ethanporcaro/eric-fulltext-meta huggingface dataset:
Delving into Indonesian EFL Pre-Service Teachers&apos; Professional Identity Configuration in Teaching Practicum
Author: Ardi, Priyatno
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Preservice Teachers,Professional Identity,Practicums,Second Language Instruction,English (Second Language),Socialization,Communities of Practice

This paper aims to scrutinize the trajectory of the professional identity configuration of Indonesian EFL pre-service teachers in socialization during a two-month teaching practicum at a private school in Yogyakarta, Indonesia. Two female EFL pre-service teachers carrying out a teaching practicum at the school participated in this study. A narrative inquiry was employed to capture the dynamic development of the professional identity configuration from the participants' points of view. The researchers developed stories based on participant interviews, daily reflective notes, and weekly conferences. The stories were then analyzed to identify the professional identity configuration. The findings suggested that the participants configured their professional selves as EFL teachers in socialization in the school through identification and self-internalization. Their identification was influenced by how they saw themselves and others viewed them as EFL teachers, which was then internalized as self-concepts. Moreover, the socialization process encouraged the student teachers to construct their professional selves, reflected in the emerging themes of the stories: language-, pedagogy-, organizational role-, and spirituality-driven identities. The findings also highlighted that spaces, artifacts, and positioning influenced how the pre-service teachers made meaning of their professional selves. The researchers emphasized the importance of reflection to facilitate the meaning-making of EFL preservice teachers' professional selves by contemplating their professional socialization experiences during the practicum.
Rethinking (Non)Nativeness among English-Speaking Teachers in Vietnam
Author: Nguyen, Chi Hong
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Language Teachers,English (Second Language),Foreign Workers,Native Speakers,Teacher Qualifications,Monolingualism,Ideology,Bilingualism,Higher Education

In Vietnam, foreign language teaching and learning have recently been a concern of not only educators and language learners but also parents and families who have school-aged children. When finding a suitable language course, language learners and their families tend to ask questions about the nativeness of the teachers and their language fluency. Foreign teachers' actual proficiency and educational qualifications may come in second place. This situation may lead to poorly qualified language teaching courses and unequal treatment of qualified non-native language-speaking teachers. To confront this problem, the Vietnamese Ministry of Education and Training (MOET) has tightened the job entrance requirements for foreign English-speaking teachers, especially those who apply for work as English lecturers at university. Foreign teachers' identities and qualifications matter to learners' choices of whom they want to study with. This literature review reflects on MOET's ambivalent approach to recruiting qualified human capacity building for the national English development project and developing and retaining English-speaking Vietnamese lecturers. This paper argues that the influence of monolingual ideologies in language teaching and learning in Vietnam that was encountered at schools and universities some years ago has now shifted to a more open but competitive ambiance for national integration into the global market. In this sense, teaching English is not an apolitical activity. It is a politically designated career in this socialist market-oriented economy.
Online Language Anxiety in Higher Education: Evidence from Exploratory and Confirmatory Factor Analyses
Author: Hongnaphadol, Wanvipha
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Higher Education,Interference (Language),Anxiety,Computer Mediated Communication,English (Second Language),Student Attitudes,COVID-19,Pandemics,College Students,Measures (Individuals),Positive Attitudes,Self Concept,Foreign Countries

