ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Exchange: Towards Digital Equity in Internationalisation
Author: Satar, Müge, Ed.
Date: 2021-08-16
Type: Books
Subjects: International Educational Exchange,Computer Uses in Education,Global Approach,Intercultural Communication,Computer Mediated Communication,Cooperative Learning,Higher Education,Communication Skills,College Faculty,School Personnel,College Students,Foreign Countries

This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Going Virtual, Staying Face-to-Face: Trajectory of ELT Classes during the Pandemic
Author: Nkemleke, Daniel A.
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Higher Education,Teaching Methods,Access to Computers,Conventional Instruction,Foreign Countries,College Students,College Faculty,Interaction,English (Second Language),Second Language Instruction

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students' inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
The Integration of Assistive Technologies in the SEN EAP Classroom: Raising Awareness
Author: Charalambous, Theodora
Date: 2021-05-03
Type: Reports - Research
Subjects: College Students,Special Needs Students,English for Academic Purposes,Short Term Memory,Attention,Spelling,Decoding (Reading),Special Classes,Student Needs,Educational Technology,Technology Uses in Education,Memorization,Student Attitudes,Students with Disabilities,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder,Dyslexia,Learning Disabilities,Foreign Countries

Students with Special Educational Needs (SEN) in universities are a challenging issue of much concern. University students often need to attend English for Academic Purposes (EAP) classes to complete their studies, as it is necessary for their academic progress. According to Gathercole, Alloway, Willis, and Adams (2006), SEN students show low levels of working memory performance. Also, they are often diagnosed with poor concentration (Westwood, 2007), spelling difficulties (dysorthographia), and often have trouble understanding and applying phonic decoding principles (Westwood, 2007). When these struggling skills are not catered for properly they are often the cause for SEN EAP students falling behind in their studies as their lessons increase in their level of difficulty. Subsequently, it is important for these students, instead of being part of regular EAP classes where they may not receive the required attention, to be taught in a specialised learning environment with tools that will attend to their needs and facilitate the language learning process. Moreover, with the continuous growth of technology and the systematic training of educators in the use of technology, it has been widely acknowledged that technology can assist and benefit EAP practice in various ways. Based on students' needs analysis conducted by the instructor at the beginning of the course, the present study investigates the different Assistive Technologies (ATs) used by an SEN EAP instructor in order to support students' memorisation, concentration, and spelling. Furthermore, it investigates the SEN EAP students' attitudes towards the specialised EAP process. The aim of the present chapter is to raise awareness in the type of support given to university SEN EAP students with the use of ATs in SEN EAP contexts. [For the complete volume, &quot;Tertiary Education Language Learning: A Collection of Research,&quot; see ED614100.]
Professional Development in English for Specific Purposes: Designing the Curriculum of an Online ESP Teacher Education Course
Author: Kakoulli Constantinou, Elis
Date: 2021-05-03
Type: Reports - Research
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Learning Theories,Curriculum Design,Language Teachers,Faculty Development,Online Courses,Action Research,Course Descriptions,Needs Assessment,Constructivism (Learning),Technological Literacy,Pedagogical Content Knowledge,Teacher Characteristics,Teaching Methods,Teacher Salaries,Inservice Teacher Education,Teacher Attitudes

Despite the developments in the English for Specific Purposes (ESP) field, the field of ESP Teacher Education (TE) remains neglected. Research in the area of ESP TE has not been given much attention, and the opportunities ESP practitioners have for Professional Development (PD) are very limited. This chapter describes the development of a curriculum for an online ESP TE course, the ReTEESP Online. The process occurred in the context of a Technical Action Research (TAR) study, the purpose of which was to address the needs of a group of 24 language instructors in terms of ESP TE. The course was based on a literature review in ESP and ESP TE, including learning theories and TE models, and recent developments in curriculum design. The course was also informed by an analysis of the 24 language instructors' needs in ESP TE and a pilot implementation of the course. [For the complete volume, &quot;Tertiary Education Language Learning: A Collection of Research,&quot; see ED614100.]
Technological Mediation in a Global Competence Virtual Exchange Project: A Critical Digital Literacies Perspective
Author: Nicolaou, Anna
Date: 2021-05-03
Type: Reports - Research
Subjects: Critical Literacy,Technological Literacy,Computer Mediated Communication,Teaching Methods,Intercultural Communication,Exchange Programs,Student Attitudes,Independent Study,Foreign Countries,English for Special Purposes,Second Language Learning,Second Language Instruction,Management Development,Business Administration Education,Undergraduate Students,Multiple Literacies,Story Telling,International Trade,Blended Learning,Program Descriptions,Web 2.0 Technologies,Nongovernmental Organizations,Citizen Participation

