ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Strategies for Teaching Vocabulary: An Introduction to Engaging Cooperative Vocabulary Card Activities
Author: Sheridan, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Vocabulary Development,Vocabulary Skills,Vocabulary,English (Second Language),Educational Strategies,Learning Strategies,Word Lists,Learning Activities,Word Frequency,Instructional Materials,Teaching Methods,Educational Practices,High School Students

Despite the vast extent of the English vocabulary, it has been estimated that only around 2400 high frequency word families, which are found on Browne, Culligan, and Phillips' (2013) &quot;New General Service List&quot; (NGSL), make up over 92% of most general English texts. Several studies have shown that a word must be encountered anywhere from six (Saragi, Nation, &amp; Meister, 1978; Rott, 1999) to 20 times (Herman, Anderson, Pearson, &amp; Nagy, 1987) for a learner to acquire it. Unfortunately, many EFL textbooks do not adequately recycle high frequency vocabulary and learners may not have enough encounters with these critical words in their language classes (Nation, 1993). This raises the question of how teachers can ensure learners encounter high frequency vocabulary on a regular basis. In this paper, we describe how learner made vocabulary cards help students initially learn the lexical items found on the NGSL and other important special purpose vocabulary lists. We then present a variety of engaging cooperative learning activities that reinforce the learning of these lexical items, thereby overcoming the lack of recycling in most EFL textbooks. These exciting activities have been well received by learners across levels in a variety of EFL contexts.
The Correlation and Contribution of Depth of Vocabulary Knowledge to Reading Success of EFL Bangladeshi Tertiary Students
Author: Hasan, Md Kamrul
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Vocabulary Development,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Reading Achievement,Morphology (Languages),College Students,Statistical Analysis,Language Tests,Majors (Students),Multiple Regression Analysis

The purposes of the present research work are to investigate which aspects of depth of vocabulary knowledge have strong and significant correlation with academic reading comprehension and examine to what extent different dimensions of depth of vocabulary knowledge have predicted to academic reading success in an EFL context. A total sample of 175 students at tertiary level was considered for the present study. The results of the study evince that a significant and strong correlation was found between the newly adapted analytic (meronymy) relations aspect of depth of vocabulary knowledge and academic reading success, and analytic relations was found to be the most unique predictor to explaining the academic reading success of the students. The results suggest that those students who had knowledge about the analytic (part-whole) relations of depth of vocabulary knowledge performed better in academic reading comprehension than knowledge of other dimensions of vocabulary depth, represented by morphological knowledge and both paradigmatic and syntagmatic relations. The addition of analytical relations jointly with paradigmatic and syntagmatic relations and morphological knowledge, which represented depth of vocabulary knowledge for conducting the present research, has added to the body of knowledge.
Motivation to Speak English: A Self-Determination Theory Perspective
Author: Dincer, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Motivation,English (Second Language),Second Language Learning,Self Determination,Second Language Instruction,Classroom Techniques,Learning Theories,Personal Autonomy,Teacher Student Relationship,Correlation,Undergraduate Students,Statistical Analysis,Questionnaires,Qualitative Research,Foreign Countries,Barriers,Language Teachers,Teacher Role,College Faculty,Anxiety,Likert Scales,Measures (Individuals),Learner Engagement,Surveys,Semi Structured Interviews

Based on a modern motivation theory of learning, self-determination theory (SDT), this study aimed to investigate the relationships between English as a foreign language (EFL) learners' motivation to speak, autonomous regulation, autonomy support from teachers, and classroom engagement, with both quantitative and qualitative approaches. The participants of the study were EFL learners from a state university in Turkey. One hundred forty-two undergraduates responded to a questionnaire about the constructs and seven of them participated in following oral interviews. The quantitative findings showed that students' intrinsic motivation rate is higher than their other orientations and that their orientations correlated with regulation, teacher autonomy support, and classroom engagement in line with the theory. Qualitative findings also yielded that, although students are mostly intrinsically orientated, other motivational factors also play roles in their volition to speak, with the teacher seeming to be the key factor in the class as a motivation supporter. The results are helpful for language teachers and educators aiming to create an anxiety-free classroom environment for supporting learners' motivation to speak English volitionally and break language learning barriers.
The Effects of Pre-Lecture Online Quizzes on Language Students&apos; Perceived Preparation and Academic Performance
Author: Kilickaya, Ferit
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Computer Assisted Testing,Research Design,Control Groups,Pretests Posttests,Preservice Teachers,Experimental Groups,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Lecture Method,Undergraduate Students,Introductory Courses,Correlation,Semi Structured Interviews,Reading Assignments

