ethanporcaro/eric-fulltext-meta huggingface dataset:
What Techno-Effective Teachers Mean for Preservice Teachers of English: A Socio-Constructivist Study
Author: Karatas, Tuçe Öztürk
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Preservice Teachers,Student Attitudes,Content Analysis,Teacher Education Programs,Guidelines,Constructivism (Learning),Foreign Countries

In English language teacher education (ELTE), technological pedagogical content knowledge (TPACK) has gained popularity as it prepares preservice teachers of English for integration of technology, pedagogy, and content knowledge in language teaching. Thus, with the perspective of TPACK, the main objective of this qualitative study based on Kelly's personal construct theory was to clarify how three preservice teachers structured their constructs of techno-effective teachers. In so doing, this study uncovered three preservice teachers' personal theories including their beliefs, values, understandings, and assumptions of techno-effective teachers. To elicit the constructs and structures of preservice teachers' personal theories and elaborate more on these constructs, a cognitive mapping approach called the repertory grid and a follow-up interview were employed. The overall results showed that preservice teachers were good at conceptualizing each component of TPACK. However, content analysis of the constructs elicited from the preservice teachers revealed that the preservice teachers had some difficulties in synthesizing their pedagogical content knowledge (PCK), technological content knowledge (TCK), and content knowledge (CK) to form an integrated conceptualization of TPACK. However, the structures of their personal theories showed that they were open to development if they were supported with integrated programs in language teacher education.
OER Certification of Individuals and Organisations in Higher Education: Implementations Worldwide
Author: Schön, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Higher Education,Training,Capacity Building,Certification,Universities,Teacher Competencies,Online Courses

The initiative &quot;Open Education Austria Advanced&quot; develops infrastructures for open educational resources (OER) in higher education. One part is the development of certification procedures to point out OER competencies of teachers in higher education and OER activities at Austrian universities. We present the results of our research on existing OER certification procedures from the German and English-speaking world. We started by searching in the OER World Map and there listed OER policies of universities worldwide and then tried to find examples for existing OER certification for people and organisations. There are several examples for certifications of persons such as in MOOCs on OER, university training on OER or the Creative Commons certification itself. We found only a few references of (partly) OER certificates for organisations. The publication then describes ambitions towards openness of the OER movement regarding possible certification procedures, namely open development, open content, open assessment and open certificates.
Fostering Symbiosis between E-Tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa
Author: Shange, Thembeka
Date: 2021-00-00
Type: Journal Articles
Subjects: Tutors,Distance Education,Open Universities,College Faculty,Interaction,English (Second Language),Second Language Learning,Foreign Countries,Tutoring

E-tutors are viewed as major role players in supporting virtual collaborative learning. This is the view espoused by Kopp et al. (2012). Consequently, they are expected to bridge the gap between academics and students in an Open Distance Learning (ODL) environment. However, it has become apparent that the interaction between e-tutors and lecturers is somewhat problematic. This paper discusses the perceptions and expectations that e-tutors and lecturers of a module in the Department of English Studies, &quot;Academic Language and Literacy in English&quot; (ENG1503) at the University of South Africa (Unisa), an ODL institution, have about their interaction with one another. Data was obtained through responses to a survey completed by e-tutors and lecturers. Content analysis was conducted to find themes and patterns emerging from the e-tutors' and lecturers' comments. Preliminary findings indicate that the interaction between e-tutors and lecturers is concerning. Further research should explore ways of foregrounding the interaction between e-tutors and lecturers for the same module.
Test Takers&apos; Perceptions of Design and Implementation of an Online Language Testing System at a Thai University during the COVID-19 Pandemic
Author: Poonpon, Kornwipa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Language Tests,Higher Education,High Stakes Tests,Barriers,Student Attitudes,College Students,English (Second Language),Second Language Instruction,Synchronous Communication

