ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Manipulating Task Complexity along Resource-Dispersing Dimension on L2 Written Performance from the Perspective of Complexity Theory
Author: Luo, Xiaobo
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Skills,Second Language Learning,Second Language Instruction,Task Analysis,Difficulty Level,Writing Processes,Correlation,Language Fluency,Syntax,Writing Evaluation,Language Usage,Vocabulary,Learning Theories,Individual Differences,English (Second Language),Undergraduate Students,Writing Instruction,Schemata (Cognition),Language Tests

From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two variables (i.e. task structure and planning). 2) Without planning, the accuracy and fluency of written output in tasks without structural constraint were significantly higher, while the syntactic complexity was lower. 3) Planning had no significant effect on accuracy. In macro-structure given task, planning promoted fluency and lexical complexity, but did not affect syntactic complexity. The result only partially supports the Cognition Hypothesis. Combined with previous research, it can be found that written output in tasks is nonlinear, multidimensional and self-adaptive. Researchers and teachers are suggested to fully consider task characteristics and individual differences, and not to take task complexity as the sole criterion when designing writing tasks.
Academic Vocabulary Acquisition Difficulties for Saudi Postgraduate Students in New Zealand Universities
Author: Ankawi, Ayman
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Arabs,Foreign Countries,Difficulty Level,Academic Language,Student Attitudes,Barriers,Learning Processes,Incidental Learning,Instructional Materials,Learning Strategies

Education outcomes for L2 students in academic preparation programs, undergraduate studies, and graduate work are directly influenced by the learning and use of academic vocabulary. Among 15 Saudi graduate students studying in New Zealand, this study investigated at their perspectives with academic vocabulary learning. Students in Saudi Arabia who are enrolled at New Zealand universities were asked about their difficulties in learning academic vocabulary. According to this study, a new perspective on academic vocabulary can be gained by studying students' assessments of their problems in learning academic vocabulary. Four research questions are the focus of the study: 1) When it comes to mastering academic vocabulary, what are the most common challenges faced by postgraduate students? 2) What methods do these Saudi postgraduate students employ in order to increase their knowledge of academic language? 3) Do students who perceive the most difficulty in learning a new language likely to have had the least effective ways for learning vocabulary. 4) Saudi graduate students confront what kinds of problems in learning academic vocabulary? Academic vocabulary is typically a problem for graduate students in a number of areas. These challenges were addressed utilizing a qualitative approach, that comprised an exploratory study, personal face-to-face questions, and a group discussion. A wide range of academic circumstances were found to be problematic for all 15 participants, regardless of language proficiency. It was difficult to find time to read for writing when there was so much emphasis on paraphrasing. (Hirvela, 2016) Aside from that, participants had no prior experience with academic vocabulary learning and only a limited number of strategies at their disposal to assist them. In contrast, the results of this study do not support the concept that merely being revealed to academic language can increase the chances of incidental vocabulary development; somewhat more, they recommend that deliberate vocabulary knowledge is needed, so such learning should be based on sound academic skills, including the use of vocabulary study materials; and unsuitable vocabulary acquisition strategies could indeed risk causing unhappiness and loss of vocabulary knowledge.
A Comparison of the Learning Efficiency of Business English between the Blended Teaching and Conventional Teaching for College Students
Author: Yang, Cai-Huan
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Comparative Analysis,Teaching Styles,Teaching Methods,Business English,Second Language Learning,Second Language Instruction,English for Special Purposes,Majors (Students),Foreign Countries,Instructional Materials,Student Attitudes,Academic Achievement,Correlation,Undergraduate Students,Preferences,Positive Attitudes