This study used a post-test-only control group experimental design to determine the effects of prelecture online quizzes on the students' perceived preparation and academic performance. The participants included 54 pre-service Turkish teachers of English enrolled at a state university in Turkey. The participants were randomly selected from a list and were assigned to two sections: control and experimental groups. The students in the control group were not required to take the online quizzes, while the ones in the experimental group were asked to complete the pre-lecture online quizzes. The results showed that the participants in the experimental group scored higher on the final examination at the end of the semester than those in the experimental group and that a significant positive correlation existed between the scores on the quizzes and the scores on the final examination. Moreover, the participants in the experimental group reported that they prepared for the classroom discussions having learnt the key terms and concepts since the online quizzes urged them to do the required readings.
Thai PhD Students and Their Supervisors at an Australian University: Working Relationship, Communication, and Agency
Author: Nomnian, Singhanat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Supervisor Supervisee Relationship,Supervisory Methods,Doctoral Programs,Qualitative Research,Student Experience,Interpersonal Communication,Semi Structured Interviews,Group Dynamics,Student Attitudes,Case Studies

PhD supervision is crucial for higher degree research students in western academic contexts. Despite an increasing body of literature regarding the international student-supervisor relationship, Thai students in Australian higher education are under-represented. This qualitative study aims to explore discursive practices that impact on Thai students' experiences taking place during the course of their PhD supervision in an Australian university. Drawing upon interview transcripts, it was found that Thai students' working relationship and communication with their supervisors, as well as their exertion of agency were interconnected and addressed as key practices underpinned by the relationship between these two parties. The complexity of PhD supervision requires an open dialogic and culturally appropriate pedagogical engagement to lessen implicit tensions between international students and supervisors. Supervisors need to consider students' prior learning experiences and cultural baggage through culturally sensitive supervision. Non-native-Englishspeaking (NNES) international PhD students' academic and sociocultural orientations regarding the implications of the supervisor-supervisee relationship, academic English proficiency development, intercultural communications, western academic norms and expectations, and coping strategies with supervisors' feedback should be adequately promoted. The study highlights the importance of the international student-supervisor relationship for their PhD achievement and satisfaction in Australian higher education.
A Short Note on Accent-Bias, Social Identity and Ethnocentrism
Author: Chakraborty, Rahul
Date: 2017-08-00
Type: Journal Articles
Subjects: Pronunciation,Social Bias,Ethnocentrism,Speech Language Pathology,Correlation,Self Concept,Social Status,Language Variation,Language Attitudes,Teaching Methods,Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction

This paper discusses the interrelations among accent-based biases, social identity and ethnocentrism. Construction of social identity creates a set of ethnocentric values within a person, which indirectly or directly plays a pivotal role in generating accent related biases. Starting with Tajfel's (1959) social identity theory and then the discussion of ethnocentrism, accent related biases have a long documented origin, development and consequences. People construct their social identity based on numerous variables and then their in-group and out-group memberships are established. Ethnocentrism, as a variable, influences listeners' accent perception and subsequent judgment regarding their perceived accent. The degree of ethnocentrism is related to speakers' potential accent biases. As legal safeguard against accent related biases is absent, active resistance and awareness-initiation are expected from speech language pathologists and the concerned community in general. Role of training institutions is discussed.
Syntactic Analysis of Online Tourism Slogans: Frequency, Forms and Functions
Author: Huadhom, Narumon
Date: 2017-00-00
Type: Journal Articles
Subjects: Syntax,Tourism,Web Sites,Classification,Grammar,Language Patterns,Phrase Structure,Nouns,Advertising,Structural Analysis (Linguistics),English,Computational Linguistics,Word Frequency,Qualitative Research,Statistical Analysis