The COVID-19 pandemic caused challenges in language testing for many universities and institutions. The present study aimed to address some challenges and restrictions by designing and implementing an online testing system for a high-stakes proficiency test at a Thai university during the COVID-19 pandemic and exploring test takers' perceptions of the design and its implementation. The online language testing system, i.e., test interface, test delivery mode, and proctoring system, were designed and implemented. The online test interface was developed using Fulcher's (2003) computer-based language test development framework. The design and implementation of the synchronous at-home test delivery mode and the remote proctoring system were based on the university's test context and technological affordances. A total of 218 test takers completed a questionnaire after taking the remote online proficiency test. The test takers' perception of the test design and implementation was analyzed quantitatively and qualitatively, using descriptive statistics and content analysis. The results revealed the strengths and weaknesses of the online test interface, synchronous at-home test delivery mode, and remote proctoring system. The study findings suggest that this online language testing system is applicable to universities in similar testing contexts.
The Role of Conversation Analysis-Informed Instruction to Enhance EFL Learners&apos; Conversational Skills: Repair Strategies in Focus--Bahir Dar University, Ethiopia
Author: Kassaye, Lemma
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Intervention,Teaching Methods,Oral Language,Audio Equipment,Video Technology,Error Correction,Guidelines,Foreign Countries

This study aimed at exploring the role of conversation analysis (CA)-informed instruction to enhance learners' use of repair strategies in various oral interaction situations. A CA design, which emerged from ethnomethodology, was employed where it was also used as a data collection procedure and data analyses technique. The participants of the study were first-year English language students at Bahir Dar University chosen through comprehensive sampling technique. Two phases of data collection were carried out: pre-intervention and post-intervention conversation analyses. Audio/video devices were used to record the oral productions of the participants. The purpose of the pre-intervention analyses of the recorded audio/video data was to identify the gaps in the oral interactions of the learners whereas the post-intervention conversation analyses were employed to see the qualitative changes exhibited as a result of the CA-informed instruction. The CA-informed instruction was conducted for four months to promote learners' knowledge and use of repair strategies. The results revealed that the CA-informed instruction improved learners' knowledge and use of repair strategies in oral interactions. Learners demonstrated better performances after they had received the CA-based treatment. Thus, based on the findings, CA-informed instruction is recommended for EFL teachers to enhance their learners' use of repair strategies in oral interactions.
Reflective Practice in Teacher Education: Issues, Challenges, and Considerations
Author: Suphasri, Ponsawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Teacher Competencies,Professionalism,Reflective Teaching,Models,Educational Philosophy,Practicums,Educational Practices,Teaching Methods,Distance Education,Educational Change,COVID-19,Pandemics,Technology Integration,Teacher Effectiveness,Professional Autonomy

Reflective practice has become a buzzword in teacher education as a mark of professional competence. Although the significance of reflective practice has long been acknowledged, a mutual agreement has still not been reached on how it should be defined or what processes should be initiated in teacher education programs. This article explores how the paradigm and process of reflective practice change over time, along with a review of how reflective practice is employed in teacher education. Furthermore, the challenges stemming from the literature review and recommendations on how to resolve them are explored. Considerations of how technology can enhance teachers' reflective practice are also examined. Finally, the impact of reflective practice on pre-service teachers' professional life is highlighted.
Applying Lexical Profiling to Construct Technical Word Lists for Thai Tourist Guides
Author: Laosrirattanachai, Piyanuch
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Lists,Tourism,Word Frequency,Instructional Materials,Computational Linguistics,Academic Language,Foreign Countries,Vocabulary Development,Information Retrieval,Profiles,Computer Software,Guides,English (Second Language)

When learning high- and mid-frequency words, approximately 5,000 words might be inadequate for learners to survive in a career as a tourist guide. This paper aims to construct technical word lists for Thai tourist guides to serve as supplementary learning materials. Different word lists need different criteria for their construction. Three main methods are used to construct word lists: lexical profiling, eliminating off-list words, and expert verification. The self-compiled corpus comprising 653,196 tokens gathered from www.tourismthailand.org is used to construct six sub-word lists including the technical word list for Thai tourist guides containing 391 words and the technical word lists for northern, central, eastern, northeastern, and southern Thai tourist guides composing of 245, 264, 138, 187, and 176 words, respectively. The authors suggest using the word lists after mastering 2,000 high-frequency words, 570 academic words, and 378 tourism business words to prepare learners for their future career paths.
Bottom-Up Enactments of Overseas Professional Learning and Development by Thai University English Teachers
Author: Liyanage, Indika
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Faculty Development,Educational Policy,Universities,Professional Autonomy,Discourse Analysis,Foreign Countries,Federal Legislation,Federal Programs,International Educational Exchange,Language Proficiency,Study Abroad

