ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Planning on Accuracy in Verbal Agreement in L2 Oral Performance
Author: Qi, Hongbo
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Grammar,Second Language Learning,Graphs,Transportation,Foreign Countries,Accuracy,Task Analysis,Morphemes,Language Usage,Second Language Instruction,Masters Programs,Graduate Students,Asians,English (Second Language),Teacher Education Programs,Language Teachers,Case Studies

Accuracy is widely recognized as one of the main dimensions in evaluating task-based oral performance. Indicators of accuracy vary in the literature of the effects of pre-task planning on the oral production. Enlightened by previous studies in pre-task planning and third-person singular &quot;-s,&quot; this article intends to find out whether the rate of suppliance of thematic verbal agreement increases as a result of pre-task planning, and whether the rate of suppliance of thematic verbal agreement in third-person singular &quot;-s&quot; increases as a result of pre-task planning. A case study is carried on one subject who makes oral descriptions of a same graph which shows the number of people at London underground station from 6:00 to 22:00 on two separate occasions. The results of this study show that pre-task planning may have significant effect on accuracy of L2 oral output in thematic verbal agreement as a whole, but it may not affect L2 learners in their use of third-person singular &quot;-s.&quot;
Interdisciplinary Education of Foreign Language Majors in Chinese Local Universities under the Background of New Liberal Arts
Author: Cheng, Jianshan
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Second Language Learning,Second Language Instruction,Majors (Students),Liberal Arts,Barriers,Undergraduate Students,Talent Development,Foreign Countries,Educational Change

New liberal arts refer to the reorganization of traditional liberal arts to realize the intersection and integration within liberal arts and between liberal arts and natural sciences. The characteristics of new liberal arts are mainly problem-orientation, cross-integration, new technology application and innovative development. Under the background of new liberal arts, the implementation of interdisciplinary education in foreign language majors is an effective way for local colleges and universities to promote the construction of &quot;new foreign languages&quot; and the training of interdisciplinary and applied foreign language talents. Based on the connotations of new liberal arts and interdisciplinary education, and in view of the institutional and cultural barriers to the planning and implementation of interdisciplinary education, this paper proposes an optimized path for the design and implementation of interdisciplinary education for foreign language majors in local colleges and universities: deepen the integration between foreign language majors and other disciplines, build a staged, multi-level talent training system, set up cross-discipline curricular groups, apply new technology to transform traditional teaching and learning methods, strengthen the construction of interdisciplinary education platforms and faculties, and establish a foreign language interdisciplinary education system guarantee mechanism.
Incorporating Peer Response with Teacher Feedback in Teaching Writing to EFL Learners: A Literature Review
Author: Zhang, Yuyao
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Teaching Methods,Writing Instruction,Second Language Learning,English (Second Language),Feedback (Response),Language Teachers,Educational Benefits,Foreign Countries,Teacher Attitudes,Teacher Student Relationship

Peer response has gradually gained popularity in teaching English writing to English as a Foreign Language (EFL) learners in recently years. A number of researches have proved its advantages while Chinese English teachers are still doubting its validity and possibility. This paper aims to prove that incorporating peer response and teacher feedback is advantageous to EFL learners' English writing. It would start with the explanation of some key terms and then first examine the benefits of peer response to verify the necessity of introducing it to an English writing class for EFL learners. Then drawbacks of teacher feedback would be argued with the certification that it is corresponding to some advantages of peer response. Finally, the contribution of using peer response and teacher feedback together would be discussed to further attest the argument mentioned above. At the end of the paper, a conclusion will be made to generally summarize what has been discussed and how this relates to being a language professional. Hopefully, it could be informative and constructive for Chinese English teachers to take a closer step into the theoretical base of this teaching strategy which has been established by former researchers and seek for the possibility of its implementation in the real-setting classroom in EFL context.
From EFL Teachers&apos; Perspective: Impact of EFL Learners&apos; Demotivation on Interactive Learning Situations at EFL Classroom Contexts
Author: Minalla, Amir Abdalla
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Classroom Communication,Group Dynamics,Class Activities,Cultural Background,Foreign Countries,Language Teachers,Undergraduate Students,College Faculty,Masters Degrees,Doctoral Degrees,Educational Attainment,Teacher Characteristics,Teacher Attitudes

