ethanporcaro/eric-fulltext-meta huggingface dataset:
Interference of Compensatory Strategies in Oral Production of English Language Student in an ESL Classroom: Does Compensatory Strategy Play a Role in Academic Performance?
Author: Rubis, Novalyn M.
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,High School Students,Language Proficiency,Oral Language,Accuracy,Language Fluency,Communicative Competence (Languages),Communication Strategies,Foreign Countries,Malayo Polynesian Languages

The study aims to identify the compensatory strategies predominantly used by fifty-four ESL High school student, its relation to language proficiency level in terms of accuracy, fluency, and comprehensibility and to its role in academic performance of the participants. Two oral task namely oral interview and pictured-cued narration were used as primary source of data. The picture-cued narration was applied to determine the oral language proficiency level and compensatory strategies of the participants. Finding shows the eight compensatory strategies were employed in their production, namely, switching to mother tongue, getting help, using mime, selecting the topic, adjusting the message, coining words, avoiding communication partially and totally, and using circumlocution or synonyms. It was also found out that switching to mother tongue was predominantly employed in their oral production. There is, however, negative relationship between compensatory strategies used and academic performance of ESL learners. Pedagogical implications are discussed discussed in the paper.
Virtual Recruitment
Author: Neutuch, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Recruitment,Technology Uses in Education,College Bound Students,COVID-19,Pandemics,Educational Change,Video Technology

As the pandemic subsides in the United States and parts of the country edge toward normalcy, NACAC professionals believe that virtual recruitment resources that colleges invested much effort in developing will not vanish. They say that virtual recruitment will have long-lasting staying power as a supplement to in-person recruitment. This article presents information on virtual tours and virtual events in relation to the recruitment process.
Examining the Instructors&apos; Perspectives on Undergraduate Distance Learning Music Instrument Education during the COVID-19 Pandemic
Author: Yildiz, Yalçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Distance Education,Music Education,Musical Instruments,COVID-19,Pandemics,Foreign Countries,College Faculty,Undergraduate Study,Electronic Learning,Educational Technology,Web Based Instruction,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication

COVID-19 pandemic has resulted in an emergency transition to distance education in Turkey as well as other countries in the world; and as in all levels and fields of education, the distance education model has been widely used in undergraduate level music instrument education. This practice has brought certain issues that are required to be addressed to and problems to be solved in instrument education. The main purpose of this study was to determine the perspectives of the instructors regarding the undergraduate instrument lessons conducted with distance education during the pandemic. For this purpose, survey model was adopted with the participation of a total of 201 lecturers. The data was collected using a questionnaire composed of 26 items developed by the researchers. The results revealed that the majority of the instructors had no prior distance education experience, and that those who wanted to employ both synchronous and asynchronous methods together constituted up the majority of the instructors. It was also discovered that the most common issues were connected to internet infrastructure, instrument access, student motivation, and socialization. Furthermore, it is recognized that most of the time, remedies to these issues could not be provided. It was discovered that the majority of instructors thought distance instrument education was a disadvantage. However, when the shift in teachers' perspectives on distance education was evaluated before and after the pandemic, it was reported that positive attitudes toward distance education improved when compared to attitudes prior to the epidemic. Some suggestions were made to increase the quality of distance instrument education.
Factors Affecting Prospective Mathematics Teachers&apos; Beliefs about Geometric Habits of Mind
Author: Bülbül, Buket Özüm
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Mathematics Teachers,Gender Differences,Preservice Teachers,Geometric Concepts,Scores,Instructional Program Divisions,Attitude Measures,Teacher Education Programs,Student Characteristics,Affective Behavior,Correlation,Academic Achievement,Geometry,Self Efficacy,Pedagogical Content Knowledge,Mathematics Instruction,Measures (Individuals),Foreign Countries

