ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of the Literature on Postsecondary Education for Students with Intellectual Disability 2010-2016: Examining the Influence of Federal Funding and Alignment with Research in Disability and Postsecondary Education
Author: Papay, Clare K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Postsecondary Education,Access to Education,Transitional Programs,Program Effectiveness,Financial Support,Federal Aid,Student Financial Aid,Educational Legislation,Higher Education,Federal Legislation

Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies used with research on PSE for students with disabilities in general using the Postsecondary Access and Student Success (PASS) taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, &amp; Gelbar, 2017). Findings are described and implications for research and practice are discussed.
Teachers&apos; Needs in the Advancement of Communicative Language Teaching (CLT) in Taiwan
Author: Huang, Shu-Hsiu
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Class Size,Foreign Countries,Language Proficiency,Negative Attitudes,Teaching Methods,English (Second Language),Educational Change,International Education,Translation,Global Approach,Native Speakers,Teacher Attitudes,Learning Motivation

English language education in Taiwan has experienced a number of modifications over the past decade. The Ministry of Education (MOE) has initiated several reforms since 1994 to change the historical grammar-translation pedagogy into one emphasizing more communication. The purpose of these alterations was to increase learners' communication proficiency, so they could meet the new demands resulting from increased internationalization and globalization. Previous studies regarding Communicative Language Teaching (CLT) in many other EFL (English as a foreign language) settings and Taiwan have shown promising results, yet the process of implementing CLT has often been challenging. Many factors, such as large class sizes and parents' negative attitudes toward CLT, have been found to negatively influence teachers' willingness to implement CLT. Using a multi-methodological approach of quantitative surveys and qualitative interviews, this study aims to examine teachers' needs for better communication-oriented practices in the classrooms of Taiwan. In total, 75 teachers were surveyed. Based on their degree of willingness to participate, 15 of them were further contacted for more in-depth interviews. The findings of the study revealed that to make CLT more applicable, teachers demanded in-service training and assistance from native English-speaking teachers (NESTs). In addition, students' and parents' re-education to value the development of communication proficiency, and to gain more knowledge about CLT, and the support from school authorities, were considered crucial.
Development of Learning Material for Grade 7 Struggling Readers
Author: Aquino, Marife G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Material Development,Supplementary Reading Materials,Remedial Reading,Oral Reading,Reading Comprehension,Foreign Countries,Grade 7,Secondary School Students,Word Recognition,Student Characteristics,Early Adolescents,Family Environment,Males,Family Characteristics,Reading Habits

The study dealt on the development of a supplemental learning material for the instructional remediation of Grade 7 struggling readers sensitized to the needs and conditions of students in Mapandan National High School. The study adopted the descriptive-developmental method using a questionnaire and content-validated oral reading and reading comprehension tests. Data were analyzed using frequency count and percentage distribution. Validated rubrics were used for the qualitative description of the students' word-recognition miscue level and reading comprehension level. Majority of the Grade 7 struggling readers employed as respondents in the study are within the average age for Grade 7. They are male-dominated. Concerning their grades in English during the first and second quarters, the majority obtained grades that are below average, while the rest obtained grades that are above average. In terms of access to reading materials, all the students have books available in their homes while few have encyclopedias. With regard to media type exposure, majority have televisions and a few reported having a personal computer or laptop with internet connection. About the extent of their reading time, majority spend, at least, an hour of reading every day, while a meager read at least 2 to 3 hours daily. As to their parents' educational profile, majority of the students' fathers finished high school while the minority is a college undergraduate. Moreover, most of their mothers are high school graduates with a meager trace of those who finished elementary education and a college undergraduate. As to the employment profile of the students' father, the majority labor as agricultural, forestry and fishery workers while one works as a manager. Most of the students' mothers are unemployed, and the remainders work in the service and sales industry. On the income profile of the students' respective families, majority belong to families within the poverty line. The performance tests administered to the students indicate that the majority are susceptible to mispronunciation and the remainder to omission errors. Generally, the students were gauged to have &quot;Low Level&quot; performance in literal, interpretive, critical, and application reading comprehension. On the merits of the findings, the study offers several recommendations, including the actual use of the developed learning material for instructional intervention purposes. The study also recommends greater instructional focus along areas that students find most challenging in their reading and comprehension performance.
A Comparison between Traditional and Gamified Teaching Methods for Phrasal Verb: A Case of Grade 10 Students
Author: Kijpoonphol, Wachiraporn
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Phrase Structure,Pretests Posttests,Teaching Methods,Comparative Analysis,Conventional Instruction,Student Attitudes,Secondary School Students,Teaching Styles,Verbs,Grade 10,Scores,Foreign Countries,Educational Games,Memorization,Instructional Effectiveness

