ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Study of Vocabulary Learning Strategies Applied by Iranian Undergraduate EFL Learners in Real Learning Setting
Author: Yazdi, Mahdi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Vocabulary Development,Learning Strategies,Undergraduate Students,English (Second Language),Journal Writing,Memory,Self Determination,Cognitive Style,Metacognition,Intentional Learning,Word Lists,Attention,Questioning Techniques,Teacher Role

This study tries to investigate real use of vocabulary learning strategies by Iranian EFL learners. To achieve this goal, the researcher applied a pure qualitative research method in which frequency of all strategies counted and then classified. To select participants for the current study, the researcher used cluster sampling and fish ball approach to select participants. Through this sampling procedure, 238 students were selected as the random samples. They were asked to write journals for six weeks based on what they did daily in vocabulary learning. Transcribing and analyzing the written journals revealed the most frequently used strategies as memory, determination, cognitive, metacognitive and social strategies respectively. Moreover, one cognitive strategy (make list of new words) and one metacognitive strategies (use English language media) were found as the most frequently used strategies when investigating sub-categories while one of metacognitive strategies (pay attention to English words when somebody is speaking English) and one of social strategies (ask teacher to check my definition) were identified as the least frequently used strategies.
Survey of English Teaching and Learning Process in Maritme Education and Training in Indonesia: A Case Study in Private MET in Indonesia
Author: Dirgayasa, I Wy.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Marine Education,Questionnaires,Certification,Language Skills,Likert Scales,Instructional Materials,English for Special Purposes,Student Evaluation,Gender Differences,Student Characteristics,Scores,Standardized Tests,Surveys,Teacher Competencies

This paper intends to evaluate the process of teaching and learning of Maritime English in private Maritime Education and Training (MET) in Indonesia. This study was conducted in three private MET such as Maritime Academy Indonesia Medan (AMI-Medan), Maritime Academy Belawan (AMB-Belawan,), and Maritime Academy Sapta Samudra Padang (AMSSP-Padang). This paper was focused to five indicators such the learning materials, teaching methods, assessments, students' profiles, and lecturers' profiles as well. The respondents of the research were the students and the lecturers. The instruments for collecting data were a questionnaire with Likert Scale questionnaire and a documentary sheet. The data were analyzed by descriptive analysis.The results of the research generally show the process of teaching and learning was optimal in terms of learning materials, teaching methods, assessment, the students performance and the teacher performance as well.
Iranian EFL Learners' Vocabulary Development through Wikipedia
Author: Khany, Reza
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,English (Second Language),Second Language Learning,Encyclopedias,Electronic Publishing,Collaborative Writing,Educational Technology,Technology Uses in Education,Control Groups,Experimental Groups,Teaching Methods,Individual Differences,Personal Autonomy,Adolescents,Young Adults,Instructional Effectiveness

Language teaching has passed through a long way in search of a remedy for language learners and teachers. Countless theories, approaches, and methods have been recommended. With all these, however, more inclusive L2 theories and models ought to be considered to come up with real classroom practices. One of such crucial practices is authenticity, being straightforwardly found in web-based materials in general and Wikipedia texts and tasks in particular. In the same line and based on sound theoretical underpinnings, the place of Wikipedia is investigated in this study as a prospective tool to teach and learn a major language component with practical procedures i.e. vocabulary knowledge. To this end, 36 intermediate Iranian EFL students assigned to two control and experimental groups took part in the study. The results of the tests administered divulged that the learners in the Wikipedia group surpassed those of the control group. Hence, Wikipedia is considered as an encouraging authentic resource to assist EFL learners in improving their vocabulary knowledge. Implications of present findings and suggestions for further research are discussed.
Translating Proper Nouns: A Case Study on English Translation of Hafez's Lyrics
Author: Shirinzadeh, Seyed Alireza
Date: 2014-00-00
Type: Journal Articles
Subjects: Nouns,Translation,Cultural Influences,English,Language Usage,Phonetics,Music