The objective of this research is to identify the underlying components of English language learners' anxiety in online learning during the COVID-19 and to verify the coherence of the component model with the empirical data. A total of 408 Thai EFL university students, who were selected via a simple random sampling method, were assessed with the Online World Languages Anxiety Scale (OWLAS). An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were conducted using LISREL 8.80 to verify the factor structure of Online English Language Anxiety (OELA). The results of the EFA indicate six emerged underlying components: 1) use of English skills online, 2) negative feelings in online learning, 3) positive feelings in online learning, 4) online interaction, 5) cross-linguistic interference, and 6) attitudes to self and English classes. Considering the indices, the model was fit with the empirical data, with X[superscript 2] = 1115.24, df = 625, p-value = 0.048, X[superscript 2]/df = 1.784, GFI = 0.96, AGFI = 0.97, CFI = 0.99, SRMR = 0.043, RMSEA = 0.045. Factor loading values of each index were between 0.50-0.88. The indicators that had the highest weight value or most significantly influenced students' OELA were 'attitudes to self and English classes' and the least was 'cross-linguistic interference'.
Digitally-Mediated Language Assessment Practice (D-LAP): Qualitative Case Studies of Four Thai EFL University Lecturers
Author: Imsa-Ard, Pariwat
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Student Evaluation,Language Tests,Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,College Faculty,Evaluation Methods,Teacher Student Relationship,Professional Development,Case Studies,Teacher Characteristics,Faculty Development

The escalating incorporation of digital pedagogical technology in higher education, particularly in the post-pandemic period, posits a potential evolution in the paradigm of language instruction and assessment. The focal point of this research is to uncover the digitally-mediated language assessment practices (D-LAP) employed by Thai EFL lecturers in the university context. To fulfill this purpose, four EFL lecturers from Thai universities were purposefully selected to partake in classroom observations and subsequent stimulated recall sessions. The primary objective of these classroom observations was to shed light on the participants' assessment practices. Furthermore, the subsequent stimulated recall sessions were orchestrated to delve deeper into the participants' chosen assessment methods. The findings revealed that the majority of lecturers exhibited an intermediate degree of digital assessment literacy. This was primarily manifested in their propensity to implement assessment tasks within a digital platform and to collaboratively formulate performance indicators with their students. Additionally, it was discerned that their assessment tasks were predominantly crafted based on those presented in their sourcebooks in order to uphold the instructors' consistency in all course sections. The primary intention of these assessment tasks was to assess students' learning and diagnose their knowledge, employing a diverse assortment of assessment methods. This research endeavors to offer meaningful contributions towards the augmentation of professional development programs centered around digitally-mediated language assessment.
Assessing the Proficiency Level in Digital Competences of Secondary School Science Teachers
Author: Ogegbo, Ayodele A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Science Teachers,Technological Literacy,Competence,Teaching Methods

This study investigated Nigerian science teachers' perceptions regarding their level of digital competency. A 22-item questionnaire based on the Digital Competence of Educators Framework was administered to 102 science teachers from an education district in Lagos, Nigeria. Descriptive statistics were employed to analyse the data. It was discovered that the majority of sampled teachers demonstrated an integrator--B1 level of digital proficiency. A proficiency level of B1 demonstrates that teachers at this level still need to improve their knowledge of which tools are most effective in which circumstances, and their ability to integrate digital technologies into their pedagogical strategies and methods. Teachers also demonstrated low proficiency levels in the sub-dimension of digital content creation, providing feedback and planning, analyzing evidence of students' problems, and organizational communication. These results highlight the need for ongoing professional development that focuses more on real-classroom examples of how science teachers can use technology to meet the various needs of students, thereby fostering improvements in their level of digital proficiency. This may also help higher education institutions re-evaluate their teacher preparation programs to ensure that incoming teachers are better prepared to use digital technologies in their classrooms.
Aspects of EFL University Learners&apos; Lexical and Phraseological Proficiency as Predictors of Writing Quality
Author: Ait Hammou, Brahim
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Phrase Structure,Language Proficiency,Evaluators,Language Usage,Vocabulary,Essays,Writing Evaluation,Word Frequency,Computational Linguistics,College Freshmen