For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners' demotivation rather than how EFL learners' demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners' demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers' performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators' interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners' cultural backgrounds and connects them to their every day actions.
The Use of Metadiscourse by Saudi and British Authors: A Focus on Applied Linguistics Discipline
Author: Binmahboob, Thamer
Date: 2022-00-00
Type: Journal Articles
Subjects: Authors,Discourse Analysis,Applied Linguistics,Research Reports,Contrastive Linguistics,Computational Linguistics,Journal Articles,Language Usage,Foreign Countries,Language Variation,English (Second Language),Second Language Learning,English for Academic Purposes

This study investigated the use of metadiscourse tools by Saudi and British authors in Applied Linguistics discipline. In particular, the study tried to identify the kinds of metadiscourse markers used by Saudi and English authors in ALRAs and to determine the most and least frequent metadiscourse makers. In order to achieve these goals, (10) ALRAs written by Saudi authors and (10) ALRAs written by British authors served as the corpus of the study. The research articles were selected from well-known journals and published between 2010 -- 2018. Hyland's (2005) model was used to find out the distribution of metadiscourse markers in each type of corpora. The findings showed interactive metadiscourse markers are used more than the interactional metadiscourse markers. Compared with the British authors, the Saudi authors were found to use metadiscourse markers more than the British authors. The Saudi authors employed all metadiscourse sub-categories more frequently than the British authors except frame markers, evidentials, endophoric markers, and self-mentions. In addition, it was found that transitions were the highly frequent metadiscourse markers in the whole corpora, followed by hedges, evidentials, boosters, and attitude markers, respectively. On the other hand, engagement markers were the least frequent metadiscourse markers in the whole corpora.m
Public Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students&apos; Perceptions
Author: El Mortaji, Latifa
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Public Speaking,Peer Evaluation,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Blended Learning,Computer Mediated Communication,Speech Communication,Video Technology,Outcomes of Education,Positive Attitudes,Student Attitudes,Self Esteem,Teacher Student Relationship,Integrated Learning Systems,Undergraduate Students,Course Descriptions,Pragmatics,Electronic Publishing

This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor's weekly observation of the students' presence and performance online, the researcher collected data about the students' progressive learning of the public speaking skills, peer feedback, and the students' assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students' attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase.
Mobile Learning and Readiness of Ongoing Foreign Language Teacher Candidates for Future Retrospective Studies
Author: Basaran, Bora
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Language Teachers,Second Language Learning,Social Change,Teaching Methods,Futures (of Society),Teacher Role,Technological Literacy,Pedagogical Content Knowledge,COVID-19,Pandemics,Longitudinal Studies,Preservice Teachers,German,Teacher Education Programs,Foreign Countries

Due to technical advancements, humanity has seen a variety of sociological transformations. In historical terms, the move to sedentary life may be categorized widely into two categories: industrial society and information society. It also indicates that these changes and advances are permanent in the educational and training contexts and that the link between teaching and technology is anchored and evolving. The specific differences of each student will be taken into account in future foreign language classrooms, as well as providing them with an active role, associating their learning, and equipping teachers with technical tools. This may be accomplished by submitting the future approach to educational settings to teacher candidates. The readiness is an essential factor, as the quality of preparation of teacher candidates and technology itself. Further technical breakthroughs have affected our everyday lives, the formation of new vehicles utilized in educational contexts, and the development of new methodologies, including today's smart tablet computers from the abacus. Today's research reflects the need to consider the potential effects of the COVID pandemic from a broader viewpoint. According to this perspective, rather than being viewed as an event, the integration of technology into education should be seen as a process influenced by variables other than only technological development. It is critical to assess the current situation in light of the history of technology and the existing situation in the present and changes throughout time as indicators of future developments. However, the extent of current data on the usage of mobile technology, which falls under the category of mobile technology, limits the reach of a retrospective cohort study (also called a historical cohort study or with a more general name longitudinal cohort study). The purpose of this study is to present data for future Longitudinal Cohort Studies by illustrating the degree of readiness of ongoing Anadolu University, Faculty of Education German as a Foreign Language Teacher Candidates.
Instructional Leadership Practices among Headmasters and the Correlation with Primary Schools&apos; Achievement in Sabah, Malaysia
Author: Sultan, Fazal Mohamed Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Instructional Leadership,Rating Scales,Administrator Effectiveness,Leadership Styles,Administrator Attitudes,Elementary Schools,School Effectiveness,Foreign Countries,Academic Achievement,Administrator Characteristics