Proper nouns are regarded so simple that they might be taken for granted in translation explorations. Some may believe that they should not be translated in transmitting source texts to target texts. But, it is not the case; if one looks at present translations, he will notice that different strategies might be applied for translating proper nouns. They might often be problematic in translation especially in the course of rendition between different cultures. Thus, they are worth exploring. The present study aims to investigate the strategies that have been used in rendering proper nouns by Pazargadi (2003) in his English translation of Hafez's lyrics. For this purpose, Vermes' (2003) model of translation strategies for rendering proper nouns has been adapted by the researchers in the study. It has been revealed that the translator has used the transference strategy most preferably for rendering proper nouns of Hafez's lyrics into English.
Willingness to Communicate in English: A Case Study of EFL Students at King Khalid University
Author: Mahdi, Dawood Ahmed
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Students,Oral Language,Communication Strategies,Speech Communication,Communication Skills,Personality Traits,Psycholinguistics,Language Skills,Questionnaires,Semi Structured Interviews,Public Speaking,Meetings,Group Discussion,Interpersonal Communication,Speech Habits,Intention

The main purpose of learning a foreign language is to use it for meaningful and effective communication both inside and outside the classroom. This paper is devoted to identifying the main communication difficulties faced by EFL students at King Khalid University (KKU) and exploring the reasons that lie behind these difficulties. The paper investigates the participants' willingness to communicate (WTC) in English when they have an opportunity and highlights the personality traits that affect students' oral communication in English. To this end, two types of instruments were used: a questionnaire and a semi-structured interview. Both the questionnaire and the interview attempted to measure four types of communicative contexts (public speaking, meetings, group discussions and interpersonal conversations) and three types of interlocutors (strangers, acquaintances and friends). The findings reveal the EFL students' WTC in English at KKU and how their personality traits affect their WTC. Moreover, the paper suggests some recommendations for overcoming EFL students' unwillingness to communicate in English.
Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools
Author: Cabrera Solano, Paola Alexandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Writing Skills,Interference (Language),Language Dominance,Spanish,Spanish Speaking,Case Studies,High School Students,Writing Tests,Semantics,Morphology (Languages),Syntax,Grammar,Vocabulary,Error Analysis (Language),Verbs,Form Classes (Languages),Word Order,Writing (Composition),Psycholinguistics,Learning Strategies,Writing Strategies

Extensive studies have been conducted regarding mother tongue (L1) interference and developing English writing skills. This study, however, aims to investigate the influence of the Spanish language on second language (L2) writing skills at several Ecuadorian senior high schools in Loja. To achieve this, 351 students and 42 teachers from second year senior high schools (public and private) were asked to participate in this study. The instruments for data collection were student and teacher questionnaires, as well as a written test in which students were asked to write a narrative passage. The information gathered from the instruments was then organized and tabulated to determine the various interference variables. Afterwards, the most representative samples from the narrative texts were analyzed based on their semantic, morphological and syntactical features. The results from this study indicate that English grammar and vocabulary were the linguistic areas that suffered the highest level of L1 language interference. The most common Spanish interference errors were misuse of verbs, omission of personal and object pronouns, misuse of prepositions, overuse of articles, and inappropriate/ unnatural word order. Finally, some suggestions are given to teachers in order to help students prevent further Spanish interference problems during writing/composition classes.
Learning Word Meanings from Teachers' Repeated Story Read-Aloud in EFL Primary Classrooms
Author: Lin, Lu-Chun
Date: 2014-00-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Reading Aloud to Others,Oral Reading,Elementary School Teachers,Elementary School Students,English (Second Language),Second Language Instruction,Teaching Methods,Story Reading,Vocabulary Development,Knowledge Level,Language Proficiency,Foreign Countries,Novelty (Stimulus Dimension),Grade 4,Picture Books,Language Tests,Pretests Posttests

