ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Drama-Based Instruction in Jordanian EFL Students&apos; Writing Performance
Author: Bataineh, Ruba Fahmi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Drama,Second Language Instruction,English (Second Language),Writing Instruction,Teaching Methods,Writing Skills,Skill Development,Secondary School Students,Grade 8,Males,Experimental Groups,Control Groups,Text Structure

Despite a plethora of research on the utility of drama in the foreign language classroom (e.g., Boudreault, 2010; Gorjian, Moosavinia, &amp; Jabripour, 2010; Zafeiriadou, 2009; Ziltener, 2011), less research addresses its effect on skill development (e.g., Al-Rabadi &amp; Bataineh, 2015; Bataineh, Al-Rabadi, &amp; Smadi, 2013). This study examines the potential effectiveness of drama in improving Jordanian EFL eighth-grade students' writing performance. A purposeful sample of two intact sections of 80 male students was selected from a secondary school in Irbid, Jordan. Using a quasi-experimental design, the two sections were randomly assigned to either an experimental or control group. The groups were pre-tested, treated, and post-tested. The instructional material comprised a story entitled &quot;The Boy from the Past&quot; from the students' own textbook, Action Pack 8. While the control group was taught per the guidelines of the Teacher's Book, the experimental group was taught a nine-week dramatization of the story, focusing on five aspects of writing, namely, thesis statement, unity, completeness and coherence, wording and cohesion, and organization. The findings reveal statistically significant differences in the students' performance on all five aspects in favor of the experimental group. The research concludes with relevant implications for writing instruction and teacher education.
Using Category Generation Tasks to Estimate Productive Vocabulary Size in a Foreign Language
Author: Roghani, Shadan
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Language Tests,Second Language Learning,Second Language Instruction,Task Analysis,Expressive Language,Receptive Language,Language Proficiency,Factor Analysis,Foreign Countries,Classification,Comparative Analysis,Evaluation Methods

This paper reports an investigation into whether a test of productive vocabulary size using a category generation task can be useful and effective. A category generation task is a simple task where learners are asked to name as many as words as they can from a prescribed category such as &quot;animals&quot; or &quot;body&quot; parts. The virtue of this approach is that it potentially allows an estimate of productive vocabulary size, comparable to receptive size estimates, to be made. Four such tasks were trialled on 92 learners ranging from elementary to advanced level. Subjects also took Nation's Productive Vocabulary Levels Test (PVLT) (2001) and Meara &amp; Milton's X-Lex (2003). The results suggest that category generation tasks can produce vocabulary size estimates and these are comparable in size with PVLT and about one third of the size of a receptive vocabulary size estimate (X-Lex). The tests appeared very reliable and can distinguish between learners of different levels of performance. There are still issues to be resolved concerning the tasks which can be used and the volumes of vocabulary they can potentially obtain. Factor analysis suggests the receptive and all the productive tasks test a single factor.
The Mediation of EFL Learners&apos; Interaction for Word Processing within Collaborative Output
Author: Niu, Ruiying
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Processing,Vocabulary Development,Sociocultural Patterns,Learning Processes,Cooperative Learning,Undergraduate Students,Student Attitudes,Majors (Students),Task Analysis,Linguistic Input,Error Correction,Discourse Analysis,Interaction Process Analysis,Oral Language

Collaborative output has been found to facilitate L2 lexical learning due to the cognitive word processing engendered in it. Yet it is not clear how interactions involved in collaborative output could affect learners' word processing and hence their lexical learning. This paper takes a sociocultural perspective to investigate Chinese EFL learners' interactional processes in performing collaborative output tasks and how these interactions were associated with their cognitive word processing. A microgenetic analysis revealed that the participants engaged in six categories of interactional process and participants' interactional processes mediated their word processing. The findings highlight the lexical learning mechanism afforded by collaborative output.
Creating Multimodal Reflections in an IEP Speaking-Listening Course
Author: Macknish, Cynthia J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,English (Second Language),Second Language Learning,Second Language Instruction,Reflection,Multimedia Materials,Academic Language,Technological Literacy,Teaching Methods,Cooperative Learning,Learning Motivation,Personal Autonomy,Self Esteem,Scaffolding (Teaching Technique),Feedback (Response),Intensive Language Courses,Speech Communication,Listening Comprehension,Student Projects,Universities,Active Learning,Student Evaluation,Evaluation Methods

Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language and digital skills. Research indicates that integrating multimodal projects in ESL courses has the capacity to promote collaboration and learner autonomy, and improve motivation, self-confidence, and language skills. That said, the purpose for integrating multimodality should be clear, and explicit teaching, scaffolding, monitoring, and feedback are necessary for success. In addition, there are challenges to address. In this article, procedures for creating multimodal reflections using Adobe Spark are explained with reference to learners in an Intensive English Program (IEP) service-learning context, and suggestions are shared on how teachers of all levels can adopt and modify the project for different contexts. Challenges are discussed and assessment tools are presented.
Longitudinal Pragmatic and Grammatical Development in English among Chinese Students
Author: Xu, Wei
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Grammar,Pragmatics,English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts,Accuracy,College Students,Pretests Posttests,Language Processing,Language Tests,Comparative Analysis,Native Speakers,Foreign Countries,Error Patterns,Task Analysis

This study investigates pragmatic development among Chinese EFL learners, with reference to accuracy improvement in grammar. Sixty college students in mainland China were pre- and post-tested on their pragmatic and grammatical comprehension and production over one academic year. Their test results were compared with those of 14 native English speakers. Quantitative results show that these Chinese EFL learners developed signifcantly in both pragmatics and grammar over time. Qualitative analysis reveals that they differed from the native speakers in terms of contents and address forms in realizing certain speech acts.
Exploring the Feasibility of Video-Mediated Listening Test in a Nation-Wide Proficiency English Examination in China
Author: Xiao, Ying
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Tests,Listening Comprehension Tests,Comparative Analysis,Video Technology,Doctoral Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Multimedia Materials,Language Proficiency,Achievement Tests,College Admission,Graduate Medical Education,Audio Equipment,Credibility,Reliability,Computer Assisted Testing,College Entrance Examinations

Thanks to the increased accessibility of multimedia technology, video texts have been widely used in teaching English in Chinese foreign language classrooms. This trend provides great impetus for changes in the means of assessing listening in both achievement and proficiency tests, and suggests the potential possibility of supplanting the audio-only with a video-mediated listening test. This paper aims to explore such a possibility in the Foreign Language Admission Test for Medical Doctoral Students (FATMD) administered by the National Medical Examination Center in China. A total of 148 MD and PhD students who had just passed the equivalent of a language admissions test voluntarily enrolled. Participants were divided into an experiment group for a video-mediated listening test and a control group for an audio-only test. The results indicated no significant differences on average scores between the video-mediated and audio-only group. However, they did suggest the potential of supplanting the audio-only listening test with a video-mediated equivalent in FATMD without upsetting its well-established credibility and reliability, in light of the increasing use of computer-assisted English proficiency testing in China.
Policy-Driven Development and the Strategic Initiative of One-Million Enrollment Expansion in China&apos;s Higher Vocational Education
Author: Fan, Xiaoxian
Date: 2020-03-00
Type: Journal Articles
Subjects: Higher Education,Vocational Education,Enrollment Management,Strategic Planning,Foreign Countries,Educational Development,Government Role,Educational Policy,Academic Education,Incentives,Economic Development,Education Work Relationship,Educational Quality,Capacity Building

Purpose: This article explores the relationship between governmental policy and the development of higher vocational education in China. Design/Approach/Methods: The article begins with a textual analysis of dozens of policy documents on higher vocational education issued by the Chinese government since 1999. Findings: The article argues that the development of higher vocational education in China has been largely policy-driven. This development can be divided into four stages: scale development, quality improvement, capacity building, and systemwide enhancement. The transition between each of these developmental stages was marked by new policy initiatives undertaken by the Chinese government. Originality/Value: The government's recent efforts to expand higher vocational education enrollment by one million students have significant implications for China's higher vocational education. Additionally, the proposed &quot;1 + X&quot; model--which attaches equal importance to academic education and skill training--may represent the beginning of a new stage in the development of higher vocational education in China.
Formative Assessment of Academic English Writing for Chinese EFL Learners
Author: Chen, Defeng
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,English for Academic Purposes,Writing Instruction,English (Second Language),Second Language Instruction,Foreign Countries,Summative Evaluation,College Students,Writing Skills