This study aims to identify the correlation between the instructional leadership practices by the headmasters with the level of performance and achievement of schools in Malaysia. A total of 141 respondents comprised of senior assistants of primary schools were examined. Respondents' perceptions of instructional leadership practices by the headmasters were gained using a set of questionnaire that was modified from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistical analysis was used to obtain the mean score, percentage, and standard deviation of the instructional practices. At the same time, ANOVA test was applied to obtain the perceptions from demographic factors and Pearson Correlation to measure the relationship between the instructional leadership and the schools' performance that is based on band measurement. The findings show that the level of instructional leadership practice is high, with a mean of 4.24. Band 1, 2, 3 and 4 schools each have min of 4.37 4.23, 4.23 and 4.05 respectively. Pearson correlation analysis shows that there is a weak negative correlation between the headmasters' instructional leadership practices level and the performance of the schools (r = -0.210). Thus, findings conclude that the level of instructional leadership practices among headmasters in primary schools is high and has a weak negative relationship in-term of schools' achievement.
Flipped-Learning Approach in Business English Translation Course in a Chinese Independent College
Author: Xiao, Zheying
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Business English,English for Special Purposes,Second Language Learning,Second Language Instruction,Private Colleges,Independent Study,Foreign Countries,Translation,Undergraduate Students,Teaching Methods,Learner Engagement,Instructional Effectiveness,Student Improvement,Language Processing,Language Proficiency

This study applies and tests the efficacy of the flipped learning approach designed for a business English translation course in a class consisting of 26 third-year business English major students in an independent college, the Yangtze University College of Arts and Science. Because the students in independent colleges usually have weak English skills and lack learning awareness, this study explores a way to improve their competence in business translation while changing the traditional lecture-centred methodology. After finishing the 16-week semester of application, a posttest would be conducted to be compared to a pretest that was administered at the beginning of the course to test the efficacy of the new flipped learning approach. From the data collected, this paper suggests the flipped learning approach can stimulate students' self-learning before class, enhance their engagement in class and significantly improve their translation competence. Therefore, this study proposes using a flipped learning approach in business English translation courses taught in Chinese independent colleges.
Corpus-Based Error Analysis of Chinese Learners&apos; Use of High-Frequency Verb Take
Author: Li, Yanru
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Verbs,Second Language Learning,Second Language Instruction,English (Second Language),Error Analysis (Language),Foreign Countries,Contrastive Linguistics,Intervention,Word Frequency,Language Usage,Undergraduate Students,Error Patterns,Teaching Methods,Classification,Transfer of Training,Interference (Language),Chinese,Native Language,Nonmajors,Majors (Students),Comparative Analysis