This study used a quasi-experimental design to determine the effects of teachers' story read-aloud on EFL elementary school students' word learning outcomes. It specifically examined whether the word learning was enhanced by teachers' repeated story read-aloud and word-meaning explanations and further determined whether the learning outcomes were related to children's English proficiency. Two native English-speaking teachers read a story to their fourth-grade classes four times. The results showed that increasing frequency of story read-aloud yielded greater word-learning gains across time. The EFL children, on average, learned approximately half of the target words by the third read-aloud. While both high- and low-proficiency groups showed significant vocabulary gains with the frequency of teachers' read-aloud, the high-proficiency children consistently outperformed their low-proficiency peers, especially on the L1 meaning-matching vocabulary test. The overall findings were quite encouraging and showed empirical evidence that teachers' repeated story read-aloud can be an effective way to facilitate elementary school children's word learning in a context where English is a foreign language.
A Model of Foreign Language Anxiety in the Saudi EFL Context
Author: Alrabai, Fakieh
Date: 2014-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,English (Second Language),Foreign Countries,Stress Variables,Surveys,Student Characteristics,Secondary School Students,College Students,Mixed Methods Research,Questionnaires,Interviews,Observation,Language Skills,Communication Skills,Comprehension,Negative Attitudes,Factor Analysis

Feelings of anxiety are commonly expressed by Saudi learners in their English as a foreign language (EFL) classes. These feelings typically exert detrimental effects on these learners' foreign language attainment. This paper reports on the findings of a large-scale study for which three data collection iterations were conducted over three years to investigate the levels and sources of foreign language anxiety (FLA) among 1389 Saudi EFL learners. Learners were asked to report the amount of anxiety they typically experienced in English language classes and the potential causes that aroused their feelings of language anxiety. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to evaluate learners' anxiety. Descriptive statistics, such as mean and standard deviation, were used to assess the levels of learners' anxiety, and an explanatory factor analysis (EFA) was conducted to identify the sources that evoked learners' anxiety in classroom-based language learning. Participating learners in the three studies reported moderate to high levels of anxiety, with communication being the key cause of learners' language anxiety. The three studies' findings were highly consistent, and thus, we were able to propose a context-based model of FLA in the Saudi EFL context.
A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers
Author: Naeimi, Maki
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,English (Second Language),Second Language Learning,Repetition,Cooperative Learning,Knowledge Level,Reading Comprehension,Undergraduate Students,Statistical Analysis,Foreign Countries,Comparative Analysis,Teaching Methods,Pretests Posttests

Vocabulary learning and assessment are considered as the key basis for the training of English as a foreign language. However, it is time-consuming, uncertain and repetitious for the teachers to assess the proficiency of the students' vocabulary storage. This paper reports the results of a study which aimed to investigate the effect of Repeating as a direct vocabulary learning strategy versus Cooperating with Peers as an indirect vocabulary learning strategy teaching on the improvement of word knowledge on reading comprehension skill of Iranian undergraduate students. In order to attain the aim of the research, a vocabulary test was administrated to one hundred and forty-six male and female pre-intermediate EFL university students. Ultimately, seventy-eight pre-intermediate language learners were elected and appointed into two experimental groups (A and B) based on a vocabulary pre-test. The group (A) was taught vocabulary through Using Repeating vocabulary learning strategy and the group (B) was taught Cooperating with Peers vocabulary learning strategy for the aim of improving their lexical knowledge in reading comprehension skill. In the end of the treatment period, another vocabulary test (post-test) was implemented to all the students of two groups. After analyzing the data of the study that administered through using Independent samples t-test statistics, the results showed that there was a considerable difference between the two experimental groups under analysis in terms of their vocabulary improvements. The outcomes revealed that Repeating as a direct vocabulary learning strategy can cause to higher accomplishments of word storage in reading comprehension skill of Iranian pre-intermediate EFL undergraduate learners.
The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension
Author: Nejad, Ferdows Mohsen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Test Reliability,Writing Assignments,Reading Comprehension,Teaching Methods,English (Second Language),Second Language Instruction,Criterion Referenced Tests,Test Construction,Late Adolescents,Young Adults,Multiple Choice Tests,Test Validity

The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability of criterion-referenced tests proposed by Brown and Hudson (2002) were employed. To calculate the reliability of the developed test, or using Brown and Hudson's (2002) term &quot;dependability,&quot; two coefficients of agreement (?o) and Kappa (?) were computed following the appropriate way Brown and Hudson have offered. The results demonstrate that the developed achievement test is a reliable measure to assess the efficacy of task-based writing activities to advance the selected participants' reading comprehension skill. Implications of present findings and suggestions for further research are discussed as well.
The Value and Attributes of an Effective Preparatory English Program: Perceptions of Saudi University Students
Author: McMullen, Maram George
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Students,Foreign Countries,Gender Differences,Geographic Location,Student Attitudes,Online Surveys,Student Surveys,Program Effectiveness,College Preparation,High School Graduates