This study examined the effect of affective factors, the gender variable, grade level and academic achievement on prospective teachers' (PTs) beliefs about geometric habits of mind. For this purpose, The Belief Scale for geometric habits of mind, Geometry Self-efficacy Scale, Geometry Attitude Scale and a Demographic Characteristics Form were applied to 264 PTs. The data were analyzed using the correlational survey technique. As a result of the study, a significant positive relationship was found between the PTs? self-efficacy regarding geometry and their academic achievements, and their beliefs about geometric habits of mind, Additionally a negative, moderate and significant relationship was found between the attitudes of the PTs towards geometry and their beliefs about geometric habits of mind. Finally, no significant difference was found between the scores of the PTs regarding geometric habits of mind and their gender.
Perspectives of Community Partner Organizations in the Development of Ethical Service-Learning Guidelines
Author: Doran, Meghan
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Guidelines,Service Learning,Community Organizations,Partnerships in Education,School Community Relationship,Universities,College Students,Social Justice

This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community-based learning. We used a framework for service-learning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist, and participatory action research frameworks, to guide our interviews with staff members of community organizations about their experiences and beliefs about the ethical obligations of faculty and students partnering with service-learning courses. We found that the community organization perspective deepened our understanding of the categories elaborated in the Wendler framework (i.e., respect, reflexivity, beneficence, and justice) and situated them in relationship to one another as context, process, and outcome. Based on these findings, we introduce a relational approach to service-learning ethics that centers social justice, and we offer seven key principles to reflect the perspectives of community partners in our ethical practice. [The page range (155-180) on the .pdf is incorrect. The correct page range is p155-179.]
Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation
Author: Carwile, Christey
Date: 2021-00-00
Type: Journal Articles
Subjects: Reservation American Indians,Indigenous Knowledge,Teaching Methods,Social Justice,Culturally Relevant Education,Student Attitudes,Racial Bias,Social Behavior,Tribes,Service Learning,Cultural Awareness,Consciousness Raising,School Community Relationship,Reflection,Place Based Education,Cultural Differences,Land Settlement

Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and &quot;place-engaged&quot; (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them--that we share these lessons beyond the Reservation. [The page range (129-154) on .pdf is incorrect. The correct page range is p129-153.]
Manifestation of Agency by English Language Teachers in Relation to Thailand&apos;s Language Assessment Policy
Author: Dhammarungruang, Benjamas
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Educational Policy,Higher Education,Undergraduate Students,Private Colleges,State Universities,Teacher Characteristics,Personality Traits,Organizational Culture,Foreign Countries,Teacher Attitudes,Policy Analysis,Teaching Methods,Evaluation Methods

The concept of human agency has received increasing attention in the field of education in the past decade. Yet, education researchers, those in the area of English language teaching included, still have much to grapple with in exploring and conceptualizing agency of teachers--or teacher agency. The current study thus aims to contribute to greater understanding of teacher agency in relation to the English language assessment policy of Thailand's higher education. Insights are gleaned from questionnaire surveys and in-depth interviews with 26 English language teachers of various nationalities, currently teaching undergraduate-level English, from nine public and nine private higher education institutions across Thailand. Findings reveal five types of manifestation of teacher agency and the various degrees in which personal and ecological factors influence each manifestation type. It also appears that manifestation of teacher agency depends not so much on the direct demands of policy mandates as on the teachers' personal dispositions being mediated--or subjugated--by their institutional culture and structure.
Revealing University Students&apos; Attitudes toward Online Extensive Reading in Thailand
Author: Puripunyavanich, Mintra
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Positive Attitudes,Reading Instruction,Instructional Effectiveness,Reading Skills,Reading Material Selection,Reading Interests,Reading Motivation,English (Second Language),Second Language Learning,College Freshmen,Public Colleges,Foreign Countries

