ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Chinese University EFL Learner's Foreign Language Reading Anxiety, Reading Strategy Use and Reading Comprehension Performance
Author: Lu, Zhongshe
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Correlation,Second Language Instruction,Reading Strategies,Anxiety,Foreign Countries,Student Surveys,Student Attitudes,Measures (Individuals),College Students,Reading Comprehension,Factor Analysis,Profiles,Gender Differences,Regression (Statistics),Statistical Analysis,Statistical Significance

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students' FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
Unveiling the Relationship between Language Learning Beliefs, Emotions, and Identities
Author: Barcelos, Ana Maria Ferreira
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Concept,Emotional Response,Correlation,Second Language Instruction,Applied Linguistics,Schemata (Cognition),Beliefs,Language Teachers,Teacher Education,Educational Research,Literature Reviews

Several authors (Frijda, Manstead, &amp; Bem, 2000; Van Veen &amp; Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler &amp; Bless, 2000; Frijda, Manstead, &amp; Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these co-constructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
The Handling of Missing Binary Data in Language Research
Author: Pichette, François
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Research,Data Analysis,Simulation,Item Analysis,Questionnaires,Test Items,Language Tests,Data Collection,Statistical Analysis,Scores,Research Problems,Likert Scales

Researchers are frequently confronted with unanswered questions or items on their questionnaires and tests, due to factors such as item difficulty, lack of testing time, or participant distraction. This paper first presents results from a poll confirming previous claims (Rietveld &amp; van Hout, 2006; Schafer &amp; Graham, 2002) that data replacement and deletion methods are common in research. Language researchers declared that when faced with missing answers of the yes/no type (that translate into zero or one in data tables), the three most common solutions they adopt are to exclude the participant's data from the analyses, to leave the square empty, or to fill in with zero, as for an incorrect answer. This study then examines the impact on Cronbach's a of five types of data insertion, using simulated and actual data with various numbers of participants and missing percentages. Our analyses indicate that the three most common methods we identified among language researchers are the ones with the greatest impact on Cronbach's a coefficients; in other words, they are the least desirable solutions to the missing data problem. On the basis of our results, we make recommendations for language researchers concerning the best way to deal with missing data. Given that none of the most common simple methods works properly, we suggest that the missing data be replaced either by the item's mean or by the participants' overall mean to provide a better, more accurate image of the instrument's internal consistency.
Promoting International Posture through History as Content and Language Integrated Learning (CLIL) in the Japanese Context
Author: Lockley, Thomas
Date: 2015-00-00
Type: Journal Articles
Subjects: History Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Classroom Communication,Course Content,Teaching Methods,Language of Instruction,Qualitative Research,Critical Thinking,Foreign Countries,Student Attitudes,College Students,Heuristics,Learning Motivation,Questionnaires,Statistical Analysis

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners' IP, a construct that has been shown to be key to Japanese learners of English's L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.
Adversity and Redemption: Learning and Teaching in the Language Learning Histories of Two EFL Student-Teachers
Author: Baum, Miri Tashma
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Teachers,Personal Narratives,Student Teacher Attitudes,Popular Culture,Cultural Awareness,Teaching Methods,Foreign Countries,Self Concept,Language Teachers,Second Language Instruction,Learning Experience,Semi Structured Interviews

A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called &quot;redemptive&quot; patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become &quot;springboards&quot; (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.
Achieving Academic Control in Two Languages: Drawing on the Psychology of Language Learning in Considering the Past, the Present, and Prospects for the Future
Author: Cohen, Andrew D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Achievement,Second Language Learning,Bilingual Education Programs,Language Proficiency,Grammar,Pronunciation,Native Language,Language Usage,Code Switching (Language),Pragmatics,Immersion Programs,Guides,Program Administration,Language of Instruction,Course Content,English (Second Language)

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.
Foreign Language Classroom Anxiety of Arab Learners of English: The Effect of Personality, Linguistic and Sociobiographical Variables
Author: Dewaele, Jean-Marc
Date: 2015-00-00
Type: Journal Articles
Subjects: Anxiety,Classroom Environment,Arabs,English (Second Language),Second Language Learning,Questionnaires,Multiple Regression Analysis,Language Proficiency,Incidence,Personality Traits,Extraversion Introversion,Emotional Adjustment,Age Differences,Gender Differences,Multicultural Education,Emotional Intelligence,Linguistic Competence,Educational Attainment,Likert Scales,Correlation,College Students,Student Attitudes,Individual Characteristics,Social Influences,Foreign Countries

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto &amp; Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
Enacting Understanding of Inclusion in Complex Contexts: Classroom Practices of South African Teachers
Author: Engelbrecht, Petra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Educational Practices,Inclusion,Barriers,Qualitative Research,Teacher Attitudes,Educational Needs,Teacher Role,Teacher Student Relationship,Semi Structured Interviews,Transcripts (Written Records),Questionnaires

While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers' personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers' classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities.
Can Improving Teachers' Knowledge of Mathematics Lead to Gains in Learners' Attainment in Mathematics?
Author: Pournara, Craig
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Base for Teaching,Mathematics Instruction,Mathematics Achievement,Teacher Competencies,Quasiexperimental Design,Grade 10,Secondary School Teachers,Pretests Posttests,Statistical Analysis,Mathematics Tests,Control Groups,Experimental Groups,Comparative Analysis,Effect Size

