ethanporcaro/eric-fulltext-meta huggingface dataset:
Lexical Transfer in the Writing of Chinese Learners of English
Author: Dodigovic, Marina
Date: 2017-00-00
Type: Journal Articles
Subjects: Transfer of Training,Chinese,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Skills,Computational Linguistics,Language Role,Language Usage,Error Analysis (Language),Error Patterns,Phrase Structure,Bilingualism,Translation,Teaching Methods,Advanced Students,Language Proficiency,Comparative Analysis,Writing (Composition),Foreign Countries,College Students

This study aims to further the understanding of first language (L1) lexical transfer within the context of L1 Chinese learners of English. Previous transfer research has often focused on a small subset of grammar errors, without examining how lexical choices, especially in collocations and multi-word units (MWU), might have been influenced by L1 or L1-based assumptions about vocabulary use. There is therefore a need to look for evidence of L1 transfer or word-for-word translation from the native language in L2 production at each of the three levels: individual words, collocations and MWU. Such errors points to subordinate bilingualism, which is rooted in translation as a teaching/learning method (Cook, 2014), which is common in China (Edmunds, 2013). Therefore this paper addresses the following research questions: 1) To what extent does the transfer of L1 word polysemy, collocations, and MWU impact Chinese learners' English vocabulary use? 2) Are more advanced learners as prone to L1 lexical transfer errors as the less advanced ones? The approach used here is corpus-linguistic. The main research task is to examine an existing corpus of Chinese student writing in English and analyze and classify the identified lexical transfer errors. The findings indicate that the most common of these are errors caused by L1 polysemy in individual words, followed by MWU and collocation errors. More advanced learners appear to be slightly but not significantly less prone to lexical transfer errors. Instruction which follows the recommendations made in this paper is likely to prevent the onset of such errors.
The Relationship between the Levels of Self-Efficacy Beliefs of Pre-Service Teachers and Their Levels of Determining Suitable Taxonomy, Strategy, and Method-Technique for Science Objectives
Author: Kaygisiz, Gülfem Muslu
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Elementary School Teachers,Science Instruction,Elementary School Science,Grade 3,Grade 4,Foreign Countries,Teaching Methods,Self Determination,Preservice Teacher Education,Scientific Concepts,Taxonomy,Classroom Techniques,Educational Strategies

The purpose of this study was to examine the relationship between the level of pre-service primary school teachers' self-efficacy beliefs in science teaching and their level of determining taxonomy, strategy, and teaching methods-techniques for the curriculum's objectives in primary science education. A total of 101 pre-service teachers who were enrolled in the third and fourth grade of the department of primary school teachers in the 2017-2018 academic year at a private university in Gaziantep, Turkey participated in this study. The level of teacher candidates' self-efficacy beliefs toward science teaching was determined through the &quot;Science Teaching Efficacy Belief Instrument.&quot; In addition, teacher candidates' levels and reasons for determining the appropriate taxonomy, strategies, methods, and techniques while teaching the objectives in the science curriculum were examined through &quot;form of determining suitable taxonomy, strategy, and method-techniques for objective.&quot; Therefore, qualitative and quantitative data were examined together. This was a correlational study but it was enriched through qualitative data. Results showed that pre-service teachers' self-efficacy beliefs toward science teaching and determination levels of appropriate taxonomy, strategy, and teaching methods-techniques were relatively high. In addition, a statistically weak but positive relationship was found between these two variables. As a result, it is recommended to give more importance to these courses in teacher education of pre-service primary school teachers.
Shared Learning Objectives in Interdisciplinary Projects: Game Design in a Sino-Scandinavian Context
Author: Engström, Henrik
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Active Learning,Student Projects,Art Education,Technology Education,International Cooperation,Behavioral Objectives,Computer Games,Design,Student Experience,Foreign Countries,Undergraduate Students,Instructional Effectiveness,College Instruction

