ethanporcaro/eric-fulltext-meta huggingface dataset:
Institution's Title and Shibboleth: A Construct of Grammatical Relationship in Advertising Plates
Author: Dalamu, Taofeek
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,Advertising,Signs,Organizations (Groups),Phrase Structure,Audiences,Discourse Analysis,Language Usage,Language Styles,Competition,Marketing,Merchandise Information,Photography

Institutions are known through the names-cum-titles shown on their signboards, internet websites, letterheads, etc. However, it seems that such cultures could not satisfy the yearning of most organizations. So, they further propagate their core values and traits by constructing short linguistic bursts-cum-contents that can expatiate on what the institutions really stand for and what the consumers situate to gain. This study has explained selected institution's &quot;shibboleths&quot; that serve as convincing phrases in order to facilitate the audience's patronage. The grammatical rank sequence is employed to analyze the catchword. Nominal group and their complexes are observed as prioritized structures deployed to influence consumers. The study shows that (i) institutions are desperate in differentiating their products one from another through linguistic clichés; (ii) it creates awareness for consumers to make a reliable product among the numerous ones in the market; (iii) it indicates the level of language constructs and choices that advertisers can coin to sell their ideas to consumers; (iv) it reveals the value that institutions place on words to influence consumers; (v) it enhances competitiveness that will propel institutions to produce quality products; (vi) it boosts sales and market share; and (vii) it could pave way for new firms to fashion their clichés in new grand styles, having obtained the knowledge of some institutions' &quot;shibboleths.&quot; Beside viewing &quot;shibboleths&quot; as a mark of exalting consumers as kings; it compels linguists to investigate the dynamisms in the lexemic constructs of advertising professionals.
Effects of Morphological Awareness on Second Language Vocabulary Knowledge
Author: Akbulut, Fatma Demiray
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Morphology (Languages),Metalinguistics,Task Analysis,Vocabulary Development,Correlation,College Preparation,English (Second Language),Morphemes,Language Tests,Experimental Groups,Control Groups,Guidelines,Questionnaires,Pretests Posttests,Scores,Test Items,Recognition (Psychology),Undergraduate Students,Learning Strategies,Foreign Countries,Statistical Analysis

This research has analysed the impact of morphological treatment in English morphological awareness task. The main aim of this study is to understand the relationship between morphological awareness and vocabulary knowledge of university preparatory class students. In second language learning environment, fifty-two preparatory class students have participated in this study. The participants have been divided into two groups as experimental and control group. Experimental group was conducted three hours of morphological guideline and morpheme teaching treatment during twelve weeks whereas control group was exposed to traditional vocabulary teaching. To explore the effects of morphological treatment on English vocabulary acknowledgement, all participants completed Nation's Vocabulary Size Test (2001), language history questionnaire and Morphological Awareness Test (Part A and B). The relationship between the pre-tests and post-tests results has shown that experimental group acquired higher score on vocabulary recognition than control group after thirty-six-hours treatment. These findings indicate that the participants who obtained morphological treatment took in consideration the morphemes and vocabulary items better than the others who took traditional vocabulary teaching procedure.
EFL Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities
Author: Dogan, Gizem
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Questionnaires,Interviews,Personal Autonomy,Foreign Countries,Teaching Methods,Learning Processes,Universities,Positive Attitudes,Educational Practices,Mixed Methods Research,Independent Study

Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers' perception on learner autonomy is crucial because their beliefs about independent learning either intentionally or unintentionally impede the development of learner autonomy. The aim of this study is to investigate EFL instructors' perceptions and practices on learner autonomy at the schools of foreign languages in nine geographically diverse public Turkish universities. The study was conducted with 96 EFL instructors, and the data were collected through a questionnaire and interviews. The findings of this study revealed that the instructors had highly positive views on different aspects of learner autonomy. It was also found out that they did not perceive it as much feasible as they perceived it desirable.
Do ELT Coursebooks Still Suffer from Gender Inequalities? A Case Study from Turkey
Author: Demira, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Bias,English (Second Language),Second Language Instruction,Textbooks,Textbook Content,Case Studies,Foreign Countries,High Schools,Pictorial Stimuli,Females,Males,Mixed Methods Research

