ethanporcaro/eric-fulltext-meta huggingface dataset:
Age Differences in the Use of Language Learning Strategies
Author: Chen, Mei-Ling
Date: 2014-00-00
Type: Journal Articles
Subjects: Age Differences,English (Second Language),Second Language Learning,Learning Strategies,Junior High School Students,High School Students,Elementary School Students,College Students,Student Surveys,Correlation,Memory,Metacognition,Social Influences,Foreign Countries,Affective Behavior,Statistical Analysis

The purpose of the study was to investigate language learning strategies used by English as a Foreign Language (EFL) learners at different educational levels and explored the influence of age on the use of language learning strategies. A total of 1,023 students participated in the study. Out of the participants, there were 250 primary students (aged 10-12), 245 junior high school students (aged 13-15), 249 senior high school students (aged 16-18), and 279 tertiary students (aged 20-22). The instrument for data collection was the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships existed between different age groups and the use of memory strategies, compensation strategies, metacognitive strategies, and affective strategies. Specifically, secondary and tertiary students reported using compensation strategies more frequently than primary students (p = 0.000). Tertiary students used social and affective strategies more frequently than did other age groups. The result indicated that age increase is likely to encourage learners to use strategies with more emphasis on the social and functional strategies. Implications are that it is critical for teachers to be more aware of the differences in their students and adjust their teaching practices to meet the developmental needs of students.
Multiple Intelligence Scores of Science Stream Students and Their Relation with Reading Competency in Malaysian University English Test (MUET)
Author: Razak, Norizan Abdul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Scores,Multiple Intelligences,Reading Skills,College Students,Reading Comprehension,Computer Science,Mathematics,Tests,Statistical Analysis,Correlation,Reading Tests,Multiple Regression Analysis

Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with Multiple Intelligence Theory as well as aims to reveal the prominent type of Multiple Intelligence that significantly predicts the Science Stream students' performance on the different texts of reading component. In collecting the data, the researcher used two instruments namely the Reading Comprehension of Malaysian University English Test (MUET) and Multiple Intelligence Questionnaire. The participants were 60 diploma students joining in UiTM Alor Gajah Melaka and they were chosen to represent the Science Stream group. Furthermore, the result of the correlation testing showed positive correlation of the total score in MUET reading component as well as in linear text section with Music-Rhythmic, Bodily-Kinaesthetic and Interpersonal Intelligence.
Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners
Author: Wang, Zhiqin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Fluency,Oral Language,Language Proficiency,Speech Communication,Teaching Methods,Cognitive Processes,Pronunciation,Grammar,Vocabulary,Affective Behavior,Anxiety,Asian Culture,Questionnaires,Majors (Students),Second Language Learning,College Students,Statistical Analysis,Models

Chinese EFL learners may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. With the aim to enhance those learners' oral proficiency, this paper first discusses three effective models of teaching English speaking, and then proposes a four-step pedagogical method in which activities are carried out through four stages: Pre-speaking, while-speaking, post-speaking and extension practice.
Dressing and Being: Appraising Costume and Identity in English Second-Language Drama
Author: DeCoursey, C. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,English (Second Language),Second Language Learning,Oral Language,Asian Culture,Cultural Influences,Qualitative Research,Attitude Measures,Emotional Response,Language Skills,Clothing,Affective Behavior,Responses

In many cultures, L2 students are reticent to engage in spontaneous oral L2 production. In Chinese culture, social norms tend to place value on accuracy, which tends to inhibit learners from authentic oral use of the target language. The purpose of this study was to consider the impact of costume, as used in L2 drama, on L2 selves, and attitudes towards specific elements of authentic language use. Costume has long been understood as eliciting imagination, and permitting the expression of possible and desired selves. Fashion ensembles of many kinds are experienced as having a semiotic &quot;sparkle&quot;, which wearers connect to their own self, as they imagine and perform possible selves. In this study, 78 second-language actors were asked to write a brief commentary on how they responded to their costume. This qualitative data was analysed using Appraisal analysis, indicating a majority of positive evaluations. It was also analysed using possible self theory. Comments also showed that L2 actors felt that costumes impacted their emotions and imagination of self, which improved their second language use, cultural performance. They felt costume integrated their oral production with their choices of social register, and their paralinguistic and kinetic performance.
Pragmatic Comprehension Development through Telecollaboration
Author: Rafieyan, Vahid
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pragmatics,Language Tests,Computer Mediated Communication,Teleconferencing,Multiple Choice Tests,Intervention,Teaching Methods,Control Groups,Native Speakers,Experimental Groups,Foreign Countries,Undergraduate Students,Statistical Analysis,Comparative Analysis