The changing cultural and social landscape of our world today, along with the emergence of various technologies, has redefined 21st century societies. In light of these changes, new pedagogical approaches have been implemented to support civic life, education, and communication in our highly complex, digitised era (Pegrum, Dudeney, &amp; Hockly, 2018). One such approach is virtual exchange, a technologically-mediated practice which involves engaging classes in online intercultural interaction and collaboration projects with geographically dispersed partners (O'Dowd, 2007, 2019). Many studies (Helm, 2014; Hauck &amp; Satar, 2018; Vinagre, 2016) have examined the role of technology in virtual exchange projects as well as the development of various digital competences, along with linguistic and intercultural learning. The present study contributes to the discussion pertaining to the role of technology in the virtual exchange context adding a critical digital literacies perspective manifested in the use of technology for global competence development and as a social praxis (Ávila &amp; Pandya, 2013). Specifically, the study aims at exploring the students' perceptions about digital skills development through their participation in a global competence virtual exchange project, as well as the ways in which students interact with technology in order to develop global competence and active citizenship. [For the complete volume, &quot;Tertiary Education Language Learning: A Collection of Research,&quot; see ED614100.]
The Integration of Embodied Learning in a Language Learning Classroom: Conclusions from a Qualitative Analysis
Author: Kosmas, Panagiotis
Date: 2021-05-03
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Elementary School Teachers,Learning Processes,Movement Education,Teaching Methods,Intervention,Learning Motivation,Elementary School Students,Video Technology,Learner Engagement,Instructional Effectiveness,Student Behavior,Teacher Student Relationship,Foreign Countries

Embodied Learning (EL) is now an emerging teaching paradigm that takes into consideration the impact of bodily movements into the learning process. This paradigm, in combination with movement-based technologies, provides strategies and methods for delivering a more engaged and interactive lesson. Following previous empirical evidence, this study presents the results of an educational intervention, based on EL, in the context of language learning in mainstream elementary schools. The study aims to examine whether this practice would improve students' language performance and enhance their engagement in, and motivation for, learning a language. One hundred and eighteen (N=118) elementary students and six teachers were involved in this investigation. Data were collected from video recordings of 12 intervention sessions in the classroom. The analysis of video recordings provided rich information about the engagement of the students in the classroom during the sessions. It revealed that the EL practice enabled students to actively engage in the lesson, increasing their motivation and participation. Finally, the manuscript discusses the use of such an EL approach in language learning and teaching. [For the complete volume, &quot;Tertiary Education Language Learning: A Collection of Research,&quot; see ED614100.]
Tracks for Russian University Students&apos; Multilingual Development within Remote Education during the Pandemic
Author: Atabekova, Anastasia
Date: 2021-05-24
Type: Reports - Research
Subjects: Foreign Countries,Second Language Learning,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Second Language Instruction,Educational Technology,Technology Uses in Education,Language Skills,Undergraduate Students,Graduate Students,Translation,Educational Administration,Legal Education (Professions)

The chapter explores language and non-language university students' practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
Reflection on Digital Language Teaching, Learning, and Assessment in Times of Crisis: A View from Italy
Author: Freddi, Maria
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Pandemics,COVID-19,Language Teachers,Teacher Attitudes,College Faculty,Architecture,Construction Industry,Online Courses,Distance Education,Crisis Management,Instructional Design,Foreign Countries,Student Centered Learning,Computer Mediated Communication,Teacher Student Relationship,Course Objectives,Needs Assessment,Feedback (Response),Cooperative Learning,Student Projects,Active Learning,Integrated Learning Systems,Student Attitudes,Faculty Development,Undergraduate Students