In English teaching classes, teachers use some teaching methods that may have positive or negative impacts on students' learning attitudes. The purposes of this study were 1) to compare the differences between a traditional and gamified teaching methods in terms of understanding and remembering phrasal verbs and 2) to investigate students' learning satisfaction in learning with two different teaching styles and to discover which game was more satisfactory and appropriate helping the students memorize the phrasal verbs. Two classes of 10th grade students studying at a secondary school in Thailand were chosen from 15 classes by considering the mean scores of the preliminary test. Class 1 was a control group; Class 2 was an experimental group. Pre-post tests and a questionnaire were used to collect the data. Due to two different styles of teaching, the number of questions of both groups was different. Four more questions were included on the questionnaire for the experimental group. There were three lessons which last one hour each provided to each group. The results of the tests showed that Class 2 performed better than Class 1. The mean score of the control group was 5.50 while the higher mean score of the experimental group was 8.14. The significant difference between both groups was at 0.01 level. The results from the questionnaire illustrated that they were more satisfied with the traditional teaching method than the experimental group even though the posttest scores of the control group were lower than the experimental group's. The results also indicated that the two games could be effective materials for teaching phrasal verbs. In addition, the gamified teaching style obviously encouraged the 10th grade students to understand more phrasal verbs.
Common Errors in Prepositions Committed by Grade 9 Students: Implications for Teaching
Author: Tulabut, Remy J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Form Classes (Languages),Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Sentence Structure,Grade 9,High School Students,Objective Tests,Teaching Methods,Language Usage,Language Tests,Foreign Countries

Prepositions are small words that serve important functions in the meaning of sentences. They show relationships between persons, objects, places etc. They also act as vital markers to the sentence structure. This descriptive analysis measured and analyzed the common errors of 44 grade 9 students in the use of prepositions using an objective test. Using the measures of central tendency, particularly the mean, the study revealed that the students had more errors in prepositions of direction. Moreover, the students tend to choose inappropriate prepositions that are out of context. The results showed that students were confused with the multiple functions of prepositions. English teachers, on one hand, should review their students on how to make distinction among the rules of different prepositions and apply effective learning strategies in teaching them.
A Longitudinal Analysis of Ability Grouping with College EFL Learners
Author: Wu, Chiu-hui
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Benchmarking,Foreign Countries,Ability Grouping,College Students,Achievement Gains,Comparative Analysis,Standardized Tests,Teaching Methods,Scores,Language Tests,Self Esteem,Program Design

Ability grouping, organizing classes homogeneously by L2 proficiency, has been commonly used in Taiwanese English as a Foreign Language (EFL) classes. This quasi-experimental (within-subjects design) study examined proficiency gains of 785 Taiwanese university students over three years enrolled in a general English (GE) program that employed ability grouping. The standardized test used for this study was the &quot;College Students English Proficiency Test&quot; (CSEPT). The results indicated students gained in English proficiency over time, from entry into the program to their last year of English instruction. Further post hoc analysis of the long-term proficiency changes showed that students with an observed A2 (CEFR) proficiency, upon entry, had more pronounced gains, over the three years, than their A1 and B1 counterparts. The study concluded that a leveled English curriculum maximized the learning experience for A2 level students and allowed them continuous proficiency gains. However, the fact that B1 level students did not show consistent progress is perhaps due to plateau effect when their test scores hit the graduation benchmark. As for the A1 students, their lack of achievement may be due to their low self-esteem. The pedagogical implication suggests the need to revisit the leveled (ability grouping) English curriculum for A1 and B1 level learners.
Critical Pedagogy in EFL Teacher Education in the United Arab Emirates: Possibilities and Challenges
Author: Raddawi, Rana
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Barriers,Foreign Countries,Action Research,Secondary School Students,Workshops,Teacher Attitudes,Secondary School Teachers,Intervention,Public Schools