The learning goals of project-based courses are typically specific for each involved discipline. Game development is deeply interdisciplinary and some of its core principles are shared across disciplines, from art to programming. This article presents a project-based approach where students majoring in arts and students majoring in technology share learning objectives. The course has been developed in a Sino-Scandinavian collaboration. Experiences from well-established Scandinavian game development programmes have been transferred to a Chinese university context. This article presents an explorative mixed method evaluation of this course. The research design had two phases with an initial qualitative analysis resulting in a set of observations that were tested in the second, quantitative phase. A total of 34 students from a range of disciplines participated in a two week course. The quantitative analysis shows that art (n=13) and technology (n=14) students' reported very similar experiences and similar insights into core learning objectives. This study shows that deeply interdisciplinary project-based courses, with shared learning objectives can successfully be conducted even in a context with no prior experience of such approaches.
Digital Multimodal Composition and Second Language Teacher Knowledge
Author: Schmidt, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Writing Instruction,Technological Literacy,Pedagogical Content Knowledge,College Faculty,Electronic Publishing,Portfolios (Background Materials),Technology Uses in Education,Educational Technology,Teacher Attitudes,Beliefs,English (Second Language),Learning Activities,Teaching Methods,Secondary Education,Language Arts,Undergraduate Study

Before second language writing (SLW) teachers' digital practices can be supported, their needs must first be understood. To accomplish effective technology-enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language acquisition, and multimodal composition technologies. However, many teachers struggle to do this, which highlights the need for research addressing the cognitive aspects that influence digital instruction. This case study reports on an investigation of three in-service university SLW teachers' Technological Pedagogical Content Knowledge (TPACK) during a digital reflective portfolio module. Data from an online survey, instructional content, classroom observations, and semistructured interviews were triangulated to uncover the nature of SLW teachers' TPACK, including which factors supported and constrained their use of technology. Findings suggest that pedagogical content knowledge played a dominant role in how the teachers used technology. The teachers' TPACK was enhanced by professional beliefs about the importance of multimodality and contextual factors involving institutional support and communities of practice. However, it was constrained by limited self-efficacy and pedagogical beliefs concerning the influence of technology on student learning and student engagement. This study contributes to a growing body of research on how to support language teachers in their digitally mediated practices.
Language Teachers and Their Trajectories across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers
Author: Karamifar, Banafsheh
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Correlation,Technology Integration,Second Language Learning,Second Language Instruction,English (Second Language),Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Management Systems,Teacher Attitudes,Educational Needs,Cross Cultural Studies,Information Technology,Teaching Methods

In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of English as a Second/Foreign Language (ESL/EFL) teachers and suggest some recommendations for training programs. These data, collected via an online questionnaire distributed in several countries, were analyzed quantitatively and qualitatively in relation to participants' perceptions of needs regarding language education technology, as well as participants' perceptions of the &quot;ideal&quot; teacher, and their relation to the use of technology. Results indicate that despite overall satisfaction regarding training received, many teachers mention their need for a posttraining follow-up. They also express interest in developing &quot;learning task design&quot; skills and in exploring course management platforms such as Moodle. Furthermore, while most participants fully or partially agree with the relationship between technology and excellence in language teaching, their definition of the &quot;ideal&quot; language teacher rarely includes the use of technology. A shift in &quot;ideal&quot; teacher beliefs seems, therefore, necessary for better adoption and use of technology in language education.
Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis
Author: Stanchevici, Dmitri
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,English for Academic Purposes,Interaction,Synchronous Communication,Online Courses,Writing Instruction,Foreign Students,Course Evaluation,Academic Language,Outcomes of Education,Grades (Scholastic),Required Courses,Foreign Countries,Student Satisfaction,Private Colleges,Asians