Formative assessment (FA) has enjoyed much popularity in educational assessment in recent years, especially for the teaching of writing. However, the application of FA in academic English writing (AEW) has rarely been studied. Employing both quantitative and qualitative methods, this study is designed to explore the effectiveness of FA in the process approach of AEW for EFL learners in China. Results from a T-test show that there is a significant difference in students' performance between the experimental and the control group. Meanwhile, the results of repeated measures ANOVA demonstrate significant difference among the three drafts produced by the participants in the experimental group. Qualitative studies also show that feedback provided by both peers and the teacher is treated seriously by most learners, which contributes to the gradual improvement of their writing. The results of the study suggest that FA may be more effective than summative assessment (SA) for the improvement of learners' AEW ability.
A Reflective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modification, and Redefinition
Author: Lyddon, Paul A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Styles,Technology Integration,Decision Making,Educational Philosophy,Learning Theories,Teacher Attitudes,Language Teachers,Information Technology,Models,Accountability,Reflection

As the number of language instructors seeking to implement digital technologies in their teaching continues to grow, so does the need for direction with regard to making pedagogically sound decisions concerning digital tool use. One popular and useful guide for considering the educational potential of digital technologies has been Puentedura's (2006) Substitution-Augmentation-Modification-Redefinition (SAMR) model, with its four levels of progressive technological integration. However, the degree of technological integration truly possible or even desirable for individual teachers in their given context depends on a number of complex, interrelated, largely non-technological factors, including implementation motives, pedagogical purview, educational philosophy, theory of learning, teaching style, and situational constraints. Generally unconscious, these factors often go ignored, leaving teachers susceptible to technological decisions that can lead them to lose their prescribed pedagogical focus or unwillingly contradict their core professional beliefs. After a brief, situated overview of the SAMR model, this article introduces and illustrates a five-stage SAMR-embedded reflective approach to systematically eliminating irrelevant, unacceptable, and unfeasible instructional uses of technology and, thereby, revealing potential for expanding pedagogical capacity in language teaching.
Refreshing China&apos;s Labor Education in the New Era: Policy Review on Education through Physical Labor
Author: Fan, Guorui
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Education,Educational Theories,Educational Policy,Politics of Education,Educational History,Labor Force Development,Job Skills,Thinking Skills,Creativity,Curriculum,Family School Relationship,Extracurricular Activities,Elementary Secondary Education,Higher Education

Purpose: This study reviews China's labor education theories and policies to reveal the main objectives, contents, and methods of the new era, as well as analyzes future development in labor education. Design/Approach/Methods: In addition to reviewing the relevant labor education theories, this study examines China's labor education policies using historical documents and current policy texts. Marxist and traditional approaches to labor education, as well as the historical development of education in China, provide the macroscopic backdrop of this study's analysis of the persistence and innovativeness of China's labor education policies. Findings: China's labor education policy has placed labor education on the same level as that in morality, intellect, sports, and aesthetics, thereby endowing labor education with new meaning. Labor education seeks to cultivate workers with all-round physical and mental development. Becoming more varied over time, labor education now involves the cultivation of skills, technological capacities, creative thinking, labor habits, and emotional development. Approaches and methods include formal programs and teaching, education in daily life at home and school, as well as practical activities outside of school. Originality/Value: This study identifies the meaning of labor education in different eras and analyzes the objectives, contents, and methods of China's current policies on labor education, as well as its future developmental trends. In doing so, this study provides a useful reference for the implementation of labor education in elementary and middle schools.
Self-Efficacy and Time Spent Learning English: Differences among Taiwanese Students from Medical, Arts, and Comprehensive Universities
Author: Tseng, Min-Chen
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Second Language Learning,Second Language Instruction,English (Second Language),Medical Students,Cognitive Ability,Comparative Analysis,Foreign Countries,Correlation,Majors (Students),Art Education,Measures (Individuals),Student Attitudes,Learning Processes,Time on Task,Independent Study,Undergraduate Students