This study examines the possibilities and obstacles present in adopting a critical approach to English language education in the United Arab Emirates (UAE). Three main elements of critical pedagogy in language teaching were suggested: cultural representation in the curriculum, perceptions of global English(es), and local and global issues. Within a research design informed by an adapted action research methodology, six secondary public schools from three emirates were selected for inclusion in the study. The pre-action stage included questionnaires, interviews, and class observations. An action plan and intervention followed this first phase of data collection. The intervention was informed by Freire's (1996) &quot;Conscientization&quot; approach, Shor's (1992) generative themes, and Heaney's (1995) codifcation and problem-posing methods of teaching. The action phase consisted of a hands-on workshop for 20 volunteers from the 42 pre-phase participants. The results indicate that while teachers showed interest and even enthusiasm about critical pedagogy, they were aware of a number of obstacles and challenges in applying it in their classrooms.
English Language Anxiety and Its Impacts on Students&apos; Oral Communication among Indonesian Students: A Case Study at Tadulako Universityand Universitas Negeri Makassar
Author: Said, Mawardin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Communication (Thought Transfer),Test Anxiety,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Teacher Education Programs,College Students,Departments,Literature,Language Tests,Scores,Correlation,Speech Communication,Low Achievement,Academic Achievement,Foreign Countries

There are a variety of factors that might influence foreign language learning faced by a number of students when learning a foreign language; attitude, motivation, anxiety, and beliefs (Trang &amp; Karen - Baldauf (2012). Anxiety has become the most intriguing issue in language teaching and learning and it has correlation on students' academic performance. This paper aims to investigate the effects of English language anxiety and its impact on students' oral communication at English Education Study Program, Department of Language and Art Education, Faculty of Teacher Training and Education Tadulako University, Palu Central Sulawesi Indonesia and English Department, Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. A total 80 students, 54 females and 26 males participated in this study. There were two types of instruments employed in this study, a questionnaire and a test. The study anxiety level was measured using Sansgiry and Sail's Test Anxiety Measurement (TAM) which has been modified by the researchers. Meanwhile, students' oral communication was measured using students' score of speaking skill subject. The results of the study illustrated that there was a significant correlation of high level anxiety and low academic performance among English students at English Education Study Program, Department of Language and Art Education, Faculty of Teacher Training and Education Tadulako University and English Department Faculty of Languages and Literature Universitas Negeri Makassar.
Language Input Effects on L2 Composition Peer Review Feedback
Author: Williams, Clay
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Writing (Composition),Essays,Language Usage,Native Language,Peer Evaluation,English (Second Language),Writing Instruction,Japanese,Comparative Analysis,Error Correction,Rhetoric,Connected Discourse,College Students,Language of Instruction,Foreign Countries,Writing Evaluation

To date, very little research on L2 peer review of L2 essay composition has focused on the issue of whether the choice of L1 or L2 use in the peer review process facilitates or hinders students' transmission and reception of productive commentary on their essay drafts. This study was designed to ascertain the impact of language choice in written peer review sessions on both the types of commentary made and essay authors' propensity to incorporate peer commentary into subsequent drafts. Data was collected from essay assignments in an English writing course at an English-medium university in Japan using written peer reviews conducted in both Japanese and English in a cross-balanced design. The data were analyzed to measure the impact of the language used on the number and types of comments made, as well as to ascertain the relative impact of peer commentary on the subsequent revisions. The study found sizeable differences according to the language a peer review was conducted in, suggesting that L2 written peer reviews may be more beneficial at identifying/rectifying paragraph-level and structural issues, whereas L1 peer review was slightly better for correcting rhetorical and logical issues.
Exploring Young English Learners&apos; Perceptions of the Picture Word Inductive Model in China
Author: Jiang, Xuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Foreign Countries,Pictorial Stimuli,Communicative Competence (Languages),Elementary School Students,Middle School Students,Instructional Effectiveness,Vocabulary Development

