ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Promoting Speech: Analysis of Output during Discussion Activities
Author: Shinozaki, Fumiya
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Speech Communication,English (Second Language),Computer Mediated Communication,Group Discussion,Discourse Analysis,Word Frequency,Intention,Anxiety,Self Esteem,Interpersonal Communication,Intervention

Sixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator, asked each student relevant questions. The present study first determined if there would be a change in the maximum number of words spoken in discussions between the first and second online English conversation lessons. As the result of a statistical analysis for the discussions, there was a significant difference between the maximum number of words spoken during the two discussions. Since a significant change was admitted, a further discussion was conducted to clarify the reasons for the change. The factors of the increase in words spoken were discussed in terms of willingness to communicate, having things to communicate, anxiety, confidence, and instructors' intervention. All of them were thought to affect the increase. The findings suggest that (1) it is important to set some activities for students to strengthen their own opinions about topics in advance and (2) it is effective not to end with a single practice but to provide at least two opportunities for the output and interaction with others.
From Communicative Competence to Communication Proficiency: A Theoretical Study
Author: Ahmed, Sabri Thabit Saleh
Date: 2023-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Language Proficiency,Applied Linguistics,Correlation,Models,Sociolinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Language Fluency,Linguistic Theory

This study revisits the term 'communicative competence' and delves into its details. It presents briefly various models of communicative competence to show what has been written on this term, and then it introduces the term 'communication proficiency' as a broader term that includes all competencies and skills required for communication. It contributes to the field of research in applied linguistics as it helps scholars avoid the confusion associated with the term 'communicative competence' which is used differently by different scholars due to their different perceptions of the term 'competence'. Competence has been perceived by some scholars as knowledge of language while others have perceived it as an overall ability that includes all what we need to function in real life and fulfill communicative needs. [Note: The issue number (2) shown on the PDF is incorrect. The correct citation for this article is v8 n1.]
Possible Relationship among Experience, Age, Income Level, Gender, and Job Satisfaction
Author: Hasanzadeh, Elham
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Correlation,Age Differences,Income,Gender Differences,Language Teachers,English (Second Language),Teaching Conditions

Discovering the causes of satisfaction and dissatisfaction is one of the primary goals of job satisfaction studies, and also it has a connection with several important factors. The present study investigates the relationship among Iranian EFL teachers' experience, age, gender, income level, and job satisfaction. To this end, 104 male and female EFL teachers in Urmia, Iran was selected based on convenience sampling design. The participants were asked to fill out an online Job Satisfaction Index (JDI) questionnaire. It evaluates a person in six areas: the nature of the job, supervision, coworkers, promotions, salaries, and benefits, and working conditions. The questionnaires were analyzed by SPSS. In order to investigate the hypothesis, a parametric correlation coefficient was used. The results revealed there was a connection between experience, age, income level, and job satisfaction. However, the gender-job satisfaction connection was determined to be insignificant. It implies that job satisfaction is irrelevant to gender. The implication of the present study can be beneficial to supervisors, institutes, and administrators. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for v8 n1 is 2023.]
Fostering Foreign Language Student Teachers&apos; &quot;Glocal&quot; Competence through Telecollaboration
Author: Madden, Oneil N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Intercultural Communication,Teacher Competencies,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,English (Second Language),International Educational Exchange,French,Spanish,Teacher Education Programs,Language Variation,Teacher Collaboration,Cultural Awareness,World Views,Local Issues,Modern Languages,Student Attitudes,Diaries,Videoconferencing,Social Media,Learning Management Systems,Computer Mediated Communication,Speech Acts,Persuasive Discourse

The interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global--&quot;glocal&quot; contexts. This study presents a conceptualisation of &quot;glocal&quot; competence for Jamaican foreign language teaching professionals from a content analysis of three relevant competence frameworks (PISA, and Byram's and Deardorff's ICC models). It further reports on Phases 1 and 2 of ClerKing, a Franco-Jamaican telecollaborative project between Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and Modern Languages student teachers of French/ Spanish from Shortwood Teachers' College (STC), Jamaica. Through qualitative content analysis, parameters of &quot;glocal&quot; competences were identified and examined against the different frameworks. Preliminary findings show that student teachers developed negotiation, adaptive, and collaborative skills in their professionalization process. However, local values impeded understanding of and appreciation for alternate worldviews on certain topics discussed. [The page range on the PDF is incorrect. The correct page range is p158-178.]
Mobile Language Learning Designs and Contexts for Newly Arrived Migrants
Author: Bradley, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Telecommunications,Handheld Devices,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Difficulty Level,Computer Software,Drills (Practice),Vocabulary Development,Game Based Learning,Incentives,Learning Motivation,Swedish,Independent Study,Introductory Courses,Student Attitudes,Student Characteristics,Adult Students,Foreign Countries

The mobile phone has become an indispensable device for communication and managing everyday life among newly arrived migrants. Learning a new language is a crucial aspect of integration and professionalization in a foreign country, and the phone is a tool that is also used by migrants also for language learning. The purpose of this study is to investigate how mobile-assisted language learning (MALL) is situated in the context of newly arrived migrants from the Middle East in Sweden as a means to learn a new language. The designs and context of MALL apps used with migrants are explored from a pedagogical perspective and investigated by means of observations and interviews with migrants. The results show that there are difficulties with how MALL apps are used by migrants, as the apps are built on individualised drilling activities with vocabulary training which are neither motivating nor immediately connected to the everyday language learning needs of the migrants. However, gamification aspects built into the apps together with push notifications attract most of the users who do engage with the apps, and these aspects are incentives for building a routine around MALL app usage. The design around the content and functionality plays an important role in how learners make use of mobile applications. [Page range shown on PDF is incorrect. The correct page range is p179-198.]
An Empirical Study of English Language Teachers&apos; Methodology on the Career Growth of Saudi Students
Author: Alkhanani, Badriah
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Development,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Case Studies,Reliability,Validity,Correlation,Item Analysis,Interrater Reliability,Language Teachers,Undergraduate Students,English for Special Purposes,Strategic Planning,Student Attitudes

The purpose of this study was to find the effect of English Language Teachers' Methodology (ELTM) on the Career Growth (CG) of the Saudi students. In order to provide a solid basis for this research study, a cross-sectional-descriptive research design was employed. For scale development and tool standardization, inter-class correlation coefficient, test-retest and inter-rater test were performed. Cronbach's Alpha, corrected item-total correlation and the Kaiser-Meyer-Olkin (KMO) values were checked for determining the reliability and validity of the data. A total of 310 participants were part of this study and the primary data were collected using a web-based survey questionnaire. The non-probability snowball sampling method was applied for the data generation. Correlation &amp; regression technique (enter method) was applied for checking the cause-and-effect relationship. IBM-SPSS Ver. 23.0 program was used for all types of statistical analysis. The findings of this study concluded that there was a significant effect of the English language teachers' methodology on the career growth of Saudi students' professional life. The current study is beneficial for students as well as teachers' of English language in terms of adopting germane teaching methodology while teaching the English language that can be easily comprehend by students and facilitate their linguistic understanding, which can be exploited maximally at their future career.
Approaches to Language Education and Schooling in Post-Conflict Phase in Georgian Context
Author: Tabatadze, Shalva
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Ethnic Groups,Native Language Instruction,Social Change,Foreign Policy,Language of Instruction,Educational Policy,Russian,Language Attitudes,Language Minorities,Power Structure,Foreign Countries,Conflict,Geographic Regions,War,Educational History,Languages,Indo European Languages,Multilingualism,Declining Enrollment,Native Language,Elementary Secondary Education

Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union, and how Russian occupation changed it? (2) How well is the ethnic composition of the occupied territory of Abkhazia reflected in language schooling? (3) What type of language education policy is used in Abkhazia? The research revealed that the opportunity for mother-tongue education is restricted for minority as well as majority ethnic groups in Abkhazia. Based on this finding, a new language education policy approach emerged. The language education policy in de facto Abkhazia is classified as an &quot;Invasional Approach, &quot; implying Russian language domination. All other languages, including the language of the majority ethnic group, are ignored. Based on this finding, the new language education policy framework is identified, including Reconciliational, Oppressional, and Invasional approaches.
The Linguistic Demands of Learning at Work: Interactional Competences and Miscommunication in Vocational Training
Author: Filliettaz, Laurent
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Novices,Work Environment,Discourse Modes,Communication Skills,Language Usage,Apprenticeships,Nonverbal Communication,Verbal Communication,Faculty Development,Foreign Countries,Discourse Analysis,Video Technology,Ethnography,Humor,Mentors,Supervisor Supervisee Relationship,Second Language Learning,Second Language Instruction,Languages for Special Purposes,Models

Becoming a professional worker involves a wide range of cognitive, social, and cultural processes that have received extensive attention over the past decades amongst various disciplines. It is also not external to language use and communication. Novices in any occupation have to learn technical terms and are expected to master specific discourse and communication genres. They also face explicit or implicit demands regarding how to deal with interactional tasks. This paper discusses the theoretical conditions under which connections between work, language use and learning can be investigated both conceptually and empirically. It illustrates some of these ideas by using empirical data, focusing on a specific educational context, that of the apprenticeship system as it exists in Switzerland. A fine-grained analysis of this material highlights some of the characteristics of verbal and non-verbal interactions between apprentices and trainers as they occur in workplaces. To finish, the paper elaborates on some practical implications and applications of these analyses for the field of teachers' training and language teaching and learning.
Clinical Language Expressions Practiced by Indonesian Counsellors
Author: Samad, Sulaiman
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Usage,Counselor Client Relationship,Counseling Effectiveness,Foreign Countries,Empathy,Language Processing,Counseling Techniques,Safety

This paper aims to explore the kinds of clinical language expressions practiced by Indonesian counsellors. This qualitative study applies purpose sampling of 17 key participants who are counsellors. The data for this study are taken from semi-structured interviews. The semi-structured interviews allow the flexibility of the researchers to prompt the questions. The findings of the data reveal that clinical language expressions begins with the expressions of the exploration of counselees, condition of counselees, the critical aspects of the counselling activities, empathy and sympathy. In addition, the research findings encounters he reasons of using particular language expressions such as comfortability, client condition, and the flow of the counselling activities. This study recommends that the comprehension of the clinical language expressions can assist the counsellors for the success of counselling activities. Since this study is limited to the key participants, the researchers recommends for further broader and comprehensive study with different geographical settings.
Needs and Barriers of Early Career Researchers at Regional Universities of Kazakhstan
Author: Kuzembayeva, Gulzhana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Researchers,Barriers,Needs,Time,Writing for Publication,Mentors,Teaching Skills,Grantsmanship,Financial Support,Language Proficiency,Turkic Languages,Russian,English (Second Language)

This paper aims to investigate early career researchers' (ECR) needs and barriers in conducting research at Kazakhstani regional universities employing a mixed methods research design with the collection of both quantitative and qualitative data. We surveyed one hundred and twenty university academic staff undertaking the first stages of their research careers at the higher education institutions of West Kazakhstan in the cities of Aktau, Aktobe, Atyrau, and Oral to understand the needs and challenges faced by this community better. Semi-structured interviews were conducted with the research administration of the above-stated institutions to understand the issues under study. Understanding these issues is central to developing informed policies for promoting teacher research engagement, as well as taking steps to build the research capacity of university academic staff in their early research career. The study depicts that the university academic staff, in their early research career, face barriers such as the lack of time to conduct research, the difficulty in publishing research, and the lack of research mentorship and university support. The study resulted in the relation of ECRs' knowledge of languages to their research experience, and the ECRs' research directions are as well associated with their (1) conducting research for enhancing teaching skills, (2) applying for research grants, and (3) receiving research funding adds to a deeper understanding of the ECRs' research needs and barriers. Kazakhstani regional universities' ECRs need specifically targeted policies to be undertaken to facilitate their research careers.
Motivational Factors Influencing Learners&apos; Academic Success in an Australian Enabling Education Setting
Author: Weiler, Tanya
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Motivation,Student Attitudes,Online Surveys,Universities,Foreign Countries,Prediction,Time Management,Student Employment,Child Care,Study Habits,Student Interests,Students with Disabilities,College Preparation,Access to Education,Indigenous Populations,Academic Aspiration,Remedial Instruction