Gender discrimination is still a hot debate running in the periphery of education. One way it is imposed on students is through printed materials and coursebooks, particularly those used for foreign language teaching given their rich linguistic content and content-based nature. This paper reports on a study which investigated gender representations in an ELT coursebook series &quot;Yes You Can,&quot; published by the Turkish Ministry of Education for public high schools in Turkey. The study draws on nine different categories in order to reveal the gender-biased components in the coursebook from multiple perspectives, if any. Analyses were conducted on both verbal and pictorial contents on a page-by-page basis. Descriptive statistics were used to describe the numerical data and chi-square tests were conducted to test significance between the observed and expected values. It was found that, for the most part, there were not indications of gender inequality throughout the coursebook series. The findings are promising in terms of reflecting a fair representation of males and females, offering a glimmer of hope for the new-generation ELT coursebooks. Suggestions are made for coursebook writers and further research.
Developing Pre-Service English Language Teachers' Comprehension of Texts with Humorous Elements
Author: Yangin Ersanli, Ceylan
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Teacher Attitudes,Humor,Instructional Materials,Cultural Differences,Communication Problems,Student Attitudes,Semantics,Pragmatics,Linguistic Theory,Teacher Education Programs,Foreign Countries,Statistical Analysis,Reading Tests,Measures (Individuals),Experimental Groups,Pretests Posttests,Control Groups,Scores

Humour is a universal phenomenon and has been studied in many fields of research such as literature, linguistics, psychology, sociology and philosophy. Humour is often expressed through language and it is little wonder that failure to understand humorous language causes breakdowns in communication. What is humorous might be culturally defined, and therefore it is difficult to grasp or to teach. Yet, people convey too much through humour to be neglected in the language classroom. Even if we need not aim at helping our learners find a piece of foreign language funny and laugh at it, we should help them appreciate humour and see beyond the literal meaning. In other words, pre-service English language teachers should be able to get the message conveyed through humorous texts using related sub-skills of reading effectively. This study investigates pre-service English language teachers' perceptions of humour in English language learning materials and authentic texts and how to improve their comprehension of reading texts with humorous elements with special reference to certain sub-skills of reading comprehension.
An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States
Author: Lee, Eun Jeong
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Qualitative Research,Student Attitudes,Mixed Methods Research,Correlation,Advanced Students,Second Language Instruction,Learning Processes,Foreign Students,Interviews,Questionnaires,Pretests Posttests,College Students,Linguistic Theory,Teaching Methods

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners' English practice routines. This study used a mixed method design, and the data for the CF loop were collected via qualitative open-ended survey questions and a set of forty student interviews. In the aggregate, interviewees describe a similar practice pattern and learning process and learning trajectory using their teachers' oral CF, and cite common themes and reasons for whether teachers' oral CF works or not.
Sources of Social Support among International College Students in the United States
Author: Bhochhibhoya, Amir
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Social Support Groups,Family Relationship,Friendship,Mental Health,Measures (Individuals),Statistical Analysis,Evidence,Futures (of Society),Correlation,Student Adjustment,Student Attitudes,Study Abroad,Case Studies,Online Surveys,Questionnaires,Regression (Statistics)

International students are challenged due to the abrupt change in social support. The purpose of this study was to operationalize different sources of social support and evaluate determinants of mental health among international students (n = 328). An instrument was developed to measure four distinct sources of social support. Repeated measures ANOVA were used to evaluate statistical differences. Results found significant mean differences between each type of social support with social support from: family/friends currently living in their home country highest and friends/families living and born in the U.S. lowest. These findings provide evidence on the applicability of this new instrument. The depth in which social support is defined in this study can reflect the greater context in future research findings.
Domestic and International College Students: Health Insurance Information Seeking and Use
Author: Mackert, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Information Seeking,Health Insurance,Case Studies,Student Surveys,Barriers,Discriminant Analysis,Costs,English (Second Language),Second Language Learning