It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the evidence-base for this proposed solution is currently relatively weak. We report on a quasi-experimental study examining the learning gains of Grade 10 learners from five secondary schools in the Johannesburg area, whose teachers participated in a year-long professional development course aimed at improving the teachers' knowledge of mathematics for teaching. Statistical analyses of pre- and post-test results show that the intervention group of learners (N = 586) taught by teachers who had participated in the professional development (N = 14) outperformed a matched control group of learners (N = 217) taught by teachers in the same schools (N = 7). An effect size of = 0.17 for the intervention group is equivalent to two months' additional progress. While the learning gains are small, they are statistically significant. These findings provide empirical support for claims that attending to teachers' mathematical knowledge can impact learners' attainment. Suggestions are made regarding the form and substance of such professional development.
Can a Multimedia Tool Help Students' Learning Performance in Complex Biology Subjects?
Author: Koseoglu, Pinar
Date: 2015-11-00
Type: Journal Articles
Subjects: Multimedia Materials,Biology,Science Instruction,Control Groups,Experimental Groups,Learning Strategies,Science Achievement,Secondary School Students,Student Satisfaction,Interviews,Instructional Effectiveness,Performance Based Assessment,Foreign Countries,Grade 12,Computer Assisted Instruction,Statistical Analysis

The aim of the present study was to determine the effects of multimedia-based biology teaching (Mbio) and teacher-centered biology (TCbio) instruction approaches on learners' biology achievements, as well as their views towards learning approaches. During the research process, an experimental design with two groups, TCbio (n = 22) and Mbio (n = 26), were used. The results of the study proved that the Mbio approach was more effective than the TCbio approach with regard to supporting meaningful learning, academic achievement, enjoyment and motivation. Moreover, the TCbio approach is ineffective in terms of time management, engaging attention, and the need for repetition of subjects. Additionally, the results were discussed in terms of teaching, learning, multimedia design as well as biology teaching/learning.
Can Turnitin Come to the Rescue: From Teachers' Reflections?
Author: Khoza, Simon Bheki
Date: 2015-11-00
Type: Journal Articles
Subjects: Qualitative Research,High School Students,Action Research,Plagiarism,Secondary School Teachers,Computer Software,Writing Evaluation,Teacher Attitudes,Semi Structured Interviews,Observation,Reflection,Foreign Countries,Essays

This article presents a qualitative critical action research of six Grade 12 high school teachers who used Turnitin as part of their assessment processes. Turnitin submissions, one-on-one semi-structured interviews, observation and reflective activities were used for data production/generation. This article concluded that although Turnitin did not help teachers to prevent all learner acts of plagiarism, it did scare the learners away from any obvious act of plagiarism. Teachers and learners became aware of technology as the &quot;servant&quot;, not the &quot;master&quot;. Grounded analysis was used to generate two themes for this study. This study tried to explore the teachers' reflections of Turnitin used in assessing their learners' work. Purposive sampling was used in selecting the only six Grade 12 teachers who used Turnitin at a school in Durban. This article consequently recommends the use of &quot;Assessment, Educating to avoid and Turnitin&quot; framework in any integration of hard-ware/soft-ware (HW/SW) resources.
The Influence of Role-Players on the Character-Development and Character-Building of South African College Students
Author: Freeks, Fazel Ebrihiam
Date: 2015-08-00
Type: Journal Articles
Subjects: Values Education,College Students,Moral Development,Institutional Role,Social Influences,Role Models,Role Perception,Change Agents,Questionnaires,Student Behavior,Student Development,Foreign Countries,Statistical Analysis

The present world is in a moral crisis and it seems as though educational institutions experience both challenges and enormous behavioural problems. Statistics prove that there is a drastic decline in morals, values, standards, ethics, character and behaviour and schools, where colleges and even universities seem to indulge in crisis after crisis. It is perceived that behavioural problems such as substance and drug abuse, violence, theft, vandalism, bullying, aggression, immorality, examination fraud, amongst others, are increasing among students. The goal of this article is to determine how college students' lives are influenced by involved role-players in character-development and in character-building. Value and character education provides the building blocks for the inherent preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe, allowing earth's inhabitants to work, live and play together in peace. The influence of relevant role-players and institutions with regard to values and character-development are likely to be able to ensure the provision of a successful life and future for South African college students. The conclusions arrived at in this research indicate parents, lecturers and other specific individuals to be important role-players when it comes to character-development and character-building.
The Corruption Bogey in South Africa: Is Public Education Safe?
Author: Serfontein, Erika
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Ethics,School Administration,Principals,Accountability,Definitions,Leadership Qualities,Moral Issues,Moral Values,Educational Malpractice,Social Systems,Social Influences,Administrator Effectiveness

Corruption is a constant global phenomenon, which is becoming more complex and intense as competition for resources increases. It is even more so amongst those living in developing countries, particularly emerging economies such as South Africa. Acts of corruption directly contest the basic principles of South Africa's Constitution, which aims at establishing freedom and security for everyone and a democracy &quot;for the people, by the people.&quot; The aim of this article is to determine whether South African public education is safe from the corruption &quot;bogey,&quot; where reflection is made on professional public school management, which is the responsibility of school principals. Our objectives include designing an education-specific definition of corruption to advance accountable and transparent leadership; establishing the degree to which corruption has infiltrated the public education sphere; and making recommendations to fight corruption in public schools at professional public school management level. Among other findings, we found that even though some principals actively advocate upholding high morals, their conduct proves differently.