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants' performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants' final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts.
Designing E-Content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study
Author: Hanson, Ruby
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Instructional Design,Scientific Concepts,Blended Learning,Teaching Methods,Majors (Students),Undergraduate Students,Science Tests,Concept Formation,Electronic Learning,Course Content,Learning Problems,Needs Assessment,Models,College Science

This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts.
Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities
Author: Yeh, Ellen
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Social Integration,Language Usage,Foreign Students,Communities of Practice,Computer Mediated Communication,Geographic Location,College Students,Student Interests,Art Education,Mass Media,Student Attitudes,Group Discussion,Barriers,Student Participation,Second Language Learning,Second Language Instruction,Task Analysis,English (Second Language)

Many learners, even those studying at universities in regions where the target language is spoken, lack opportunities for meaningful language use outside of the classroom. One avenue for learners to increase authentic target-language communication is online affinity spaces within social media platforms, where interactions with other users are formed around shared interests rather than personal connections. International students at an arts and media college in the Midwestern United States were asked to read a discussion thread within a social media platform, summarize what they found useful, and respond to pre- and posttask questionnaires. The platform used, Reddit, features anonymous user-generated content in a wide range of discussion forums based around specific interests and geographic locations. This study used qualitative data to investigate the extent to which international students participate in online communities like these and the factors or barriers that keep them from achieving full participation. The findings are then used to present learner training strategies that can help reduce or remove those barriers, enabling language learners to increase their participation in target-language online communities.
Do Pre-Service Chemistry Teachers&apos; Collective Pedagogical Content Knowledge Regarding Solubility Concepts Enhance after Participating in a Microteaching Lesson Study?
Author: Boz, Yezdan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Chemistry,Science Instruction,Pedagogical Content Knowledge,Scientific Concepts,Teaching Methods,Microteaching,Educational Objectives,Teacher Education Programs,Concept Formation,Student Placement,High School Students,Lesson Plans,Student Attitudes

The purpose of this study was to investigate the influence of a microteaching lesson study on pre-service chemistry teachers' collective pedagogical content knowledge (PCK) regarding solubility concepts. Three pre-service chemistry teachers participated in this study. Data were collected by means of lesson plans, semi-structured interviews, observations, and field notes. Results indicated that participants' PCK shows uneven development in terms of its components. Specifically, pre-service chemistry teachers' collective PCK was developed in all subcomponents with respect to the knowledge of instructional strategies component whereas only in some of the subcomponents with respect to the knowledge of curriculum, learner, and assessment. Time of assessment, knowledge of students' alternative conceptions, and knowledge of the goals and objectives of the curriculum were the subcomponents changed in terms of knowledge of assessment, knowledge of learner, and knowledge of curriculum, respectively. Reflection on action, content knowledge, pedagogical knowledge, and previous experiences of participants were determined as factors influencing their collective PCK development. The present study has several implications for teacher educators.
Helping Language Learners Get Started with Concordancing
Author: Jeaco, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Activities,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computational Linguistics,English for Academic Purposes,Computer Software,Comparative Analysis,Language Patterns,Language Usage,Vocabulary,Recordkeeping,Student Attitudes,Foreign Countries,Teaching Methods,Independent Study,College Students,Phrase Structure

While studies exploring the overall effectiveness of Data Driven Learning activities have been positive, learner participants often seem to report difficulties in deciding what to look up, and how to formulate appropriate queries for a search (Gabel, 2001; Sun, 2003; Yeh, Liou, &amp; Li, 2007). &quot;The Prime Machine&quot; (Jeaco, 2015) was developed as a concordancing tool to be used specifically for looking up, comparing and exploring vocabulary and language patterns for English language teaching and self-tutoring. The design of this concordancer took a pedagogical perspective on the corpus techniques and methods to be used, focusing on English for Academic Purposes and including important software design principles from Computer Aided Language Learning. The software includes a range of search support and display features which try to make the comparison process for exploring specific words and collocations easier. This paper reports on student use of this concordancer, drawing on log data records from mouse clicks and software features as well as questionnaire responses from the participants. Twenty-three undergraduate students from a Sino-British university in China participated in the evaluation. Results from logs of search support features and general use of the software are compared with questionnaire responses from before and after the session. It is believed that &quot;The Prime Machine&quot; can be a very useful corpus tool which, while simple to operate, provides a wealth of information for language learning.
A New Inventory of Vocabulary Learning Strategy for Chinese Tertiary EFL Learners
Author: Xu, Xuelian
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,English (Second Language),Measures (Individuals),Second Language Learning,Metacognition,Test Validity,Test Reliability,Psychometrics,Undergraduate Students,Foreign Countries