English language education policy is deployed strategically as an instrument to address wider national policy objectives in most emerging nations. In universities, policy enactment at institutional and classroom levels hinges on the development of a qualified and skilled English teaching workforce. The continued dominance of linear discourses of the relation of learning and practice and reliance on individual teacher agency to achieve policy objectives, however, risk policy failure. This paper reports the 'bottom-up' enactments of teacher professional learning and development (PLD) policy using reflections of three Thai university English teachers who individually completed PLD in overseas English-dominant settings. We found their connection of learning and practice complicated by institutional factors and conditions and by discourses that underpin language and PLD policy and that privilege imported pedagogies. We suggest that without institutional disengagement with linear models of teacher learning and development, and appropriate institutional support and structural accommodation to negotiate the connection between learning and practice, achievement of policy goals of quality and excellence in English teaching and learning through overseas PLD will remain challenging.
Dialogic Teaching as a Way to Promote Students&apos; English Language Use in EFL Classroom
Author: Jocuns, Kamolwan Fairee
Date: 2021-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Cooperative Learning

This study is classroom-based research in an English listening-speaking class at a Thai university. A dialogic teaching methodology was used in parts of the classroom tasks to encourage students to speak more English and build a learning community where they learn from each other and consider different voices. The purpose of this article is to analyze the dialogicality that emerged between students during the classroom activities and discuss students' reflections towards the classroom dialogic tasks. Students' conversations were recorded during the tasks that were designed to foster dialogicality. Excerpts of conversations were analyzed and revealed notable features of their dialogic interactions and how they could extend their vocabulary and language use. At the end of the semester, the students were interviewed in a focus group and individually. The interviews show the students' reflections which can be organized into four themes: 1) students enhance their knowledge through collaborative dialogues and collaborative group work, 2) students overcome their weaknesses, 3) learning by doing, and 4) positive challenges. The applications drawn from the results of this study enhance EFL classroom instructional design and the classroom environment such that students are engaged with active participation.
Predictive Validity of the CU-TEP as an Indicator of Students&apos; Academic Achievement in English
Author: Charnchairerk, Chalatip
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictive Validity,Educational Indicators,Academic Achievement,English (Second Language),Second Language Learning,Language Proficiency,Language Tests,Foreign Countries,College Students,Writing Assignments

The Chulalongkorn University Test of English Proficiency (CU-TEP) is an institutional standardized English proficiency test designed to measure students' ability to use English for academic purposes. It is required for admission to graduate programs and undergraduate English programs at Chulalongkorn University and some other educational institutions. This study examined how accurate CU-TEP was as a predictor of the academic achievement of a total of 520 first-year Chulalongkorn University students as measured by three compulsory English course results and two English writing task scores. The participants were selected from a cohort of 5,564 freshmen taking CU-TEP in 2014, using the systematic random sampling technique. To analyze the data, multiple regression analysis was applied to assess the relationship between the CU-TEP scores and students' English course results, whereas Pearson's correlation was used to explain the correlation of CU-TEP writing scores with the writing task scores. The findings exhibited significant evidence for the validity of CU-TEP as an effective indicator of students' academic success. Also, although the predictive validity of CU-TEP was found to vary marginally according to different academic disciplines as indicated by their similarly high correlation coefficients, the discipline-specific correlations revealed a clear distinction in the predictive power of individual CU-TEP sections. Finally, correlations between the CU-TEP writing scores and the two English writing task scores confirmed the CU-TEP writing section as a relatively good predictor of students' writing ability.
Using Songs in Teaching Pronunciation to Young EFL Learners
Author: Saldiraner, Gizem
Date: 2021-00-00
Type: Journal Articles
Subjects: Singing,Second Language Instruction,Pronunciation,English (Second Language),Teaching Methods,Instructional Effectiveness,Elementary School Students,Secondary School Students,Student Motivation