The main objective of this study is to identify and discuss the motivational factors that significantly influence learners' academic success in an Australian enabling education setting. The logistic regression technique has been employed to identify the motivational factors using data collected through online surveys with 331 learners enrolled in Foundation Studies and Diploma programs at a South Australian university. Empirical results showed that there are some dominant motivational factors that can be used to predict how and why they are important in influencing learners' academic success in these programs. The motivational factors that were found to significantly influence learners' academic success include the time available to study, work status, living with a disability, and childcare arrangements. Individual study habits and interest in the materials were also found to be significant. Additionally, several other motivational factors were found to not significantly influence learners' academic success within the same environment. Overall, these results showed that learners with higher intrinsic motivation drivers are more likely to succeed in enabling education. Therefore, appropriate teaching and learning approaches and environments, including diversified supports and mechanisms that can assist students to encourage motivation, are vital for learners to succeed in enabling programs.
Issues Related to Serving the Arabic-Speaking Population in Diaspora Space with a Focus on North America
Author: Khamis, Reem
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,Speech Language Pathology,Allied Health Personnel,North Americans,Best Practices,Professional Development,Immigrants,Bilingualism,English (Second Language),Second Language Learning,Arabs,Social Influences,Cultural Awareness,Intervention,Race,Communication Problems,Cultural Background,Test Construction,Speech Therapy,Speech Impairments,Language Impairments,Native Language,Foreign Countries,Phrase Structure,Dialects,Language Acquisition

The purpose of this paper is to report on the state of both professional licensure and the practice of speech language therapy in the diaspora spaces of the United States and Canada. Additionally, this paper discusses best practices for collaborating with, providing care to, and facilitating professional growth among the Arab diaspora. We begin by examining the practical contexts of professional certification in speech-language therapy in the US and Canada, particularly for bilinguals and Arab clinicians followed by a discussion of the challenges in care provision unique to Arabs in the diaspora. The paper is framed around these substantial differences in providing care to Arabs living in the Arab world, as opposed to those living in the diaspora; this is in order to encourage clinicians to consider social factors in the provision of a culturally responsive practice. These discussions exemplify how different contexts require clinicians to expand their practice beyond the positivist, raciolinguistic based assessment and intervention approaches exemplified in biomedical fields. Such outlooks are primarily focused on the biological bases of communication disorders and therefore overlook and/or pathologize both their sociocultural backgrounds and their interaction with communication differences and disabilities. In reality, these reflections are critical to designing effective assessments and interventions in clinical care in Speech, Language, and Hearing Sciences. [The page range cited (pp. 130-197) on the .pdf is incorrect. The correct page range is pp. 129-198.]
Education and Training and Services for the Communication and Swallowing Disorders in Egypt: A Short Report
Author: Abou-Elsaad, Tamer
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Communication Disorders,Preschool Children,Identification,Arabic,Urban Areas,Rural Areas,Teacher Attitudes,Preschool Teachers,Foreign Countries,Physicians,Speech Language Pathology,Allied Health Personnel,Case Studies,Language Impairments,Attention Deficit Hyperactivity Disorder,Attention Deficit Disorders,Autism Spectrum Disorders,Speech Impairments,Voice Disorders,Aphasia,Screening Tests,Rehabilitation,Questionnaires,Parent Attitudes

The statistical information that estimates the magnitude of communication disorders among Egyptian children is scarce. At Mansoura University, a prospective study was performed to identify communication disorders among nursery school children in Dakahlia governorate, Egypt to estimate the problem's size among Arabic-speaking Egyptian children (Gad-Allah et al., 2012). A cross-sectional descriptive research design was used to include 852 nursery school children (out of 59000 regularly attending the nursery school) aged between three and less than six years from urban and rural areas and governmental and private nurseries. Two structured questionnaire sheets were designed to identify different types of communication disorders from caregiver and teacher perspectives. [The page range cited (pp. 100-106) on the .pdf is incorrect. The correct page range is pp. 99-105.]