This chapter is a reflective account of the author's experience as a teacher of English at the University of Pavia during the first wave of the SARS-CoV-2 pandemic. It considers the design and delivery of an English for architecture and construction engineering course as well as the assessment stage of a text analysis course. It proceeds by presenting and discussing the decisions implemented as a consequence of the crisis situation and reflects on principles of English language teaching, learning, and assessment in general and English for Specific Purposes (ESP) in particular. In doing so, it addresses the book project rationale as an opportunity to reflect on the adjustments made to various planning and design factors informing language education during the health crisis and thought to be generalisable to language teaching, learning, and assessment in the global digital world. It concludes with thoughts on what the future of digital language teaching, learning, and assessment could look like. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
University of Cambridge Modern and Medieval Languages: Response to COVID-19
Author: Mentchen, Silke
Date: 2021-05-24
Type: Reports - Research
Subjects: Universities,Modern Languages,College Second Language Programs,COVID-19,Pandemics,Language Teachers,Teacher Role,Online Courses,Foreign Countries,Teaching Experience,Teaching Methods,Blended Learning,Synchronous Communication,Asynchronous Communication,Teacher Student Relationship,Technical Support,Second Language Learning,Second Language Instruction,Teacher Attitudes,Student Attitudes,College Faculty,Undergraduate Students

This case study will describe and analyse how the experiences of online language teaching at the University of Cambridge gained during the first UK lockdown helped to inform planning for the next academic year. Emergency measures implemented for the third term of the academic year 2019/2020 were evaluated. A curriculum of blended teaching combining synchronous and asynchronous modes was developed and is being implemented now. Particular attention will be paid to modes of examining and teaching, the role of the teacher, and the use of technologies. It will become clear that inclusive and interactive teaching will continue and that some of the newly acquired skills may stay with us. However, other aspects of language teaching such as building a sense of a learner cohort have been found to be much more difficult to replicate online. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
The Pragmatic Functions and the Interpretations of the Particle &apos;taha&apos; ([characters omitted]) in Classroom Discourse in the Cypriot-Greek Dialect: The Emergence of a New Function
Author: Efthimiou, Fotini
Date: 2021-05-03
Type: Reports - Research
Subjects: Greek,Dialects,Pragmatics,Foreign Countries,Grammar,Form Classes (Languages),Audio Equipment,Context Effect,Language Usage,Oral Language,Speech Communication,Sociolinguistics,College Freshmen,Student Attitudes,Classroom Communication,Discourse Analysis

This paper aims to present the pragmatic functions and the interpretations of 'taha' ([characters omitted]) (a very commonly used particle in oral Cypriot-Greek interactions) as it is used in classroom discourse. The present study collected and analysed data from a three hour recording of the participants' speech, and isolated 32 critical episodes that included 'taha'. Students were also asked to note the functions of 'taha' through the use of a questionnaire, and to interpret its functions through a discussion. Following the pragmatic analysis proposed by Tsiplakou and Papapetrou (2020), the current research concluded that the basic meaning of 'taha' ('supposedly/allegedly') may perform several pragmatic functions, depending on the context. Among others, 'taha' functions as a pragmatic marker of (1) dissociation from the associated implicatures, (2) dissociation from the propositional content, (3) request for clarifications, and (4) a hedging device. In addition, 'taha' sometimes works as a pragmatic marker of emphasis to the propositional content, a function that has not been reported in the bibliography so far. [For the complete volume, &quot;Tertiary Education Language Learning: A Collection of Research,&quot; see ED614100.]
Online Remote Language Teaching during and beyond the Pandemic: Echoes from the Anchor University in Lagos
Author: Ope-Davies, Tunde
Date: 2021-05-24
Type: Reports - Research
Subjects: Online Courses,Distance Education,Second Language Learning,Second Language Instruction,Foreign Countries,COVID-19,Pandemics,Teaching Methods,Learning Processes,Universities,Discourse Analysis,Computer Mediated Communication,Social Media,Educational Benefits,Cultural Context,Computer Software,Content Analysis,Integrated Learning Systems,College Faculty,Language Teachers,Faculty Development