This study explores undergraduates' attitudes toward extensive reading (ER) and reading graded readers online via Xreading.com in a large-scale ER program (ERP) involving over 5,000 students. Data were obtained from 356 students via an online questionnaire and 13 students in three focus groups. The quantitative findings showed that the students had positive attitudes toward ER. The top three reasons included (1) reading graded readers made them enjoy reading in English more than before, (2) they were more motivated to read graded readers because the stories were simple, and (3) they preferred to read shorter texts because they were simpler. Additionally, the qualitative findings revealed that all 13 students enjoyed freedom of choice in which they could choose their own graded readers that matched their interests and proficiency. Also, students had positive attitudes toward online ER through Xreading due to a variety of graded readers, an opportunity for students to practice their English and reading skills, enjoyment from reading, convenience and ease of use, and self-monitoring features. However, two difficulties were reported, including not knowing which graded readers to choose and eyestrain when reading online. Finally, pedagogical implications are discussed to guide ERP coordinators and teachers.
Sparking a Commitment to Social Justice in Asian American Studies: Critical Service Learning That Centers &quot;Community&quot; to Inspire Leadership, Activism, and Social Change
Author: Yee, Jennifer A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Activism,Social Change,Service Learning,Student Leadership,Occupational Aspiration,Asian Americans,Pacific Islanders,Consciousness Raising,Program Effectiveness,Intention,Racial Bias,Critical Theory,Race,College Students,Higher Education,Cultural Influences,Values,Experiential Learning

ASAM 230--Civic Engagement Through Asian American &amp; Pacific Islander (AAPI) Studies is a critical service learning course that effects social change by fostering students' leadership, activism, and professional aspirations. Our team (a professor and six alumni, some of whom became community partners) conducted a longitudinal, autoethnographic self-study centering social justice in the scholarship of community engagement. Making scholarly choices aligned with Asian American studies' goals to transform higher education and society, we centralize AAPI counter-narratives as people of color whose voices are neglected in educational research, challenge assumptions of what &quot;community&quot; means in community-engaged scholarship, and employ intersectionality and critical race theory as analytical lenses to expand what knowledge is valued. We found that the course's curricular elements and focus on community-mindedness, radical care, and mindful power sparked the alumni's reflective consciousness, leading to their intentional commitment to effect social change through their personal and professional lives.
A Corpus-Based Study of Thai and English Quantity Word Equivalents: &quot;Laay,&quot; &quot;Several&quot; and &quot;Many&quot;
Author: Wijitsopon, Raksangob
Date: 2021-00-00
Type: Journal Articles
Subjects: Thai,Contrastive Linguistics,Computational Linguistics,English,Language Variation,Language Usage,Form Classes (Languages),Semantics,English (Second Language),Second Language Learning,Second Language Instruction,Language Patterns,Decision Making,Translation,Indexes

The present study investigates the Thai quantifier 'laay' ([Thai characters omitted]) and its two major English lexical equivalents: 'several' and 'many', using data from an English-Thai parallel corpus, the Thai and British National Corpora. An examination of the parallel corpus reveals that the quantifier 'laay' has a broad semantic property as it can express meanings related to small, medium and large quantities or just the plurality of entities. This provides support to an observation that the word can pose problems for Thai EFL learners, translators and interpreters when expressing the concept of 'laay' in English. Based on the parallel corpus, two English quantity words that denote different scales of quantity, 'many' and 'several', were found to be among the most common lexical equivalents of 'laay'. Further comparative investigation was conducted on the Thai and British National Corpora. It is found that 'laay' and its two common equivalents have overlapping and different co-occurrence patterns, illustrating their lexical equivalent status and distinct usage profiles at the same time. Differences between the two English equivalents were then focused on so that empirical evidence of usage patterns of the two most common English lexical equivalents of 'laay' can be obtained. Findings from the study provide an insight into phraseological patterns and pragmatic-discourse functions associated with the English equivalents, which Thai speakers of English can make use of as a possible framework for their decision making when translating 'laay' into English.
From Experience to Classroom Activities: Preparing EIL Hosts for Visitors to Thailand
Author: Laoriandee, Wutthiphong
Date: 2021-00-00
Type: Journal Articles
Subjects: Class Activities,Second Language Learning,Second Language Instruction,English (Second Language),Hospitality Occupations,Tourism,Foreign Countries,Undergraduate Students,Foreign Nationals,Student Attitudes,Employee Attitudes,Historic Sites,Pronunciation,Communication Strategies,Vocabulary,Language Usage,Instructional Design,Translation,Cultural Traits