Over the last thirty to forty years, as technology and supplementary broadcast networks have advanced, an increasing number of teachers have entered the classroom with new perspectives, such as providing students with resources and an environment that adheres to the blended teaching style. Learning can take place whenever and wherever it is desired with a blended teaching approach. The primary goal of this study was to investigate whether the blended teaching strategies and materials or the traditional teaching method in the Business English class increase students' learning satisfaction and academic achievement. Participants in this study included 56 undergraduate students majoring in Applied Foreign Languages in central Taiwan. Business English ESP courses were offered during the 108 and 109 academic years. The four-point Likert scale questionnaire was distributed after students took the course. Moreover, in-person interviews and class observations were also focused to reveal overall students' learning efficiency and perceptions on the preferences of teaching techniques in Business English and their learning satisfaction. As a result, students considered blended teaching an effective teaching strategy that increased their learning motivation with additional instructional activities. In addition, findings demonstrated that both handwritten exams (associated with traditional teaching methods) and interactive answering Apps (associated with blended teaching methods) work effectively based on different teaching methods. The outcomes of this study suggest that the majority of students have a positive attitude toward blended learning in the ESP program of business English and that their academic performance has obviously improved.
An Exploration of Thai ESP Teachers&apos; Self-Efficacy and Sources Concerning Course Development and Instruction
Author: Khakhai, Kanokpoj
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Language Teachers,Second Language Learning,Second Language Instruction,Self Efficacy,Teacher Attitudes,Mastery Learning,Teaching Methods,Educational Background,Educational Policy,Context Effect,Persuasive Discourse,Pedagogical Content Knowledge,Teacher Collaboration,Communities of Practice,Universities,Foreign Countries,Undergraduate Students

Challenges of English for specific purposes (ESP) course development and instruction have still been reported in a number of studies. They could affect ESP teachers' belief and confidence in their ability to do such tasks. This qualitative case study explores the development of self-efficacy, along with source information concerning challenges in course development and instruction. The study case took place in a Thai university's institution where eight ESP teachers participated in this exploration. Through multiple interview sessions, they revealed source information and different ways to develop self-efficacy. Findings included that cognitive and enactive mastery experience were the most influential sources derived from their educational background and success in implementing pedagogical elements in their actual practices. Vicarious experience and verbal persuasion appeared to be scant due to the underlying contextual factors related to the institutional policies explored in the case. Physiological and emotional states proved to be less influential and acted as supplementary sources of influence. The current study also highlights the influence of contextual factors' shaping sources of self-efficacy and the development. Indeed, the lack of collaborative practices diminished vicarious experience and verbal persuasion so that individual teachers relied on their knowledge and experience as mastery experience to be efficacious. Research implications focus on policies where collaborative culture development is included. A suggested plan is to employ professional learning communities (PLC) to develop internal collaboration (e.g., sharing knowledge and practices to improve self-efficacy sources and development).
A Leadership Model for Supporting the Mastery of Core Competencies for College English Learners in Application-Oriented Universities in Shanghai, China
Author: Liu, Jun
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Mastery Learning,Leadership Styles,Universities,Institutional Characteristics,Instructional Leadership,Models,Foreign Countries,Undergraduate Students,Competency Based Education,Education Work Relationship,Futures (of Society)

On basis of Synergistic Leadership (Irby et al., 2002), Situational Leadership (Hersey &amp; Blanchard, 2008), the support systems in Framework for 21st Century Learning (P21, 2019), and related research, this research employed questionnaire surveys and interviews in four application-oriented universities (AOUs) in Shanghai, characterized by disciplines of humanities, arts, technology, and health. Findings from questionnaire surveys and interviews showed that: 1) 45 leadership factors in the context of AOUs in Shanghai may be synthesized from dimensions of stakeholders' perceptions, leadership behaviors, and external forces; and 2) leadership styles may start at any point of directing to coaching styles, and gradually transform to supporting, and specific leadership behaviors have been provided to CE instructors or instructional leaders in determining or adapting situational leadership styles to learners' situation in AOUs in Shanghai. Based on the findings, the model &quot;Leadership Atomium&quot; was developed for instructional leaders and instructors to support learners' mastering CE core competencies for their better preparations for future life and work.
An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors
Author: Li, Chili
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Strategies,Sociocultural Patterns,Second Language Learning,Second Language Instruction,Writing Instruction,Majors (Students),Undergraduate Students,English (Second Language),Learning Processes,Student Attitudes,Asians,Foreign Countries,Learning Theories