This study aims to examine the relationship between the productive knowledge of some lexical and phraseological indices and the quality of English as a Foreign Language (EFL) learners' writing. A sample of 120 expository essays, written by semesters 1 and 5 university students in a less proficient EFL context, are rated by human evaluators and automatically examined for the target indices. The results show that, unlike the index of lexical diversity, both indices of content word frequency and range could significantly discriminate between different proficiency levels. For the phraseological indices, both the proportions of rare and frequent bigrams yielded between-group differences, with higher proficiency students performing significantly better in both categories. Using a regression analysis, the results show that the use of rare and contextually restricted content words and the production of larger proportions of rare and frequent bigrams could be considered indicators of better writing proficiency. The study suggests implications for the teaching of EFL.
Teachers&apos; Perceptions toward Video as a Tool for Feedback on Students&apos; Oral Performance
Author: Park, Jaeuk
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Video Technology,Feedback (Response),Oral Language,Student Evaluation,Language Teachers,Foreign Countries

Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students' performances. This study explores whether video technology contributes to the quality of feedback on students' oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.
Interlanguage Phonology and Accentedness: An Experimental Study of Thai Final Nasal Consonants in Chinese Students Learning Thai
Author: Hou, Peng
Date: 2023-00-00
Type: Journal Articles
Subjects: Phonology,Pronunciation,Thai,Second Language Learning,Second Language Instruction,Evaluators,Native Speakers,Speech Communication,Likert Scales,Interlanguage,Phonemes,Word Lists,Task Analysis,Oral Reading,Comparative Analysis,Chinese,Accuracy,College Students,Foreign Countries

This paper provides an experimental study of interlanguage phonological characteristics of Chinese students learning Thai as a foreign language and the accentedness perceived by native Thai speakers. Both production and perception experiments were designed to see how Chinese students acoustically produced Thai final nasal consonants and how Thai native speakers perceived these Chinese-accented nasals. The production experiment compared the acoustic features of Thai final nasal consonants (i.e. /m/, /n/, and /[eng]/) produced by Chinese students and native Thai speakers (n = 5 in each group), who provided speech samples from a wordlist reading task, consisting of 28 words (840 tokens). Nasal acoustic properties of 840 tokens (duration, nasal murmurs, and formant transitions) were examined. The findings showed that the Chinese students produced significantly longer nasal duration and more drastic formant transitions compared to the native speakers. The perception experiment analyzed how native Thai raters (n = 10) rated speech samples concerning degrees of accentedness by using a 5-point Likert scale with 5 as the most native level. Based on this, the native Thai raters rated the Chinese students' speech as 3.22 on average, while native Thai speech was judged with an average score of 4.65, which demonstrated that native Thai raters could distinguish foreign speech from those pronounced by native speakers. To find out to what extent nasal acoustic characteristics in Chinese students' interlanguage phonology contributed to the degree of accentedness, stepwise regression analyses were utilized to discover that nasal duration was particularly important in accurately predicting accentedness in Thai with Chinese accents.
MALLO: A New Paradigm for Ubiquitous Language Learning
Author: Sukavatee, Pornpimol
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Handheld Devices,Telecommunications,English (Second Language),High School Students,Student Attitudes,Foreign Countries,Learning Processes,Computer Software

One of the greatest advantages of mobile language learning is its ease of access, especially to learners in the 21st century who have the option of selecting any learning content that matches their preferences or language development goals, anywhere and at any time. Mobile-assisted language learning or MALL takes learning beyond the classroom, which imposes spatial and temporal constraints. This study aims to investigate components of language learning with a mobile-assisted design, and develop and evaluate a mobile-assisted English language learning and teaching innovation, namely Mobile-Assisted Language Learning in Open Resources Environment or MALLO for high-school English as a foreign language (EFL) students. MALLO is a research-based application which employs Exploratory Factor Analysis (EFA) in its development to identify significant components. The participants in this study consist of two sample groups: 1,500 high school students from six regions of Thailand to explore the components; and 300 students to examine MALLO users' satisfaction Both were selected via the stratified sampling method. After that, nine experts evaluated MALLO in terms of its components, its support for English language learning, its functions, and its application for English language learning. The results indicate that MALLO is comprised of four important components: mobile English learning resources, the use of MALL, mobile technology, and portal collective tools. The results also show the satisfaction of learners as users of the MALLO application at high levels with an average of 4.05 to 4.15. In the final stage, the MALLO application was evaluated by nine experts and the results were also in the range of high or very high levels across all aspects, with an average rating of 4.444.72.
The Validity and Reliability of the Turkish Version of Revised Metacognitive Awareness of Reading Strategies Inventory
Author: Börekci, Rabia
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Translation,Turkish,Metacognition,Reading Strategies,Reading Skills,Test Reliability,Test Validity,Secondary School Students