Tourism has been growing fast as a global industry. Promoting national tourism is therefore an important part of a country's economic plan and can contribute to its economic success. Tourism slogans have always been part of the promotion of national tourism. Almost every country has their own catchy, pungent taglines to attract new tourists. This study examined 100 tourism slogans available online and investigated the frequency of occurrences of the syntactic structures in the slogans. After the most frequently used syntactic structures were identified, they were analysed further for classifications of sentence types and structures in order to gain insight into patterns of grammatical forms and functions. The findings showed that in terms of occurrences, noun phrases were most frequently used in tourism slogans, followed by simple declarative sentences. Further analysis demonstrated that the most common form of noun phrase in the tourism slogans consisted of an adjective (modifier) and a noun (head). In addition, the most common form of sentence was declarative and its function was to make a statement. Other interesting findings such as linguistic playfulness and incongruence of forms and functions were also discussed in the study
Developing Needs Analysis-Based Reading Comprehension Learning Materials: A Study on the Indonesian Language Study Program Students
Author: Salam, S.
Date: 2017-08-00
Type: Journal Articles
Subjects: Indonesian,Reading Strategies,Reading Comprehension,Instructional Materials,Qualitative Research,Needs Assessment,Teacher Attitudes,Questionnaires,Learning Activities,Content Analysis,Student Attitudes,College Students,College Faculty,Statistical Analysis,Foreign Countries

The purpose of this research was to describe the need of development of &quot;Reading Comprehension&quot; teaching materials to students and lecturers of Indonesian Language and Literature Education Department, Gorontalo. This research is included in the research and development to develop educational products in the form of teaching materials. Mixed research design was used in this study to explore the data needs of the development of reading materials learning. Quantitative data was obtained from the responses of 36 respondents and 2 lecturers of the Reading subjects on the questionnaire needs analysis and questionnaire of teaching material analysis that is being used today. Likert Scale was used in questionnaire of needs analysis seen from 7 aspects, namely: content of teaching material, reading strategy, text type, text genre, text topic, learning activity, and evaluation of learning (81 items) and questionnaire of teaching material analysis that was being used that amounted to 5 aspects, namely: the content of teaching materials, organization of teaching materials, language, layout, and completeness of teaching material support (31 items). Qualitative data were obtained from open questions about the experiences of students and lecturers in reading learning in the same questionnaire, as well as content analysis of the material being used. The results showed that the requirement of development of teaching materials, students and lecturers assessed 63 items (77.78%) in the required category, and 18 items (22.22%) with the required categories. Then, the teaching materials currently in use still lack the aspects of the content, the text type, the text genre, the text topic, and the evaluation of each learning unit. Details of the results obtained 4 items (12.90%) as low category, 22 items (70.97%) as enough category, and 5 items (16.13%) as high category.
The Motives of Pre-Service English Language Teachers for Utilizing a Jargon Book in a Methodology Course
Author: Ozturk, Emine Esin
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Motivation,Student Teacher Attitudes,English Instruction,Vocabulary Skills,Vocabulary Development,Notetaking,Mnemonics,Semi Structured Interviews,Questionnaires,Focus Groups,Positive Attitudes,Learning Strategies,Word Lists,Personal Autonomy,Jargon,Educational Practices,Relevance (Education),Barriers,Foreign Countries,Case Studies,Content Analysis

In an attempt to enhance learners' autonomy and create awareness of their own learning process, keeping a vocabulary notebook can be regarded as one of the most commonly used cognitive strategies. A jargon book, a kind of vocabulary notebook, consists of specialized terms that are used for conveying hidden meanings accepted and understood in a specific field. Researchers draw attention to the need for carrying out some studies on vocabulary notebooks to examine their effectiveness more closely. Therefore, the present study investigates the practices and perceptions of pre-service English language teachers on the strategy of keeping a jargon book. Data were collected through a semi-structured interview, an open-ended questionnaire and focus-group interviews. The findings indicate that most of the participants exhibit positive attitudes towards the strategy of keeping a jargon book. The present study implies that the strategy of keeping a vocabulary notebook can be incorporated to the classes of pre-service English language teachers in order to make them familiar with the specialized terms found in the field of English language teacher education.
A Review on Application of Computers in Education inside and outside of Iran
Author: Mahboudi, Hamid Reza
Date: 2017-08-00
Type: Journal Articles
Subjects: Computer Uses in Education,Standards,Information Technology,Foreign Countries,Technology Integration,Comparative Education,Statistical Data,Learning Processes,Teaching Methods,Computer Assisted Instruction