This paper reports on the results of a quantitative study that was aimed to measure the use of socio-cultural strategies in learning English writing among a group of 155 Chinese university English major students. This quantitative survey was informed by the socio-cultural theory that holds that L2 learning is a mediational process in which a couple of socio-cultural factors tend to mediate the learning of the second/foreign language. The use of writing strategies was thus conceptualized by an array of mediational factors and measured by a self-designed questionnaire. Descriptive techniques were applied to analyze the collected data. The results revealed that the surveyed participants endorsed a medium to high level of socio-cultural writing strategies. They reported to most frequently use role-mediated strategies in their English writing learning, followed by sign-mediated strategies, rule-mediated strategies, community-mediated strategies, and tool-mediated strategies respectively. The results are implicative for L2 writing learning and instruction.
Code Switching and Code Mixing in Teaching and Learning of English as a Second Language: Building on Knowledge
Author: Ezeh, Nnenna Gertrude
Date: 2022-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Proficiency,Language Usage,Multilingualism,Native Language,Sociolinguistics,Instructional Effectiveness,Language Teachers,Teacher Student Relationship,Classroom Communication,African Languages,Secondary School Students,Teacher Attitudes,Foreign Countries

The primary goal of language teaching is to afford learners, proficiency in communicating in the target language, self-development as well as intercultural understanding of languages in the learning process. The teacher is therefore charged with the task of selecting appropriate strategies to effectively achieve his pedagogic goals, one of which is the use of Code switching and Code mixing. Traditionally, this strategy has been viewed negatively as signs of deficiencies in a speaker, though in a typical multilingual setting, speakers tend to select multiple codes or mix languages they consider appropriate to facilitate and clarify meanings in their language expressions. This study intends to project the socio-linguistic functions inherent in code switching and mixing that can help ESL students transcend from the known (L1) to the unknown (L2), especially in learning complex language contents; making the teacher's work, productive and less strenuous. A quantitative methodology was adopted to ascertain the efficacy of code switching and mixing as a teaching strategy. The results revealed that Code switching and mixing have progressive and positive effects in language learning, both for the teacher and learners in the ESL situation.
Examining the Dependability and Practicality of Analytic Rubric of Summary Writing Using Multivariate Generalizability Theory: Focusing on Japanese University Students with Lower-Intermediate Proficiency in English
Author: Kato, Makiko
Date: 2022-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Skills,Writing Evaluation,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Rating Scales,Language Usage,Language Teachers,Private Colleges,Undergraduate Students,Teacher Student Relationship,Error Patterns,Generalization,Phrase Structure,Error Analysis (Language),Foreign Countries,Language Tests,Majors (Students),Engineering Education,Writing Instruction

English teachers, especially those who teach summary writing to students with relatively lower proficiency in English face difficulty in teaching summary writing and while assessing their students' performances. In the classroom context, an analytic rubric is pedagogically more helpful than a holistic rubric because the teacher can confirm the strengths and weaknesses of their students' summary performance and the students can receive constructive feedback (Yamanishi et al., 2019). This study examined the practicality of the analytic rubric which consisted of four rating scales, including language use, by investigating seven in-service English teachers' honest assessment of 160 summaries of Japanese private university students who are inexperienced in writing English summaries and have lower-intermediate proficiency of English. Furthermore, this study examined the dependability of the analytic rubric using multivariate generalizability theory (Brennan, 2001). The results showed that assessing language use and judging summaries, copied, to a lesser or greater extent, from the source text was difficult because of diverse linguistic errors and the use of paraphrasing was lacking. Therefore, it is necessary to define the gravity of language errors and that of copying in more detail to develop a rubric that suits to assess the summaries written by English learners with lower-intermediate level of English.
Recast, Task Complexity and Child Learners&apos; L2 Development
Author: Lv, Lihui
Date: 2022-00-00
Type: Journal Articles
Subjects: Difficulty Level,Second Language Learning,Second Language Instruction,English (Second Language),Cognitive Development,Teaching Methods,Feedback (Response),Children,Verbs,Grammar,Language Usage,Correlation,Oral Language,Learning Processes,Task Analysis,Error Correction,Language Tests,Written Language,Foreign Countries

