants consisted of 252 upper primary students from one private school in Chiang Mai, Thailand, during the academic year 2019. Results indicated that students' English proficiency was increased significantly at 0.01 level in both groups. The gain score suggested that NNEST can make a higher gain score than NEST in all grade levels. Student's answers show NNEST score a higher agreeability towards teachers' teaching abilities, English abilities, and the creation of an engaging learning atmosphere over NEST. Classroom observations implemented by three English Learning Teachers confirmed the results that NNEST is more agreeable than NEST in teachers' teaching ability and motivating learning atmospheres in classrooms. However, in teachers' English skills, the experts' perceptions were opposite that of the students. Lastly, the interviews with the students reflected three key aspects: their preferences of English teacher advantages, disadvantages, and strengths of both NNEST and NEST.
An ESL Online Classroom Experience in Oman during Covid-19
Author: Syahrin, Syerina
Date: 2020-09-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Instruction,COVID-19,Pandemics,Foreign Countries,College Students,Educational Technology,Integrated Learning Systems,Cognitive Style,Technology Uses in Education,Student Attitudes,Preferences,Receptive Language,Listening Skills,Reading Skills,Writing Skills,Speech Skills

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students' preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students' learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb's Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton's Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students' preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students' productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.
Efficacy of Role-Play in Teaching and Formative Assessment for Undergraduate English-Major Students in Saudi Arabia
Author: Keezhatta, Muhammed Salim
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Role Playing,Undergraduate Students,English (Second Language),Second Language Instruction,Majors (Students),Instructional Effectiveness,Conventional Instruction,Knowledge Level,Grammar,Vocabulary,Language Skills,Teacher Attitudes,Interpersonal Relationship

This study aimed at evaluating the effectiveness of the role-play as the teaching and formative assessment strategy for the undergraduate English major students from the Riyadh region of Saudi Arabia. To find the effectiveness and the impact of role-play as a teaching strategy, a quasi-experimental method was employed by using a pretest-posttest design wherein the pre and posttest results of 70 EFL students from experimental and the control groups were compared. The experimental group was taught some new areas of grammar, functions and vocabulary using role-play; simultaneously, the control group was taught the same items using the traditional method of teaching. The pretest revealed no significant difference in the knowledge level of the students between the two groups. On the other hand, the posttest results showed that there was a significant difference in the knowledge level of the students in favour of the experimental group. Further, a structured questionnaire was used to understand the perspective of the teachers on the efficacy of role-play in the assessment of students in the English language classes. A sample size of 20 teachers was used where it was found that role-play had a significant impact on the formative assessment. The findings of the study suggested role-play as an effective technique for the undergraduate English-major students in Saudi Arabia to solve the classroom interpersonal troubles, and it would help the students to imbibe the human-relation along with increasing their proficiency in the English language.
Entailing Professional Training and Thesis Development. An Innovation Experience at Universidad SEK Chile
Author: Bulling, Tulio Barrios
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Action Research,College Faculty,Universities,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Theses,Teacher Attitudes,Innovation,Mentors,Student Attitudes,Student Motivation,Barriers,Feedback (Response),Language Teachers,Teacher Education Programs

Teaching professional practice and thesis development are usually two independent and unrelated processes. However, some concerns arose at Universidad SEK (USEK) Chile Department of English. Students declared to be overloaded and that working on their theses did not contribute to solving real in-class problems. Professors considered that training was not achieving all the expected results and that theses quality of some students were below expectations. To address these concerns, the English department decided to create a direct and strong bond between these two vital processes through Action Research (AR). Studying this innovation process appears to be relevant as it may lead to a better understanding of its impact and the complexities involved. Consequently, the author aims to value the results of this innovation after five years of its implementation. How do involved agents such as students, professors, supervisors, and mentors ponder this experience? Qualitative information gathered through interviews evidenced some contentment regarding thesis and training improvement, a decrease in the students' overload perception, renewed motivation, and a positive thesis-training connection. Despite this promising perception, there are still some pending challenges, such as enhancing the spreading of the innovation and the quality of the feedback provided to school mentors.
Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms
Author: Alharbi, Ameera Saeed
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Formative Evaluation,Student Evaluation,Females,Telecommunications,Handheld Devices,College Students,Student Attitudes,Educational Technology,Computer Assisted Testing

As one of the most popular Online Student Response Systems (OSRSs), &quot;Socrative&quot; is defined as a web-based platform that can be accessed using any browser that is connected to the Internet (Mork, 2014). In an attempt to guide EFL teachers on their journey towards transforming their traditional paper-based formative assessment into using electronic tools, this study seeks to present the expectations and attitudes of Saudi female learners towards the use of mobile-based formative assessment. The study aims to investigate the attitudes of EFL learners towards the use of mobile-based tests in English classes using &quot;Socrative&quot; as a model for assessment. For this purpose, 35 female students completed all three stages of the experiment; initial survey, &quot;Socrative&quot; quiz, post-experiment survey. The participants are enrolled in one of the courses of English for Specific Purposes (ESP) offered by the Preparatory Year Program at a Saudi state university. The findings of the study indicate that almost half of the participants preferred paper-based over mobile-based tests in the pre-experiment survey; after the experiment, however, the students changed their preferences in favor of mobile-based tests. The study also highlighted different advantages, reported by the participants, of using &quot;Socrative&quot; as a tool for formative assessment in EFL classrooms. The study recommends that teachers implement the use of (OSRSs) in their classrooms as they have many pedagogical benefits for language learners.
Exploring the Coalescence of Language and Literature through a Stylistic Analysis of Cristina Pantoja Hidalgo&apos;s &quot;When It&apos;s a Grey November in Your Soul&quot;
Author: Tarrayo, Veronico N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Speech Acts,Literature,Language Styles,Fiction,Authors,Literary Genres,Connected Discourse,Nouns,Language Usage,Verbs,Semantics,Form Classes (Languages),Grammar,Literary Devices,Narration,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries

This paper argues that in interpreting literary pieces, language and literature should team up for their mutual benefit. Based on this assumption, this study explores the interface between language and literature by examining along stylistic lines the flash fiction piece &quot;When It's A Grey November In Your Soul&quot; written by Cristina Pantoja Hidlago, a renowned Filipino author. Using Leech and Short's (2007) schema, the present study attempts to decipher the language code of the said literary text in terms of the following features: lexical categories, grammatical categories, figures of speech, and context and cohesion. The analysis proves that specific textual features could lend themselves well in interpreting the text. Among the lexical categories are group of words that indicate confusion (i.e., semantic field); predominant use of concrete nouns, special use of proper nouns, and abstract nouns referring to social and psychological states; adjectives denoting sense perceptions (visual descriptions, mostly colors); and specific verbs indicating speech acts. On the other hand, these grammatical features contribute to text interpretations are interrogative sentences and minor sentences (i.e., sentence fragments); predominant use of simple sentences; use of the literary present in general, and punctuations (i.e., em dash and ellipsis). Lexical repetition and alliteration are found to be effective figures of speech in comprehending the flash fiction piece. As for context, the flash fiction piece employs the first-person narration with Direct Speeches (DS), one Free Direct Speech (FDS), Free Direct Thoughts (FDT), and one Indirect Thought (IT). Repetition, recurring motif, and linkage as cohesion elements help elucidate the effects and meanings the writer intends to evoke in the story. The implications of the present study for literature and language teaching are also discussed.
Developing ESL/EFL Learners&apos; Grammatical Competence through Communicative Activities
Author: Ali, C. P. Muhammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Foreign Countries,Teaching Methods,Communication Skills,Learning Activities,Discussion (Teaching Technique),Role Playing

The real learning takes place when the learners start using the language items not when they notice them. Every English as a Second Language/English as a Foreign Language (ESL/EFL) learner needs grammar to communicate effectively and efficiently. Furthermore, they need opportunities to use grammar communicatively in meaningful contexts in order to develop their grammatical competence. Unfortunately, the present classroom atmosphere does not provide this since it merely focuses on the input, i.e. the presentation of language items. This paper argues that the communicative activities fill this existing gap in teaching grammar by providing learners with meaningful contexts, where learners not only practice grammar, but also use it communicatively. While practicing grammar through communicative activities, the learners understand the relationship between the form, meaning, and function of grammatical structures in meaningful contexts. The paper exemplifies how communicative activities can be used to develop ESL/ EFL learners' grammatical competence.
Investigating EFL Learners&apos; Awareness of Cognitive and Metacognitive Reading Strategies of Students in Different Disciplines
Author: Ahmed, Ruhina Mustajab
Date: 2020-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Strategies,Metacognition,Majors (Students),Intellectual Disciplines,Preferences,College Freshmen,Foreign Countries,Problem Solving

This research explores the awareness and use of cognitive and metacognitive reading strategies of Omani EFL (English as a Foreign Language) students studying different disciplines. The participants were three hundred and seventy-five Omani EFL first year diploma students studying biology, business, information technology, engineering, and English in a higher education institution in Oman. The study compared and contrasted strategy use across disciplines and examined the relationships among strategy preferences and discipline. Survey of Reading Strategies (SORS), a self-report questionnaire by Mokhtari and Sheorey (2002) was used to collect data. Statistical and descriptive analysis indicates that Omani EFL learner's most preferred category of reading strategies was cognitive strategies, followed by support strategies and metacognitive strategies. One-way ANOVA (analysis of variance) revealed no significant differences between students of the disciplines mentioned above in terms of strategy preferences for metacognitive, cognitive, and support strategies. The findings provide insight for curriculum developers and teachers towards the strategy preferences of Omani EFL students.
Motivational Strategies among English Language Teachers: An Examination in Higher Education Institutions in the Malaysian Context
Author: Omar, Suhaida
Date: 2020-09-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,College Faculty,Value Judgment,Motivation Techniques,Professionalism,Self Efficacy,Teacher Student Relationship,Positive Reinforcement,Personal Autonomy,Undergraduate Students,Public Colleges,Foreign Countries

Little attention was given to explore and understand motivational strategies among English language (EL) teachers, particularly at higher education institutions (HEIs), despite the on-going interest on this matter. Identifying which strategies are adaptive and maladaptive could help them to promote student motivation in return. This study aims to identify the degree of importance and implementation of motivational strategies among EL teachers and explore to what extent they implement the strategies that they perceived as important. The online questionnaires were distributed to 49 teachers at 11 public universities in Malaysia, and ten of them were interviewed. The findings of this study suggested the implementation of motivational strategies heavily depended on teachers' perceived motivation in teaching. The highest-rated strategy was Proper Teacher Behavior, and the least preferred was Promote Learner Autonomy, indicating that teacher behavior as an important element in ensuring effective language learning. Next, despite the findings that most students are not ready for learner autonomy, the teachers appeared to have a more positive outlook on the inclusion of learner autonomy, and this contradicts findings of previous studies in the Asian contexts. It also indicates that motivational strategies are neither cultural nor context-specific. However, some strategies are still regarded as very practical, while some are less practical in different learning situations. Future research may include private universities to contribute to the knowledge gap on the lack of information on this topic and eventually enable academics to engage in motivational strategies research across all HEIs in Malaysia.