This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students' metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years old.) from multiple school types and degrees participated in this study. A stepwise validation procedure was used to translate and produce a Turkish version of the inventory. Evidence of structural and external aspects of validity for the inventory was collected. The 15-item inventory had a three-factor solution (global reading strategies, problem-solving strategies, and support reading strategies), as supported by confirmatory factor analysis. Turkish version scores were positively correlated with students' perceived reading ability, which provides evidence of MARSI-R's external validity. The coefficient of stability was calculated using data from 85 students who took the Turkish version of the MARSI-R twice in a five-week interval. The study's overall results provided evidence of the reliability and validity of the inventory. According to the results presented in this study, the Turkish version of the inventory can be implemented to assess the students' metacognitive awareness of reading strategies and perceived strategy use. The findings show that the adapted inventory can be used to obtain valid and reliable results for Turkish lower and upper secondary school students.
Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education
Author: Yilmaz, Gamze
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Student Attitudes,Academic Achievement,Communications,Student Motivation,Program Effectiveness,Undergraduate Students,Creative Thinking,Authentic Learning,Individualized Instruction,Pacing

As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it (1) motivated and engaged them in the course, (2) encouraged them to make creative connections across course topics, (3) provided a self-paced, flexible learning environment, and (4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students' academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic.
Components of the Preparation Gap for Physics Learning Vary in Two Learner Groups
Author: Delahay, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Private Colleges,Calculus,Algebra,State Universities,Predictor Variables,Energy,Undergraduate Students,Comparative Analysis,Measurement

The preparation gap [Salehi et al., Phys. Rev. Phys. Educ. Res. 15, 020114 (2019)] refers to gaps in students' prior knowledge that can negatively affect their learning as they engage in introductory physics courses. To better characterize the gap, the current study distinguished the impact of various prior knowledge components on learning gains. Measured components came from within the course domain (e.g., energy and force, angular kinematics) and outside it (e.g., algebra, vectors, calculus, and scientific reasoning). We conducted the study in two different institutional contexts: An algebra-based course offered at a Northeastern State University (NESU) and a calculus-based course offered at a Midwestern Private University (MWPU). Furthermore, we defined three levels of physics learning outcome measures with increasing difficulty. Multiple regression analysis was used to predict learning gains with the various prior knowledge components as predictor variables. The results indicate that greater prior knowledge from both within and outside the domain predicted higher learning gains and explained 30%-50% of the variance in outcome measures. Predictive, in-domain prior knowledge was the same for both groups--i.e., prior knowledge of energy and force, as measured by the Mechanics Baseline Test [Hestenes and Wells, Phys. Teach. 30, 159 (1992)]. Predictive, outside-domain prior knowledge differed between the groups. Better scientific reasoning was highly predictive of learning in the NESU (algebra-based) group but did not predict learning in the MWPU (calculus-based) group. Math prior knowledge predicted learning in both groups, although different topics within the math domain. These results suggest that measuring distinguishable components of prior knowledge will better characterize the preparation gap in ways that can be informative to educators. Specifically, measuring multiple, distinct types of prior knowledge can indicate &quot;which types&quot; are leading to a preparation gap for some students, putting them at a disadvantage for learning, whereas measuring a single type of prior knowledge or measuring prior knowledge too coarsely (without distinguishing among types) cannot provide sufficient diagnostic power.