This study aimed to explore perceived barriers to using health insurance and identify discriminant factors between health insurance information seekers and non-seekers. A total of 615 domestic and international college students from a large university in the Southwest completed a cross-sectional survey. Findings imply that campus health providers and staff in international student services should be working closely to communicate to students about health insurance because they are both trying to solve the same basic problems.
Experience of Education in the International Classroom--A Systematic Literature Review
Author: Safipour, Jalal
Date: 2017-00-00
Type: Journal Articles
Subjects: International Education,Educational Background,Foreign Students,Stereotypes,Teaching Experience,Teacher Attitudes,Student Attitudes,Barriers,Second Language Learning,Cultural Differences,Outcomes of Education,Teaching Methods,Qualitative Research,Content Analysis,Grammar,English (Second Language),Risk,Plagiarism,Critical Thinking,Cognitive Style,Higher Education,College Students,Foreign Countries

In this essay, we investigate the learning and teaching experiences in the international classroom from both the teachers and the students' perspectives. The findings of this study showed that language barriers are one of the difficulties, but academic cultural differences seem to play a more important role that can impact on the learning outcomes in the international classroom. This can also lead to negative experiences and the forming of stereotypical views of international students solely based on their educational background.
International EFL/ESL Master Students' Adaptation Strategies for Academic Writing Practices at Tertiary Level
Author: Singh, Manjet Kaur Mehar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Academic Discourse,Writing (Composition),Qualitative Research,Masters Programs,English (Second Language),Second Language Learning,Language Proficiency,Semi Structured Interviews,Focus Groups,Student Attitudes,Communities of Practice,Profiles,Writing Instruction,Writing Strategies,Foreign Countries

The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master's level. Qualitative data was collected through semi-structured in-depth focus group interviews. Respondents were 70 international graduate students enrolled in various Master-level programs. Semi-structured focus group interviews allowed the international graduate students to share their own experiences in the employment of suitable adaptation strategies to overcome the challenges faced in their academic writing practices in the Master programs. The adaptation strategies employed include enhancing their English language proficiency, referring to non-formal advisory services, and improving their academic writing style.
A Developmental Sequence Model to University Adjustment of International Undergraduate Students
Author: Chavoshi, Saeid
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,Grade Point Average,Undergraduate Students,Regression (Statistics),Predictor Variables,College Students,Questionnaires,Scores,Social Support Groups,Parent Child Relationship,Academic Achievement,Social Adjustment,Emotional Adjustment,Student Characteristics,English (Second Language),Language Proficiency,Measures (Individuals),Student Attitudes

The current study proposes a Developmental Sequence Model to University Adjustment and uses a multifaceted measure, including academic, social and psychological adjustment, to examine factors predictive of undergraduate international student adjustment. A hierarchic regression model is carried out on the Student Adaptation to College Questionnaire to examine theoretically pertinent predictors arranged in a developmental sequence in determining adjustment outcomes. This model accounted for over 60% of the variance in adjustment scores, and highlighted the importance of ecological factors in relation to student adjustment, such as social support, relationship with parents, and perceived institutional support as more useful than static measures of achievement such as high school GPA. Implications of these findings, including the important role of campus services, are discussed.
Instructional Practices Facilitating Cross-National Interactions in the Undergraduate Classroom
Author: Yefanova, Diana N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Intercultural Communication,College Students,Classroom Communication,Teacher Role,College Faculty,State Universities,Assignments,Course Content,Peer Relationship,Foreign Students,Cooperative Learning,Outcomes of Education,Cultural Awareness,Student Attitudes,Teacher Attitudes,Semi Structured Interviews,Case Studies,Teacher Characteristics,Barriers,English (Second Language),Second Language Learning,Language Proficiency

We examine pedagogical practices that facilitate international and domestic students' interactions on two campuses of a U.S. public university. Findings highlight the central role of the instructor in supporting student interactions via pair and group work and collaborative assignments that result in increased understanding of class content. The study highlights the need to intentionally address learning outcomes of cross-national interactions, such as communicative and intercultural skills, as students did not always view the benefits of such interactions in the same way as their instructors did.
Confucianism and Accents: Understanding the Plight of the Asian International Student in the U.S.
Author: Young, Jennifer T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Confucianism,Counseling Services,Foreign Students,Cultural Differences,Student Adjustment,Acculturation,Academic Achievement,Stress Variables,Mental Health,English (Second Language),Second Language Learning,Social Bias,Teacher Student Relationship,College Students,College Faculty,Help Seeking,Asians,Social Support Groups