Pragmatic comprehension can be ideally developed through contact with target language speakers. This contact can be provided in English as Foreign Language contexts through telecollaboration. To test the actual effect of telecollaboration on the development of pragmatic comprehension, 30 Iranian undergraduates of English as a Foreign Language participated in an experimental study. The participants were divided into two groups of 15 students: control group which merely received pragmatic instructions and experimental group which had the opportunity to interact with target language speakers through internet-mediated communication tools besides receiving pragmatic instructions. The data were collected through a multiple choice pragmatic comprehension test, following a semester-long intervention. The comparison of the performance of the two groups assessed through the independent-samples t-test showed the significant positive effect of telecollaboration on the development of pragmatic comprehension. Pedagogical implications of the findings suggested organizing telecollaborative partnership environments to link English as Foreign Language students with university students in native English speaking countries.
Teaching Phonological Accuracy and Communicative Fluency at Thai Secondary Schools
Author: Likitrattanaporn, Wannakarn
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Positive Attitudes,Phonology,Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Teaching Methods,Foreign Countries,Communicative Competence (Languages),Secondary School Teachers,Questionnaires,Rating Scales,Language Fluency,Qualitative Research

The purpose of this investigation was to determine the opinions of secondary level Thai teachers who teach English. Their perspectives were collected and compared concerning phonological accuracy practice, communicative fluency activities, authentic teaching techniques and determining appropriate ways to solve the problems of phonological teaching and communicative English language teaching in Thailand. The subjects of the study were 96 teachers from 8 secondary schools in Bangkok, Thailand. The research instrument included a questionnaire with thirty items measured on a five point rating scale plus four open-ended questions seeking descriptive data. The data were statistically compiled according to arithmetic mean and percentage. The results showed that the teachers have very highly positive attitudes towards teaching phonological accuracy and highly positive attitudes towards communicative fluency activities. However, teachers' attitudes do not relate to the pedagogy conducted in their classrooms as highly as expected. It was also found that the teachers considered themselves to have sufficient knowledge of the theoretical content on phonological accuracy and communicative fluency activity, but most of them also wanted to improve their teaching in these aspects. Many problems revealed by the data are discussed to establish appropriate solutions.
The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module
Author: van Han, Nguyen
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Instruction,Second Language Learning,Control Groups,Quasiexperimental Design,Language Tests,Foreign Countries,Questionnaires,Pretests Posttests,Listening Comprehension,Listening Comprehension Tests,Scores,Learning Strategies,Textbooks,Teaching Methods,Instructional Effectiveness,Student Attitudes

Many companies and organizations have been using the Test of English for International Communication (TOEIC) for business and commercial communication purpose in Vietnam and around the world. The present study investigated the effect of Computer Assisted Language Learning (CALL) on performance in the Test of English for International Communication (TOEIC) listening module. Two groups of participants enrolled in the same major, had equivalent general English background and attended the TOEIC listening class twice a week with the same teacher--the researcher in 7 weeks at the College of Finance and Customs, in Vietnam. There were 25 students in the treatment group and the control group. The quasi-experimental method, questionnaire and post-test were used in this study. The material input was designed with the application of CALL introduced into the treatment group only whereas the control group still learned with the current textbook only. The results showed that there was difference in the performance on TOEIC listening test scores between two groups. The students in the treatment group used listening strategies more effectively than the students in the control groups. Moreover, CALL instruction and teaching method increased the students' TOEIC listening scores significantly.
An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes
Author: Seker, Meral
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Semi Structured Interviews,Likert Scales,College Students,Foreign Countries,Second Language Instruction,Second Language Learning,Writing Instruction,Content Analysis,Qualitative Research,Instructional Effectiveness,Preferences,Factor Analysis,Questionnaires

Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit learners' needs and concerns (Hamp-Lyons, 2001; Hyland, 2010). In this respect, rather than framing the feedback process based on the premises put forward in other teaching situations, the study attempts to bring into view the students' perceptions and preferences on feedback in their writing classes to be able to shape the feedback process based on a specific teaching context. The data for the study were gathered utilizing a Likert-Type questionnaire and a semi-structured interview from students (n = 457) at preparatory level studying English at a state university in Turkey. The data were analyzed quantitatively using SPSS 17.0 and qualitatively following content analysis. The results of the study are meant to bring in-depth insights to students' opinions regarding the scope of feedback in writing classes and to provide guidance to shape the process of giving feedback.
Chinese Students' Goal Orientation in English Learning: A Study Based on Autonomous Inquiry Model
Author: Zhang, Jianfeng
Date: 2014-00-00
Type: Journal Articles
Subjects: Goal Orientation,Second Language Learning,Second Language Instruction,English (Second Language),Mastery Learning,Foreign Countries,Correlation,Learning Motivation,Models,Instructional Improvement,College Freshmen,Student Attitudes,Questionnaires,Pretests Posttests,Teaching Methods,Teacher Role,Student Role,Textbooks,Peer Relationship

Goal orientation is a kind of theory of learning motivation, which helps learners to develop their capability by emphasis on new techniques acquiring and environment adapting. In this study, based on the autonomous inquiry model, the construction of Chinese students' goal orientations in English learning are summarized according to the data analysis. Besides, the relationship between learning goal orientations and language instruction is explored in the English as Foreign Language environment. The results indicate that in the autonomous inquiry model, the performance of English language teaching can be improved significantly; moreover, in China, most learners have performance goals; in contrast with mastery goals, performance goals enhance the teaching performance definitely.
A Comparative Study of Reading Strategies Used by Chinese English Majors
Author: Zhou, Xiaoqiong
Date: 2014-00-00
Type: Journal Articles
Subjects: Majors (Students),College Students,English (Second Language),Second Language Instruction,Reading Strategies,Metacognition,Cognitive Processes,Social Influences,Questionnaires,Comparative Analysis,Instructional Program Divisions,Student Attitudes,Foreign Countries

In this thesis, by means of questionnaire, we made an investigation into the reading strategies used by Chinese first-year and third-year English majors. The purpose of this study attempts to identify the typical types of reading strategies among English majors in a normal university of China, and also, to examine what differences exist in strategy use by first-year and third-year students. The output shows all the three reading strategies, whether metacognitive, cognitive or social/affective strategies are widely used by English majors in normal university. Nevertheless, differences do exist in the degree of popularity of some specific reading strategy items. The difference in use of reading strategies between first-year and third-year students is that the former are reported to employ much more social/affective strategies while the latter do much better in metacognitive and cognitive strategies. From what was discussed, we know that readers can benefit a lot from appropriate reading strategies in reading, so it is possible and necessary for teachers to offer reading strategy instruction for the students and also different strategy instruction should be offered to students in different grades.
An Empirical Study on Non-English Majors' Ability to Express Chinese Culture in English
Author: Zhang, Min
Date: 2014-00-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),College Students,Asian Culture,Language Proficiency,Foreign Countries,Cultural Differences,Intercultural Communication,Global Approach,Questionnaires,Tests,Student Attitudes,Language Teachers,Self Esteem,Statistical Analysis,Social Influences

