ethanporcaro/eric-fulltext-meta huggingface dataset:
Facebook and Students&apos; Sub-Standard English: A Context of Bangladesh
Author: Islam, Farzana Sharmin Pamela
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Computer Mediated Communication,Student Attitudes,Private Colleges,Communication Skills,Writing Instruction,Undergraduate Students

In the 21st century, one of the most frequently used social media is Facebook (FB). This paper is going to focus on the two sides of the same issue. Firstly, the present scenario of Facebook effects on students. During teaching English in a foreign language context for almost a decade, it has been observed that the errors students make in their writing are influenced by many factors, among which the students' Facebook register and rhetoric is one of them. Secondly, this study is going to deal with the other issue that many second language/ foreign language learners have taken Facebook as a means to improve their English language skills. Lastly, the study proposes how Facebook practicing could be used as an English language teaching and learning tool, especially in Bangladesh, where English language enjoys the status of a foreign language. The paper is based on the qualitative analysis of the observations and comments of students collected through purposefully designed writing tasks assigned to students of a few selected classes of 'Basic English' and 'Composition and Communication Skills' courses of English Department in a top ranking private university located in the capital city of Bangladesh.
ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise
Author: Aktekin, Nafiye Cigdem
Date: 2020-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Outcomes of Education,Professional Identity,Student Teachers,Teacher Role,Student Teacher Attitudes,Teacher Education Programs,Language Attitudes,Pedagogical Content Knowledge,Reflection,Writing (Composition),Teaching Methods

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.
Gamification-Based Assessment: The Washback Effect of Quizizz on Students&apos; Learning in Higher Education
Author: Pitoyo, Muhammad Dafit
Date: 2020-03-00
Type: Journal Articles
Subjects: Language Tests,Testing Problems,Technology Integration,Computer Assisted Testing,Teaching Methods,Learning Processes,Student Attitudes,Student Motivation,Computer Games,Educational Games,English (Second Language),Second Language Learning,Second Language Instruction,Test Preparation,Scores,Preferences

Assessment and technology are two components that are very important in education. Assessment is the core of education, which provides teachers much information from their students and technology helps to achieve the learning goal more easily. Teachers are able to take the advantages of the integration of technology and assessment to get really detail information of students test to create a good teaching process. However, there are not many teachers, who really consider about assessment and the washback effect on students' learning. Thus, this study aimed to explore the washback effect of Quizizz assessment platform on students' learning. To investigate the issue, the researcher used questionnaire, observation and in-depth interviews. The data obtained would be analyzed qualitatively. The result of the study shows that students were motivated and they wanted to learn more deeply after doing several gamified test with Quizizz. They were interested in elements of game such as Leaderboard, Meme, Time restriction, and Test report.
The Professional Educator: Teaching Students with Interrupted Formal Education
Author: Rowland, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Stopouts,Reentry Students,Academic Support Services,High School Students,Teaching Methods

For 23 years, the author worked with high school students from a wide range of language backgrounds and widely differing circumstances. What they all had in common was that they were all developing competence and confidence in academic English. One of the challenges in teaching them was that some students had traveled back and forth between the United States and their country of origin, alternating between school systems and languages, and frequently missing periods of formal schooling entirely. Without a carefully thought-out system of support these students may end up feeling overwhelmed and fail. Throughout her teaching career in New York, the author developed ideas on how to best support these students. Among the challenges of supporting Students with Interrupted Formal Education (SIFE) includes the fact that they come from vastly different backgrounds and experiences. Before identifying any specific academic strategies a few basic practices in the classroom that support SIFE students are suggested. Supports for these students come in two broad categories--systemic and academic. Examples of various strategies, and ways in which systemic and academic supports are implemented in the classroom landscape are discussed.
Computer-Assisted Language Instruction in South Yemeni Context: A Study of Teachers&apos; Attitudes, ICT Uses and Challenges
Author: Ahmed, Sabri Thabit Saleh
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Teaching Methods,Barriers,Language Teachers,Technology Integration,Technological Literacy,Gender Differences,Teacher Competencies,Correlation

This study aimed at exploring South Yemeni EFL tertiary teachers' attitudes towards implementing ICTs in their English language teaching, their current uses of such ICTs in their teaching and difficulties they encounter when implementing ICTs in their teaching for the purpose of getting an overall picture of ICTs-assisted language instruction in South Yemeni context and what is required for implementing a better ICTs-assisted language instruction at the concerned universities. Data were collected through a questionnaire webbed to 81 EFL teachers (n=81) and then analyzed by SPSS. The questionnaire consists of five-Likert items and open questions. Findings revealed that EFL teachers of the concerned universities held positive attitudes towards using ICTs in their teaching of English and there were no significant differences in teachers' attitudes that can be attributed to gender, academic level or computer competence. They perceived ICTs as an effective tool in facilitating language teaching and learning, motivating students to learn and developing all language skills. However, their actual uses of such technologies in their classroom teaching were not up to the level required. A significant difference in teachers' actual uses of technology can be attributed to their computer competence as those teachers with a high computer competence were found using ICTs more than their low computer competence counterparts. The study concluded that South Yemeni teachers' lack of implementing ICTs in their EFL classes can be attributed to many factors such as lack of ICT tools in their departments, unavailability of internet and lack of computer competence and training. The study concluded with some recommendations that may help in implementing ICTs better in EFL education at the concerned universities particularly and at Yemeni universities generally.
Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis on Successful Exam Essays
Author: Anada, Ririn Putra
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,English (Second Language),Persuasive Discourse,Essays,Writing Tests,Academic Language,College Students,Rhetoric,Logical Thinking,Foreign Countries,Scores