This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex). In response to errors in the use of the present third person singular verb forms, participants received the feedback of recasts. L2 development was measured through oral production and written tests. Results show that recasts are effective for learning the target form, and there is a negative correlation between task complexity and child learners' acquisition of linguistic target in their written production, but no significant correlation was found between task complexity and participants' oral production. The results confirm Skehan's limited attention capacity prediction, and can be explained from the cognitive development level of the participants and their English learning habits. Implications for pedagogy and future research are discussed.
The Effect of Written Corrective Feedback on the Acquisition of Different Types of Linguistic Features
Author: Alkhawajah, Fatimah
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Grammar,Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Pretests Posttests,Undergraduate Students,State Universities,Foreign Countries,Comparative Analysis,Instructional Effectiveness,Teaching Methods

The current study investigated whether there exists a differential effect of direct and indirect corrective feedback (CF) on the acquisition of rule-based features (simple present) and item-based features (prepositions). Fifty students enrolled in an EFL writing class were divided into four groups. Each group received one of the following treatments: direct CF on simple present, indirect CF on simple present, direct CF on prepositions, or indirect CF on prepositions over three sessions. In this pretest/immediate posttest/delayed posttest design, students received written CF, revised writing tasks, and completed new tasks and tests. Results showed that simple present, a type of rule-based feature, responded better to indirect CF while prepositions, a type of item-based feature, responded better to direct CF. The findings suggest that teachers should consider addressing different types of linguistic features through different types of CF.
A Personalised Needs-Led Approach to Developing Mentors of Student Teachers
Author: White, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Student Teachers,Preservice Teacher Education,Teacher Educators,Communities of Practice,Enrichment,Foreign Countries

Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based experience varying from a few weeks to a whole school year). Mentors are school-based teacher educators with diverse professional learning and development requirements, for which a personalised needs-led approach may be more effective than a training approach limited to understanding the processes needed for a specific programme and setting. Core essentials for school-based teacher educators' development include introductions to the Partnership team, values, route and procedures; basic mentoring principles and skills; providing feedback to the school-based teacher educator on the professional learning conversation and modelling subject development conversations; and access to a community of teacher educators. Beyond these core essentials, other opportunities can enrich professional learning and practice. Cameos of such enrichment opportunities are described in this article to illustrate the personalised needs-led approach that has evolved within an Initial Teacher Education Partnership in England. The value, drawbacks and implications of this flexibly adaptive approach are discussed.
The Impact of Peer Feedback on Chinese EFL Junior High School Students&apos; Writing Performance
Author: Hao, Hongxia
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Foreign Countries,English (Second Language),Second Language Learning,Junior High School Students,Writing Achievement,Grade 9,Student Attitudes,Positive Attitudes,Self Efficacy,Writing Ability,Instructional Effectiveness

English writing plays a vital role in language teaching and learning and is compulsory in Chinese secondary education. Chinese EFL junior high school students need to master English writing. However, in the process of English writing teaching and learning, the Chinese EFL students still face problems in writing ability and self-efficacy even though they receive corrective feedback from teachers. In this regard, the authors believe peer feedback as a formative evaluation method also significantly promotes students' writing performance. So, the purpose of this study is to explore the effectiveness of peer feedback on Chinese EFL junior high school students' writing ability and self-efficacy. The participants in this study were 100 grade 9 EFL students in a Chinese public junior high school, divided into experimental and control classes. Both teacher feedback and peer feedback were used in the experimental class, while only teacher feedback was used in the control class. Data were collected using the quasi-experimental and survey questionnaire methods, and data were analyzed using SPSS version 23. The findings revealed that peer feedback positively impacts students' writing ability in content, organization, and grammar. Additionally, students have more positive attitudes toward peer feedback which is more conducive to improving the students' writing self-efficacy in motivation and confidence. Therefore, it can be considered that peer feedback has a positive impact on Chinese EFL junior high school students' writing ability and self-efficacy. The author also proposed the recommendations and implications for EFL writing instruction, policies, and future research.