Through the lens of English as an International Language (EIL), this study investigates experience and linguistic challenges university students and tour guides in Thailand have when hosting foreign visitors, and how those challenges can be addressed in classroom activities. A questionnaire was distributed to 113 university students and 70 tour guides. Additionally, interviews with seven students and two tour guides were employed for data triangulation. It was found that the participants most frequently took visitors to historical places and had problems with specialized vocabulary and Thai culture-specific words. Visitors' accent also hindered the success in hosting visitors. A two-hour session incorporating EIL tenets of communication strategies and inter-cultural sensitivity that addressed vocabulary problems was implemented with 26 students. This study is hoped to provide insights into real experience and commonly found linguistic problems for visitor hosts. This can lead to informed decision of English for Tourism course designers and teachers.
Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills
Author: Devere Bacon, Edward
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Feedback (Response),Laboratories,Writing Skills,Skill Development,Informal Education,Second Language Learning,Language Tests,English for Academic Purposes,Academic Language,Undergraduate Students,Student Participation,Late Adolescents,Private Colleges,Foreign Countries,Peer Teaching

Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international college, where the control and experimental groups consisted of 18 and 17 research participants, respectively. The objective of this study was to examine whether student involvement in a seamless learning-focused PAL center could help develop academic writing skills of undergraduate students in an international faculty at a private university in Thailand. In this study, the instrument utilized to elicit and collect information was in the form of a sample IELTS writing test, which mirrored Task 2 of the examination. Those providing peer feedback to the participants were their fellow classmates who had achieved a CEFR English level of B2 or higher. There was a total of 48 student peer-mentors (SPMs) in this study. Based on the findings of this study, it can be concluded that by integrating SL into a PAL center, it could significantly develop undergraduate student writing skills. With more and more university faculty budgets becoming smaller, higher educational institutions are being influenced to become more creative in adopting more fiscally responsible academic projects, and seamless learning-focused PAL centers could be implemented in such a way to develop undergraduate student writing skills at little or no cost to universities. The research implications for this study offer a framework on how to better develop academic writing skills for undergraduate students.
Investigating Factors Affecting Students&apos; Attitudes toward Hybrid Learning
Author: Sanpanich, Nawaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Gender Differences,Student Experience,Computer Literacy,English (Second Language),Second Language Learning,Educational Technology,College Students,Factor Structure,Foreign Countries

This study aimed at investigating factors including gender, prior experience of hybrid learning, and computer literacy that affect students' attitudes toward hybrid learning with reference to different learning aspects. The study adopted a survey research methodology using a questionnaire and examined 879 students who had enrolled in hybrid English courses in a university. The finding revealed that all factors had an effect on students' attitudes toward hybrid learning. Gender had an effect on attitudes toward four learning aspects - study management, technology, online interaction, and online learning. Prior experience of hybrid learning had an effect on two learning aspects - technology and online learning; and computer literacy had an effect on attitudes toward every learning aspect and had the most effect on the use of technology. Based on the findings, this study provides guidelines and a useful information base for future course improvement.
Reframing Professional Development: Creating a Faculty Learning Community for World Language Educators
Author: Moltchanov, Barbara
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Faculty Development,Communities of Practice,Kindergarten,Elementary Secondary Education,Language Proficiency,Teacher Collaboration,State Standards,Pedagogical Content Knowledge,Teaching Methods

This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of Education, 2016), as well as the author's growing recognition of the various teacher-training pathways, both traditional and nontraditional, that teachers/educators took to secure their role in the classroom. The author worked to discover whether these teachers/educators from dissimilar backgrounds fully understood how to integrate the World-Readiness Standards, a proficiency-oriented approach, into their own curricula, and whether they recognized the importance of collaboration between K-12 teachers and university-level educators to ensure that they were working toward the same instructional outcomes. Prior to the development of this program, the author and colleagues debated the efficacy of current practices in professional development. Recognizing the importance of continuing education for teachers/educators, they took steps to ensure that their program would meet participants' learning needs by reframing the conventional PD program into a faculty learning community, which is a highly collaborative forum that enables K-16 teachers/educators to learn together. At the end of the program, post-program data revealed the degree to which the participants had increased their knowledge of teaching for proficiency. The data also provided evidence of how important it was for participants to experience proficiency-oriented language instruction as learners.