Research has shown that international students experience acculturation stress while adjusting to life in the U.S., resolving over time. However, acculturation stress can be exacerbated by several factors, leading to a negative impact on academic performance and general wellness. Asian international students traditionally underutilize counseling services on campuses. This article reviews literature of the experiences of Asian international students studying in the U.S. The author offers Confucianism as a cultural consideration to explain cross-cultural challenges experienced by Asian international students and their campus community. Suggestions to support Asian international students are made based on findings of the literature review.
Internet Use and Psychological Wellbeing: A Study of International Students in Singapore
Author: Dutta, Oindrila
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Foreign Students,Foreign Countries,Internet,Depression (Psychology),Addictive Behavior,Psychological Patterns,Anxiety,Predictor Variables,Stress Variables,College Students,Questionnaires,Correlation,Multiple Regression Analysis,Statistical Analysis

We investigated the relationship between psychological wellbeing (as indicated by participants' level of loneliness, perceived academic stress and depression) and generalized problematic internet use. Data was collected from a sample of 103 international students studying in Singapore. Statistical analyses revealed that depression was the most important predictor of problematic internet use, followed by academic stress. Loneliness was found to mediate the relationship between problematic internet use and depression or academic stress. Implications of the findings for international students in the University context have been discussed.
The Lived Experiences of International Students Who's Family Remains at Home
Author: Harvey, Theresa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Student Experience,Phenomenology,Attachment Behavior,Separation Anxiety,Acculturation,Nursing Education,Nursing Students,Emotional Adjustment,Fear,Coping,Aspiration,College Students,Student Attitudes,Semi Structured Interviews,Foreign Countries

The significant increase of international students, who leave their family at home, to study abroad, especially in the discipline of nursing, has implications for educational practice. This study's aim was to explore adult international students' experiences of leaving spouse and children--for further education overseas. A descriptive phenomenological approach to inquiry using Colaizzi's (1978) analysis framework revealed four themes: living with emotional turmoil, living in a world of negativity, living with an expectation to cope and driven by personal ambition. The findings identified a hidden world of emotional trauma, psychological stress, and negativity, specifically related to relinquishing their role in the family. The authors conclude that an &quot;open door policy&quot; that provides individual counselling and timely support for academic and social purposes is necessary.
Analysis of Ordinary Public Fund and Its Impact on the Quality of Academic Programs in the Higher Education in the Subsystem of the Polytechnic Universities in Mexico
Author: Monroy, Pedro Salazar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Decision Making,Resource Allocation,Financial Support,Educational Quality,Engineering Education,Public Education,Educational Improvement,Competency Based Education,Databases,Academic Education,Enrollment Trends,Access to Education

In 2015, there was the need of making this study to determine the efficient and effectiveness management for making decisions in respect to the ordinary fund allocations and their impact on the quality of the academic programs into the Polytechnic engineering universities in Mexico. This analysis is very important for providing essential evidence to improve the granting of financial resources to these institutions for the educational activities. Front to a novel educational system of higher education is essential to evaluate the quality of it to achieve its goals. The information evaluated shows important findings, in regards to the institutions for having more evaluatable academic programs than non-accessible academic programs. Being the first ones, which receive a larger fund for their operation.
An e-Portfolio-Based Model for the Application and Sharing of College English ESP MOOCs
Author: Chen, Jinshi
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Teaching Methods,Educational Technology,Electronic Learning,Portfolios (Background Materials),English (Second Language),Second Language Instruction,Higher Education,Foreign Countries,Portfolio Assessment,English for Special Purposes

The informationalized knowledge sharing of MOOCs not only promotes the change of teaching concept and the reform of teaching methodology, but also provides a new opportunity for the teaching resource integration and sharing between different universities. The present study has constructed an e-Portfolio-based model for the application and sharing of college English ESP MOOCs. In this model, college English ESP MOOCs developed by different universities have been put into the e-Portfolio-based platform for application and sharing, and those MOOCs will be applied in the specific ESP teaching and learning processes. It is hoped that the application of the model will accelerate the development, application and sharing of teaching resources, and the coordination and innovation of knowledge between universities, and advance the professional interaction and the cultivation of interdisciplinary talents based on formative assessment.