Pronunciation in a foreign language does not have to be native-like. However, intelligible and comprehensible pronunciation is required for understandable communication. How to teach pronunciation in a foreign language classroom matters because the effectiveness of the activities determines the learners' success. The use of songs in teaching has lots of benefits from motivation to recalling learned items more effectively. In this study, the efficiency of using songs in order to teach young learners pronunciation was investigated in an experimental research design. The experimental group (n=37) was taught using six different songs and the control group (n=35) received texts for pronunciation teaching. All participants' pronunciations were graded before and after teaching sessions by two native speaker raters. The results of the ANCOVA analysis showed that the experimental group's post-test scores improved significantly more than those of the control group. The results suggest that the use of songs in pronunciation teaching has a positive effect on young learners' pronunciation.
Factors Related to the Desire for L1 Support in the EFL Classroom
Author: Joyce, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Usage,Native Language,Student Attitudes,College Students,Japanese,Gender Differences,Learning Motivation,Cognitive Style,Teaching Methods,Foreign Countries,Language Proficiency,Ambiguity (Semantics)

This study investigated the issue of L1 use in the L2 classroom from the students' perspective. Specifically, the focus of this study was on the characteristics of learners who desired L1 classroom support in their L2 learning. For the purposes of the study, a convenience sample of 380 Japanese university-level EFL participants completed a series of questionnaires and an L2 proficiency test. After the data had been subjected to descriptive and inferential analysis, the results suggested that L2 proficiency could be the strongest predictor of desire for L1 support in the EFL classroom, followed by L2 ambiguity tolerance and L2 learning motivation, respectively. Moreover, gender was not found to be a statistically significant variable. It was concluded that in order to promote a fruitful match between the students' learning style and the teacher's instructional methods, an English only EFL classroom is not always suitable in the Japanese context.
Australian Music Teachers&apos; Reflections and Concerns during the Pandemic: Resetting the Use of Technologies in 21st Century Classroom Practice
Author: Joseph, Dawn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Music Education,Blended Learning,Music Teachers,Teacher Attitudes,Teaching Methods,Interaction,School Closing,Program Effectiveness,Distance Education,Barriers

Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: 'What were some of the concerns using ICT during COVID-19 pandemic?' which was part of a wider Australian study 'Re-imagining the future: music teaching and learning, and ICT in blended environments in Australia'. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March-June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21st century competencies, as the future of schooling continues to change its landscape due to the pandemic.
Using Academic Social Networks to Enhance the Student Experience in Online Education
Author: Bateman, Tiffani S.
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Networks,Student Experience,Distance Education,College Students,Sense of Community,Self Concept,Student Attitudes,Peer Relationship

Online universities utilize academic social networks to build connections among students, faculty, and alumni through affinity groups. This study explored how students interact in academic social networks, who they collaborate with, why they use academic social networks, and how this influences their educational experience. This qualitative, interpretive, phenomenological study explored the lived experiences of six online higher education students reporting active participation in an academic social network. Three core themes emerged from data analysis: (a) acceptance and belonging; (b) self-validation; and (c) drawing from multiple perspectives describing how academic social networking communities are formed, why students are using them, and what this means to online higher education. The essence of academic social networking as it relates to self-actualization is discussed, with insights for educational leaders regarding the use of academic social networking and affinity groups in online higher education.
&quot;We Overwhelm Them with Hope&quot;: How Online Mentors Can Support Online Learners
Author: Andersen, Camey L.
Date: 2021-12-00
Type: Journal Articles
Subjects: Psychological Patterns,Mentors,Social Support Groups,College Students,Transitional Programs,Program Evaluation,Computer Mediated Communication,Interpersonal Relationship,Goal Orientation,Role Models,Technological Literacy

This survey research study analyzed responses from 143 mentors from around the world participating in a global higher education initiative. Results confirmed the effectiveness of four mentoring domains identified in the literature, reporting the most success from providing emotional and psychological support for students. This article provides mentoring strategies including student goal setting, identifies characteristics of an online role model, and shows the importance of online mentors' confidence in students gaining technology skills. The study has additionally contributed to the literature supporting (a) benefits of online mentoring for nontraditional students, (b) influence of technology on mentoring challenges, and (c) role assumption in online mentoring. Additionally, the study provided a literature review of the background of online mentoring and mentoring practices, the benefits and challenges of online mentoring, and lessons learned from research. This work presents a comprehensive understanding of online mentoring, providing support for mentors seeking to improve their performance as well as recommendations for creating mentoring programs to improve organizations.