The past three decades have witnessed a boost of interest in vocabulary learning in EFL contexts since Meara (1980) identified it as 'a neglected aspect of language learning' (p. 221). A mushrooming amount of literature has emerged in various aspects of vocabulary and its acquisition (e.g., Carter, 1998; Coady &amp; Huckin, 1997; Manyak, 2010; Meara, 1995, 2005; Nation, 1990, 2006; Read, 2000; Schmitt, 2000; Schmitt &amp; McCarthy, 1997). With a movement from teaching-orientedness to learner-certeredness and learner autonomy, vocabulary learning strategies seem to have gained its legitimacy as one auxiliary approach to vocabulary learning. Despite this, there appears no satisfactory instrument particularly for assessing vocabulary learning strategy use in an EFL context, although a few researchers have tried to do so (e.g., Gu &amp; Johnson, 1996; Schmitt, 1997). To this aim, a new inventory for vocabulary learning, the Strategies Inventory for Vocabulary Learning (SIVL) was proposed for Chinese EFL university learners. To validate the instrument, confirmatory and exploratory factor analyses were employed to assess its psychometric properties. Results showed that the hypothesized theoretical model proved to be a good representation of the sample data, and that the SIVL exhibited satisfactory psychometric features. This positive evidence indicates that the SIVL can serve as a reliable and valid research instrument for assessing Chinese EFL university learners' vocabulary learning strategy use. It is suggested that the SIVL can be a valuable resource for EFL learners and practitioners in that it can raise their awareness of strategy use and strategy training by employing this instrument, leading to more successful vocabulary teaching and learning.
Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context
Author: Masrai, Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Academic Achievement,Predictor Variables,Intelligence,Academic Language,Grade Point Average,Undergraduate Students,Semitic Languages,Native Language,Language of Instruction,Foreign Countries,Word Lists,Correlation,Intelligence Tests,Vocabulary Development,Knowledge Level

Research has shown that general vocabulary knowledge (e.g., Milton &amp; Treffers-Daller, 2013), academic vocabulary knowledge (e.g., Townsend et al., 2012) and general intelligence (e.g., Laidra et al., 2007) are good predictors of academic achievement. While the effect of these factors has mostly been examined separately, Townsend et al. (2012) have tried to model the contribution of general and academic vocabulary to academic achievement and find academic vocabulary knowledge adds only marginally to the predictive ability of general vocabulary knowledge. This study, therefore, examines further factors as part of a more extensive predictive model of academic performance, including L1 vocabulary knowledge, L2 general and academic vocabulary knowledge, and intelligence (IQ) as predictors of overall academic achievement among learners of EFL. Performance on these measures was correlated with Grade Point Average (GPA) as a measure of academic achievement for undergraduate Arabic L1 users (N = 96). The results show positive significant correlations between all the measures and academic achievement. However, academic vocabulary knowledge shows the strongest correlation (r = 0.72) suggesting that the pedagogical use of this list remains important. To further explore the data, multiple regression and factor analyses were performed. The results show that academic and general vocabulary knowledge combined can explain about 56% of the variance in students' GPAs. The findings, thus, suggest that, in addition to L1 and L2 vocabulary size, and IQ, knowledge of academic vocabulary is an important factor that explains an additional variance in learners' academic achievement.