The outbreak of the coronavirus (COVID-19) brought along with it a number of socio-political, public health, administrative, economic, and educational challenges and impacts across the world. Teaching and learning as a critical component of our social existence have been equally impacted with new technologies providing both the tools and affordances for effective virtual learning. This chapter discusses the adoption and application of digital technologies for online teaching and learning at Anchor University, Lagos (AUL), a private tertiary institution in Lagos, Nigeria. The study foregrounds its theoretical principles on Kirkwood and Price's (2014) perspective on Technology-Enhanced Learning (TEL) and Herring's (2004) Computer-Mediated Discourse Analysis (CMDA). The dataset was drawn from Google Classroom's platform deployed by AUL during the COVID-19 crisis. I used qualitative content-based analysis to discuss how the selected data reflect the reality of TEL during the pandemic. The study argues that the deployment of new technologies for teaching and learning in higher education utilised the existing framework and availability of digital tools and mobile communication networks resulting from the phenomenal development of the Information and Communication Technologies (ICT) industry in Nigeria. It confirms that the availability of a range of digital technologies and social media platforms has improved the possibilities of adapting to remote learning during the period and beyond. It concludes by highlighting socio-educational benefits of remote teaching and learning and some challenges of teaching language-related courses in Nigeria and other similar cultural contexts. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
An Immersive Arabic Language Course in Cairo Moves Online
Author: Salem, Heba
Date: 2021-05-24
Type: Reports - Evaluative
Subjects: Foreign Countries,Semitic Languages,Second Language Instruction,Online Courses,COVID-19,Pandemics,School Closing,Study Abroad,Educational Technology,Technology Uses in Education,Graduate Students,Experiential Learning,Student Attitudes,Program Effectiveness

This chapter describes the my experience as the instructor for a course rooted in community based learning theory that was forced to move online in spring, 2020, due to the novel coronavirus pandemic. The course, titled 'CASA Without Borders', allows Arabic language students in the Center for Arabic Study Abroad (CASA) program at The American University in Cairo (AUC) to leave the university environment and serve the community, while also benefiting from the experience both linguistically and culturally. This course was disrupted by the students' mandatory return to the US from Cairo as a result of the COVID-19 outbreak, and continued remotely in an online format. This chapter describes the CASA program and explains both the purpose of the CASA Without Borders course and its significance to CASA students and to the program. It also describes and reflects upon my experience of continuing the course remotely during the ongoing pandemic. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
Stumble or Fall? Responses to Moving Language Learning Online at Durham University during the 2020 Pandemic
Author: Critchley, Mark
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Second Language Instruction,Online Courses,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Educational Change,Adjustment (to Environment),Teaching Methods,Evaluation Methods,Higher Education,College Faculty,College Students,Coping,Summer Programs

This chapter offers a chronological narrative of the steps taken by the Centre for Foreign Language Study (CFLS) at Durham University to move language teaching, learning, and assessment online following the announcement of the global COVID-19 pandemic in March 2020. This includes immediate steps to suspend classroom teaching, a move to online assessments, preparations for teaching of summer language courses, and steps to convert existing curricula and teaching materials for online delivery in 2020-2021. The chapter concludes with some lessons learned, and plans for the future. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
&quot;Stay Home, Be Safe, and Be Kind&quot;: University of Auckland&apos;s Italian Course Goes Online in a Week
Author: Martelli, Barbara
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Italian,Teaching Methods,COVID-19,Pandemics,Foreign Countries,Universities,College Faculty,College Students,Language Teachers,Introductory Courses,Distance Education,Educational Change,Blended Learning,Instructional Design,School Closing,Well Being,Information Technology,Integrated Learning Systems,Videoconferencing,Grading,Language Tests,Course Descriptions

On March 23rd, at the University of Auckland (New Zealand), all lectures were suspended for a week. During this time, both students and staff made a considerable effort to prepare the online delivery of courses. In this chapter we discuss the impact of COVID-19 on the Italian beginners courses offered in Semester 1. With no certainty of when the campus would reopen, and with the well-being of students always considered as a priority, the courses were quickly adapted for distance learning. This change involved multiple aspects and the experience gained, denoted by urgency and flexibility, proving to be a precious resource to face the second semester and, above all, a less predictable and more frightening future; in which not only safety and adaptability, but kindness and mutual respect, should also be the keywords. Designing blended, easily migratable online courses that make use of both technology and up-to-date approaches to language teaching has emerged as a viable strategy for an uncertain future. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]