This study investigated the erroneous use of the high-frequency verb TAKE by the Chinese college learners of English as a foreign language (EFL), aiming to identify the similarities and differences between Chinese EFL learners, aimed at finding out more effective ways for the teaching and researching of the high-frequency verbs. Corpus-based Contrastive Interlanguage Analysis and Error Analysis were carried out in the present study, with the subcorpora ST4 and ST6 of CLEC (Chinese Learner English Corpus) as the learner corpora. The analyses involved the misuse of the verb TAKE by the Chinese EFL learners. The error analysis of TAKE was based on the classification in the corpus CLEC. From the perspective of the overall frequency, the ST6 learners commit fewer errors than the ST4 learners. From the perspective of error types, the ST6 learners and the ST4 learners have much in common. That is, the error types of &quot;wd&quot; and &quot;cc&quot; take up an overwhelming part of all the errors in both corpora. These errors are caused by some interlingual and intralingual factors such as language transfer, overgeneralization, and communication strategy. In comparison, in the process of EFL learning, the non-English majors are interfered by their mother tongue to a larger extend than the English majors.
Arab EFL Learner Perceptions of English Phonemes: A Cross-Language Phonetic Interference
Author: Al-Kinany, Taif
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabs,Phonemes,Second Language Learning,Second Language Instruction,English (Second Language),Semitic Languages,Foreign Countries,Dialects,Auditory Perception,Language Tests,Speech Communication,Native Language,Contrastive Linguistics,Models

The extant studies addressing second language phonetic perception assume that second language phonemes are perceived to be similar to first language phonemes, and tend to be substituted by learners of English as a foreign language. This study aimed to assess the perceptual relationship between the phonemes of English and the sound units of Omani Arabic of the Al-Dakhiliyah region to discover the extent of the influence exerted by Omani Arabic on the perception of English phonemes by Omani learners. Two instruments were constructed to achieve this goal: first, the Omani phonetic system was elucidated via a questionnaire and the consonants and vowels uttered by the Omani people were archived as a phonetic dialect; second, a test was created to examine the perceptual phonetic distance between Omani Arabic and English phonemes. This investigation was designed to test the hypothesis of the revised speech learning model. The results confirmed the model's postulation that learners instinctively and reflexively associate the second language sounds to the phonetic groups of their first language.
Beyond Optimistic Rhetoric: Social and Cultural Capital as Focal Deterrents to ICT Integration in Schools
Author: Dlamini, Reuben
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,Access to Computers,Pedagogical Content Knowledge,Technological Literacy,Social Capital,Cultural Capital,Elementary School Teachers,Secondary School Teachers

The pedagogical integration of Information and Communication Technology (ICT) in the contemporary classroom is inevitable and ICT integration in schools is central to this work. This research is based on a larger study whose purpose was to investigate the status of ICT in South African schools and to understand how ICT tools are being used in the classrooms. The study was carried out in thirty-seven schools from four provinces in South Africa using both quantitative and qualitative approaches. However, the work focused more on the classroom observations by researchers and was qualitatively analysed in order to understand the variations in practice. Our results indicate that there is uneven distribution of ICT infrastructure and teachers' technological knowledge, especially in lower quintile schools. We conclude by arguing that various configurations of ICT pedagogical activities, teachers' technological knowledge, acumen, and adequate ICT infrastructure are necessary for teachers to integrate ICT in the classroom. In addition, we argue that social and cultural capital is fundamental to the current state of ICT in schools, where the uptake has been characterized as very slow. We also argue that paying scant attention to the distribution of computing infrastructure limits the conversation and discourse on how technology fundamentally transforms education.
Design Strategies for Developing an Engaging Online Course in Higher Education
Author: Mucundanyi, Gaspard
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Higher Education,Technological Literacy,Pedagogical Content Knowledge,Course Descriptions,Learner Engagement,Teaching Methods,Academic Persistence,Communities of Practice,Teacher Student Relationship,Instructional Materials

Online education is growing, but retaining students is still a challenge. However, student engagement is one of the factors contributing to student retention in online education. Online instructors and instructional designers should value student engagement in online courses. The first two weeks of an online course are critical; students start to familiarize themselves with the courses and connect with instructors, classmates, and content. It is also essential to consider these first two weeks as a deciding factor for students to take or drop online courses. Therefore, the online course design needs to be perfect from the beginning. Through the lenses of Technological, Pedagogical, and Content Knowledge (TPACK), this article discusses five strategies of designing an engaging online course, such as clear and consistent design, developing a detailed syllabus, creating a learning community, instructor presence, and prioritizing free educational materials. Online instructors and instructional designers may explore these strategies to improve student engagement in online courses.