An argument in academic writing is an essential element; it is used to convince readers that the writer's opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing test. The aim of this study is to identify and describe the rhetorical features of successful academic IELTS essays. Sixty academic essays were taken from six different common topics with band scores 8-9 (high quality essays) and were analyzed on elements of argument following Toulmin (1979). The results show that: a) the common sections found in the essays are lead in, thesis statement and deduction; b) the common elements of argument in the essays are claim, data and warrant; and c) the common types of argument structures of the essays are simple argument structure and strong argument structure. This implies that the essay sections, argument elements and argument structure can be used to describe the quality features of IELTS essay organization. It is suggested that in order to be able to write good quality essays in English, test takers must have a good command of essay sections, argument elements and argument structure type of good quality essays.
The Many &quot;Legs&quot; of School Library Legislative Advocacy
Author: Kaaland, Christie
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Advocacy,State Legislation,Lobbying

Christie Kaaland shares the journey of Washington state's school library legislative advocacy that has led to passage of eight legislative bills. The article stresses the importance of having a full legislative advocacy team including a lobbyist, knowledgeable practitioner advocates, and external champions.
The Development of English Learning Model Based on Contextual Teaching and Learning (CTL) in Junior High Schools
Author: Munir, Munir
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,English (Second Language),Second Language Instruction,Teaching Methods,Lesson Plans,Worksheets,Textbooks,Problem Solving,Thinking Skills,Context Effect,Program Effectiveness

Specific targets of this research are: (1) Lesson Plan (RPP) for junior high school students, (2) Student Worksheet; and CTL-based student books. The long-term goal to be achieved is the occurrence of a CTLbased English language learning process that can improve the English language skills of junior high school students in South Sulawesi. The method used to achieve the purpose of this research is Research and Development (R &amp; D) by studying a number of models of learning device development, to further select and apply the device development model by the characteristics of subjects and background of psychology development of junior high school students. Repeated trials of instructional devices were conducted to obtain the best prototype learning tools that meet the needs of junior high school students in South Sulawesi. The results of data analysis show that (1) one way to improve students' communication skill and their critical thinking ability is by developing learning tools based on CTL English; (2) the factors that affect the inability to communicate in English is not the occurrence of English learning process that provides opportunities for students to use English maximal in the classroom. This is in contrast to the learning process undertaken with CTL-based learning where students have the opportunity to speak and think critically to discuss the real problems faced in front of their classmates to maintain the results of the projects they report. In addition, with the learning tools based on CTL, it was also found that the ability to interact in English students with classmates as well as to teachers also seemed to increase.
The Error Analysis of Derivational Morphology in EFL&apos;s English Narrative Composition
Author: Kusumawardhani, Paramita
Date: 2018-00-00
Type: Journal Articles
Subjects: Morphology (Languages),English (Second Language),Second Language Learning,High School Students,Writing (Composition),Foreign Countries,Form Classes (Languages),Morphemes,Narration,Error Analysis (Language)

Derivational morphology in the learners' English narrative compositions was the main purpose of this research. Morphology is the study of morphemes which are the smallest significant units of grammar. There are two kinds of morphology: derivational and inflectional morphology. Derivational morphology is related to affixes such as suffixes, infixes, prefixes, ablaut and reduplication, meanwhile inflectional morphology is related to plural, possessive, past time, progressive, and comparative and superlative. Morphology mostly used in writing and it is one of the difficult parts in English subject. There are four kinds of composition: argumentation, description, exposition and narration. The data was taken from the students of grade XI of a Public High School in Tangerang. Descriptive method was used in this paper. There is some derivational morphology found in this research: derivation of a noun, adverb, gerund after a preposition, gerund after the verb, to-infinitive, present participle, passive participle, modals, and adjective.
A Foreign Language or the Second Language: The Future of English in Bangladesh
Author: Ara, Rowshon
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Second Languages,Official Languages,Bilingualism,Multilingualism,Language Usage,Educational Trends,Educational History,Employment Qualifications,Lawyers,Language Proficiency,Mass Media,Indo European Languages,Code Switching (Language),Futures (of Society)