The purpose of this study is to examine the relationship between self-efficacy and time spent learning English by students in different majors in Taiwan. The participant sample was comprised of 375 students from 20 academic departments at 8 colleges in 3 universities in Taiwan. Eighty-eight students studied at an arts university, 75 at a medical university and 212 at a comprehensive university. The EFL Learner Self-Efficacy Scale (ELSS) questionnaire was used. It was divided into three sections covering the cognitive aspect (11 items), affective aspect (13 items), and ability aspect (17 items). The results indicate that the self-efficacy level of medical students was the highest of the 3 aspects. The self-efficacy level of arts students in the cognitive and ability aspects was higher than those of comprehensive university students. Also, a two-way ANOVA indicated a significant interaction between learning time and students schools in the three aspects of self-efficacy.
The Effect of Computer-Assisted Educational Games on Teaching Grammar
Author: Kayan, Adil
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Computer Assisted Instruction,Educational Games,Computer Games,Teaching Methods,Grammar,Instructional Effectiveness,Second Language Instruction,English (Second Language),Foreign Countries,Academic Achievement,Middle School Students,Grade 6,Experimental Groups,Control Groups,Student Attitudes,Attitude Change,Language Attitudes

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today's students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.
Water Is the Taste of Life -- The Contribution of Metacognitive Guidance to Drinking-Related Nutritional Literacy
Author: Cohen, Hagit
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Nutrition Instruction,Foods Instruction,Water,Health Education,Health Behavior,Behavior Change,Dietetics,Elementary School Students,Knowledge Level,Self Efficacy

This study examined the contribution of metacognitive guidance to the development of drinking-related nutritional literacy(DNL). Metacognitive awareness promotes meaningful learning. Active involvement of students in metacognitive activities develops deep conceptual understanding. Childhood food and beverage consumption affects growth and can be a predictor of adult obesity, diabetes, and cardiovascular diseases. One of the factors that might improve food and beverage consumption is nutritional literacy. The research examined 225 students aged 9-11 and included a research and a control group. In both groups, students prepared and conducted an activity for students aged 6-8, as part of their science class. The activity sought to encourage the drinking of water and reducing the consumption of sweetened drinks. In the research group, the students received metacognitive guidance while preparing the activity. Changes in DNL in the areas of knowledge, attitudes, and behavior were tested by analysis of quantitative questionnaires. While there was no difference between the research and control groups in knowledge, the metacognitive guidance generated improvement in drinking-related attitudes and behavior. The improvement was seen both for everyday circumstances and at special occasions and emphasizes the great potential of expanding the relationship between metacognition and nutritional literacy.
Anticipating Other Worlds, Animating Our &quot;Selves&quot;: An Invitation to Comparative Education
Author: Silova, Iveta
Date: 2020-03-00
Type: Journal Articles
Subjects: Comparative Education,Self Concept,Educational Change,Buddhism,Metacognition,Indigenous Populations,Feminism,Educational Philosophy,Beliefs,Religious Cultural Groups

Purpose: This article aims to reimagine education--and our selves--within the context of multiple, more-than-human worlds where everything and everyone are interrelated. Design/Approach/Methods: The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time--European &quot;paganism&quot; and 13th-century Japanese Buddhism, as well as excerpts from indigenous, ecofeminist, and decolonial scholarship. These thought experiments are conducted through a series of &quot;and if&quot; questions around education and schooling. Findings: The article proposes to radically reimagine education in two ways. First, it invites readers to reconfigure education as a &quot;connective tissue&quot; between different worlds, bringing together rather than hierarchizing them. Second, it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-than-human worlds. Originality/Value: Using the concept of &quot;metamorphosis&quot; as an antidote to Western metaphysics, the article re-situates education within a wider set of possibilities in relation to the taken-for-granted ways of knowing and being, as well as the notions of space and time.