Cross-cultural communicative ability is an important ability that college students should have in modern society. A successful cross-cultural communication is based on several factors. The basic one is the understanding of the target language culture. In order to avoid unnecessary misunderstandings it is necessary for college students to know western culture and also form the ability to express Chinese culture appropriately in English. This paper did an empirical study among non-English majors to test the present ability and the differences between college students who passed CET-4 and those who did not. The results showed that the former performed better than the latter, but both were far from satisfying. Based on these findings, this paper provides some measures to enhance their ability in this field.
Reflections of ELT Students on Their Progress in Language and Vocabulary Use in Portfolio Process
Author: Ok, Selami
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Qualitative Research,Student Surveys,College Freshmen,Portfolio Assessment,Language Usage,Writing Skills,Reading Skills,Student Attitudes,Essays,Content Analysis,Interviews,Vocabulary Development,Language Skills,Self Evaluation (Individuals),Language Proficiency,Self Esteem

Writing in the target language is an essential skill to be developed, and to this end, reading and writing skills need to be integrated so that students can be engaged in an active and effective learning process in order to help them create a positive change in their progress and achievement. Hence, it should be highly important to see in an integrated reading-writing course, particularly in an ELT context, to what extent students perceive the portfolio-keeping process with respect to language and vocabulary use. This study aimed to explore the reflections of freshmen learners at an ELT department in Turkey on the portfolio process in The Advanced Reading-Writing Course with respect to their progress in language and vocabulary use. Qualitative survey methodology was used to gather the data. The participants were 46 freshman learners attending The Department of English Language Teaching. The data were collected through the reflective essays in which the students reported their views on the portfolio process as well as their development. The data analysis was done by means of content analysis. Unstructured interview technique was also used to capture the students' perceptions and learning experiences. The findings indicate that the portfolio-keeping process as part of the Advanced Reading-Writing Course gave the students the opportunity to develop their level in writing with respect to language and vocabulary use. The students report that they benefited from the integration of reading and writing skills in spite of the workload, which also reflected into their speaking skill and pronunciation as well. The process also gave the students the opportunity to self-evaluate their progresses in both writing and speaking skill. It is also reported by the students that the portfolio-keeping process helped the students build their self-confidence in language and vocabulary use. Consequently, the findings show that portfolio-keeping enhances the gains throughout the process and helps to create a positive attitude towards writing in the target language.
Using Non-Finites in English Academic Writing by Chinese EFL Students
Author: Yang, Bingjun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Academic Discourse,Writing Skills,Grammar,Language Proficiency,College Students,Scores,Language Tests,Statistical Analysis

Frequent use of non-finites is an important feature of English academic writing (Chafe &amp; Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students being largely ignored in literature; writing in English for publishing research being highly demanding in China nowadays. In order to look into how non-finites are represented in academically-oriented English writing by Chinese EFL students, three groups (30 participants in each) of EFL students from three levels of English proficiency (low-level, intermediate and advanced) were requested to participate in the present study. Participants were required to complete a test, following which 45 participants (15 in each group) were selected according to correlations between test results and scores in the nationwide examinations. Forty-five pieces of writing completed by the participants were then investigated in terms of lexical density, non-finite density, distribution of non-finites, and correlation between use of non-finites and writing proficiency. The results show that the use of non-finites is significantly correlated with higher levels of writing proficiency in English. The findings suggest that, as a typical phenomenon in English academic writing, the use of non-finites display distinct interference from the language of non-native writers, and that awareness of and emphasis on non-finites are necessary in the teaching of English writing, academic writing in particular, in the EFL environment.
Beliefs about English Language Learning Held by EFL Pre-Service and In-Service Teachers in Lao People's Democratic Republic
Author: Chatouphonexay, Athithouthay
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beliefs,English (Second Language),Second Language Learning,Preservice Teachers,Language Teachers,Second Language Instruction,Teacher Attitudes,Universities,Institutes (Training Programs),Statistical Analysis,Questionnaires

The present investigation aims to explore the existence of similarities and differences of beliefs about English Language learning held by EFL pre-service and in-service teachers in Lao P.D.R. A total of 962 pre-service teachers and 129 in-service teachers from 3 universities and 8 Teachers' Training Colleges were involved in this study. Two questionnaires were used to collect the data. Chi-square (?[superscript 2]) tests were used to analyze the quantitative data from both pre-service teachers' and in-service teachers' questionnaires. The results of the chi-square (?[superscript 2]) tests revealed that 13 out of 39 items of beliefs varied significantly between pre-service and in-service teachers.