Bangladesh does not have an official second language. However, apart from Bangla, English is the only other language widely used in the country. There has been a sustained debate whether English is a foreign language (EFL) or English is the second language (ESL) in Bangladesh, for often it is found that the function of English in the country is much closer to that of the second language. English in Bangladesh had a turbulent past as well as has an undefined but overwhelming present. Due to globalization and major economic connections with the outer world the presence of English has always been there. The all- embracing state of English in Bangladesh now is undeniable. The function of English in Educational sectors, Government sectors, courts, private organizations, media and communication etc. reveal the overpowering effect of English in the lives of people in Bangladesh. As such the all obtruding impact of English in the present life posits the enquiry on the future of the language in the land. This paper is a qualitative study that analyzes the domains of language use. The results reflect an urgency of change of the official status of English in Bangladesh from a foreign language to a second language.
EFL Pre-Service Teachers&apos; Perception toward the Use of Mobile Assisted Language Learning in Teaching English
Author: Nariyati, N. P. L.
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Preservice Teachers,Student Attitudes,Computer Assisted Instruction,Second Language Instruction,Positive Attitudes,Teaching Methods,Handheld Devices,Educational Benefits

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers' perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.
Evaluating Reading Habit among Junior Secondary School Students in Ekiti State in Nigeria
Author: Babalola, J. O.
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Secondary School Students,Incidence,Reading Assignments,Teacher Attitudes,Reading Interests,Reading Attitudes,Reading Instruction,Motivation Techniques

The study evaluated reading habit among students in Ekiti State Secondary Schools. The study specifically examined the frequency and time of reading among Junior Secondary School students in Ekiti State, the extent students read, how teachers' attitudes affect their students reading habits, and ways reading habit can be improved. The descriptive research design of the survey type was adopted in this study. The population for the study consisted all of the Junior Secondary School Students in public secondary schools in Ekiti \central senatorial district. The size of the sample was 200 students drawn from ten public secondary schools using multistage sampling technique. A self-structured questionnaire tagged Reading Habit Questionnaire (RHQ) was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that most of the students rarely read as majority of them spend less than 2 hours daily on reading. They settle down to read only when given assignments or when examination was near. Based on the findings, it is therefore recommended among others that parents should teach their children to start reading from an early age and should provide reading materials for them. Also, it was recommended that teachers should engage students in fervent reading and writing activities.
Exploring the Nature of Undergraduates&apos; Peer Collaboration in a PBL Writing Process
Author: Aliyu, Muhammad Mukhtar
Date: 2020-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Peer Relationship,Problem Based Learning,Writing Processes,Synchronous Communication,English (Second Language),Writing Improvement,Foreign Countries,Modeling (Psychology),Cooperative Learning,Scaffolding (Teaching Technique),Interaction

Despite the importance of writing skills to academic success, many undergraduates face a lot of challenges with writing in English. Studies have shown that engaging and supporting students in a writing process help to improve the students' writing performance. Therefore, this study used a Problem-based learning approach (PBL) in order to give students opportunities to be engaged and support one another in a writing process through face-to-face interactions. The paper specifically reports what the students do to support their peer in the PBL writing process. An intact class of 18 second-year students in an English Composition course in Nigeria was selected to participate in the study. Data were obtained through audio- and video-recording of the students' face-to-face interactions. The findings showed that the participants supported theirs peer through various ways in the PBL process such as modelling their facilitators, sharing tasks and responsibilities, clarifying instructions and unclear terms, using dictionary, suggesting other sources to get more information, checking for consensus, creating humour, encouraging others to participate and raise their voices while speaking, restating time given to a session and giving overview of a previous session. The support provided by the peers helped the students to improve their writing. The study has some implications for writing teachers.
Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja
Author: Suryani, Ita
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Second Language Learning,English (Second Language),Language Proficiency,Oral Language,Self Esteem,Psychological Patterns,Grammar,Pronunciation,Vocabulary,Knowledge Level,Inhibition,Learning Problems

This study had purposes of exploring the factors inhibiting the students in speaking English and knowing teacher's perception toward the factors inhibiting the students in speaking English as a foreign language. It was done to overcome students' problems in learning the target language and solve students' problems in learning to speak. Descriptive qualitative research was chosen as a research design in conducting this study. It also involved students and teacher as the subjects of this study. This study proposed twelve factors inhibiting the students in speaking derived from two main factors such as affective and cognitive factor. Shyness, lack of motivation, self-confidence, self-esteem, feeling toward interlocutor, feeling toward topic, and self-concsiousness were the sub-factors under affective factor. Grammar, pronunciation, vocabulary, familiarity of the genre, and knowledge of the topic were considered as cognitive factor. The result of the study showed that the two main factors, affective and cognitive factors, appeared to inhibit the students in learning to speak English as a foreign language. All of the sub-factors categorized as affective factor had revealed to be the factors inhibiting the students in speaking. The result also found that grammar, pronunciation, and knowledge of vocabulary were the factors inhibiting the students in speaking. In addition, the students also got more influence from affective factor as the first main factor inhibiting the students in learning to speak English. The result also showed that the teacher had positively agreed that the inhibiting factors as mentioned earlier also inhibited the students in learning to speak English as a foreign language. In the end, the teacher should also consider the result of the research as the consideration in designing the activity in the process of learning to speak English as a foreign language which would help the students to overcome their speaking problems.