This paper first presents an overview of the Digital Natives claim made by Prensky (2001) and its characteristics. Secondly, focusing on the Iranian context, the paper examines the reports of UNESCO Institute for Statistics (UIS, 2014), the present state of ICT integration in education in national research, and the present state of ICT integration in education in international research. Reports and comparisons attest to the fact that Iranian educators have failed to realize their high expectations despite heavy financial investment in computer technology in schools and colleges. This review also provides some words of caution about computer technology to help policy makers and educators be aware of the negative side-effects of misapplication of technology, the imposition of computer technology to imitate high-source settings, and the misuse of technology and its serious and long-term consequences. Eventually, this paper concludes that if a generation misapplied or underused technology, they should not be added to the list of Prenskey's digital natives so long as they are deprived of the qualitative and quantitative standards of high-source settings. Additionally, the impacts of technology on a generation need to be examined carefully before they are called digital.
Analysis on the Difficulties Faced by a Bilingual Child in Reading and Writing
Author: Hardiyanti, Rizki
Date: 2017-08-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,Qualitative Research,Observation,Interviews,Indonesian,Parent Child Relationship,Second Language Learning,Educational Environment,English (Second Language),Video Technology,Writing Tests,Story Reading,Reading Difficulties,Pronunciation,Intonation,Phonology,Grammar,Vocabulary Development,Writing Difficulties,Foreign Countries,Elementary School Students,Reading Tests,Comparative Analysis

Bilingual child ability in two languages is become popular issue in the comparison of those two languages. In this paper, the Indonesian bilingual child has parent, school and course using English actively, then his environment using Bahasa Indonesia. This research was conducted to measure ability and difficulties faced by bilingual child in reading and writing in two languages Bahasa Indonesia- English. This journal applied a qualitative research design. Qualitative research is stated as naturalistic study that has the natural setting, as the direct source of data and the researcher is the key instrument (Bogdan and Biklen, 1992). To specify the design in this journal, this qualitative method was used to analyze a specific person of Bilingual Child. The data were taken from observation, interview, video recording of the child's reading the English and Bahasa Indonesia textbook story and written test of the child's writing the English and Bahasa Indonesia summary of textbook story. In both English and Bahasa Indonesia, the reading difficulties appear related to pronunciation, intonation, expression and word stress and the writing difficulties appear related to relevance, organization, vocabulary and grammar.
A Culturally Relevant Teacher Professional Development for Teaching Climate Change to Native American Students
Author: Kern, Anne Liu
Date: 2017-10-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Faculty Development,Teaching Methods,Climate,Environmental Education,American Indian Students,American Indian Education,Pedagogical Content Knowledge,Scientific Concepts,Science Instruction,Science Teachers,Science Process Skills,Alignment (Education),Science Curriculum,Workshops,Surveys

The science of climate change is a complex subject to teach. Teachers find climate change a challenging topic to teach due to a myriad of reasons. Gayford, 2010 describes some of the challenges teachers face while teaching climate change science as &quot;first, the controversial nature of the topic; second, it does not relate well to the normal sequencing and division of topics within most science courses; and, third, there are important non-scientific aspects to possible solutions to the problem&quot; (p.1191). This is a particular challenge for teachers with a diverse population. This paper reports on teachers' understanding of climate change science concepts and how to teach science with a focus on cultural relevance by participating in a three-year teacher profession development program specifically for science teachers teaching a large population of Native American students. Overall teachers demonstrated gains in understanding of how scientists access data to study climate impacts and how to present climate change science concepts that tap into culturally relevant ways.
Investigation of Sports Educated University Student&apos;s Empathy Level
Author: Altungul, Oguzhan
Date: 2017-10-00
Type: Journal Articles
Subjects: Empathy,College Students,Student Surveys,College Athletics,Physical Education,Likert Scales,Predictor Variables,Attitude Measures,Student Attitudes,Sportsmanship,Sport Psychology,Statistical Analysis,Gender Differences,Age Differences

Empathy is one of the cases which is necessary for people to live together. Because the first rule of establishing good relations with the close environment, it requires to understand what they're feeling in their good or bad moments and it needs to act accordingly. The aim of this study is to investigate the empathy level of university students in terms of different variables and to understand if there are significant differences between them. The scope of this research, test group is 150 university students from Firat University Faculty of Sports Sciences in different departments in 2015-2016 academic years. To determining empathic tendency level of Faculty of Sports Sciences students, a survey was applied which is consisting two parts. In the first part of the survey, there are five questions to the demographics of the Faculty of Sport Sciences students participating in the research. In the second part of the survey &quot;Empathic Education Scale&quot; &quot;EES&quot; by (Dökmen) 1988 was used. Obtained data were analyzed with SPSS 17.0 package program, significant level was accepted as 0.05. As a result; It was determined that the empathic tendencies of university students receiving sports education are high. However, the empathic tendencies of the research group also resulted in the absence of any effects of gender, age, department, parental education levels.