The Picture-Word Inductive Model (PWIM) is one of the new teaching methods introduced in English Language Education (ELT) in China, in order to develop English learners' communicative competence. However, studies conducted on PWIM from the perspectives of English learners are underrepresented and no research has been done about using PWIM with English learners in China. Considering this gap, I attempted to answer the question: What are young English learners' perceptions of PWIM? I deployed observations, questionnaires, and interviews to explore what fourth and seventh graders perceived to be the strengths and drawbacks of PWIM. My findings suggest that many students listed and exemplified numerous strengths of PWIM, and a few mentioned its weaknesses. The students expressed that PWIM had a positive effect on their English learning.
Learning to Spell in English by Chinese Students: A Cross-Sectional Study
Author: Bear, Donald R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Spelling,English (Second Language),Second Language Instruction,Literacy Education,Error Patterns,Teaching Methods,Foreign Countries,Age Differences,Developmental Stages,Orthographic Symbols,Alphabets,Elementary School Students,Middle School Students,Mandarin Chinese,Vowels,Phonemes

This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed &quot;with validated spelling inventories&quot; (Sterbinsky, 2007) to sample developmental features across three layers of English orthography. The sample size and the detailed analyses make this study unique. The 13 features in the analyses spanned development from beginning consonants to roots. Feature analyses predicted grade level, and there were significant differences across grades. Students made predictable spelling errors that reflected a similar developmental sequence to native English speakers. The error analyses across grades adds to the body of cross-linguistic literature illustrating how English language learners develop basic literacy skills in a similar manner to English-L1 children (Chiappe, Siegel, &amp; Gottardo, 2002; Ford, Invernizzi, &amp; Huang, 2014). This study indicates that as some English learners advanced in grades, their L1 has less of an impact on their spelling in English. When orthographic knowledge is examined across the alphabet, pattern, and meaning layers and cross-linguistically, researchers and educators can identify features students have mastered and what they are learning as a guide for a sequence of instruction and monitoring growth.
The Vocabulary Input of Indonesia&apos;s English Textbooks and National Examination Texts for Junior and Senior High Schools
Author: Aziez, Furqanul
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Linguistic Input,Junior High School Students,High School Students,Interdisciplinary Approach,Academic Language,Computational Linguistics,Textbooks,Word Frequency,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Foreign Countries,National Competency Tests

This study was designed to firstly develop a corpus of Indonesia's junior high school (JHS) and senior high school (SHS) English textbooks (TB) and national examination (NE) texts. By means of corpus analysis, this study then attempted (1) to find out the vocabulary levels (i.e. distribution among the K1-K20, where K refers to 1000-word band in the BNC word frequency list) of JHS and SHS TBs and JHS and SHS NE texts; (2) to compare the lexical variety of JHS and SHS TBs and NE texts, (3) the number of interdisciplinary academic words, and (4) the number of words beyond the 2,000 high frequency English words the texts contained. Research results reveal that (1) JHS TBs belonged to K-4, K-5, and K-4 levels (i.e. knowing 4,000-5,000 words is necessary for the 95% comprehension of these texts) for Grades 7-9 respectively and SHS TBs belonged to K-4, K6, and K5 levels for Grades 10, 11, and 12 respectively; while the vocabulary levels of JHS NE texts belonged to K4- K5 and SHS NE texts belonged to K3-K5; on average the vocabulary levels of JHS TBs were lower than those of SHS TBs, whereas JHS NE texts levels were slightly higher than those of SHS NE texts; (2) the lexical variety of JHS TBs was the same as that of SHS TBs with the average index of 0,23; while the lexical variety of JHS NE texts was 0,27, which was lower than the SHS NE texts with 0,38; (3) for the words beyond the 2,000 basic words, the JHS and SHS NE texts covered 11.20% and 15.10% of the entire words, or higher than those of JHS and SHS TBs, which covered only 7.89% and 11.87% respectively; and (4) the same profile appeared in the interdisciplinary academic words (Coxhead's AWL), where JHS and SHS TBs contained 1.75% and 3.56% respectively, or lower than JHS and SHS NE texts, which contained only 3.26% and 5.65% respectively of all the tokens in the texts.