This study investigates the effects of gender and geographical location on the perceptions of Saudi university students regarding the value of preparatory English programs and their attributes. Data was collected during the fall of 2013 from three sample universities in the Kingdom of Saudi Arabia (KSA) using an online survey as the instrument. Participants in the study (N = 479) were all enrolled in similar preparatory year English programs in the kingdom and totaled one hundred eighty-four male students and two hundred ninety-five female students. Encouraging results from this study suggest that Saudi university students do realize the value of a preparatory year English program. In most cases, they share common perceptions about which attributes are needed to insure the success of any such program. In some cases, there are significant differences based on gender and geographical location. While research studies on the specific language skills of Saudi university students are increasing steadily each year, the number of studies on preparatory English programs in Saudi Arabia is limited. This study marks the first kingdom-wide, large-scale quantitative analysis study on the programs themselves.
Circumventing Graphical User Interfaces in Chemical Engineering Plant Design
Author: Romey, Noel
Date: 2007-00-00
Type: Journal Articles
Subjects: Engineering Education,Chemical Engineering,Computer Interfaces,Computer Software,Visual Aids,Visual Impairments,Assistive Technology,Computer Assisted Design,College Instruction

Graphical User Interfaces (GUIs) are pervasive elements of most modern technical software and represent a convenient tool for student instruction. For example, GUIs are used for [chemical] process design software (e.g., CHEMCAD, PRO/II and ASPEN) typically encountered in the senior capstone course. Drag and drop aspects of GUIs are challenging for students with little or no visual acuity. We report on the use of several innovations to circumvent such aspects of GUIs.
A Hands-On, Interdisciplinary Laboratory Program and Educational Model to Strengthen a Radar Curriculum for Broad Distribution
Author: Yeary, Mark
Date: 2007-00-00
Type: Journal Articles
Subjects: Experiential Learning,Interdisciplinary Approach,Active Learning,Laboratories,Engineering Education,Earth Science,Meteorology,Science Education,College Curriculum,Electronic Equipment,Undergraduate Students,Peer Teaching,Outreach Programs,Middle School Students,High School Students

This paper describes the details of a National Science Foundation multi-year educational project at the University of Oklahoma (OU). The goal of this comprehensive active-learning and hands-on laboratory program is to develop an interdisciplinary program, in which engineering, geoscience, and meteorology students participate, which forms a community of university scholars. The program is intended to generate a unique, interdisciplinary, research-oriented learning environment that will train future engineers and meteorologists in the full set of competencies needed to take raw radar data to detect weather and aircraft. The program involves new coursework and is oriented around other successful programs to ensure wide distribution by many students and scientists. Supported by the Division of Undergraduate at the NSF, the project began with a Phase II grant in the fall of 2004, which also recently received a Phase II grant to refine the project through 2010. In keeping with the global movement of electronic knowledge delivery via written, as well as visual media, several weblinks have been established for this paper.
Challenge-Based Instruction: The VaNTH Biomechanics Learning Modules
Author: Barr, Ronald E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Biomechanics,Engineering Education,Multimedia Instruction,College Instruction,Undergraduate Students,Group Activities,Assignments,Computer Uses in Education,Pretests Posttests,Student Surveys,Instructional Effectiveness

This paper presents the methodology and results of teaching an entire engineering course using challenge-based instruction. The challenges consisted of eight biomechanics multimedia learning modules developed by the authors as part of a broader NSF educational coalition. The biomechanics modules were presented in an undergraduate mechanical engineering course titled &quot;Biomechanics of Human Movement.&quot; The class (N = 18) was divided into three-member teams. Each team performed the eight computer-based assignments in intervals of one-two weeks per challenge during the semester. Pre-tests, post-tests, affect surveys, a biomechanics topics matrix, and student outcomes surveys were conducted during the course to determine the success of this approach. This paper outlines the challenge-based approaches used and presents assessment methods for a full, semester-long course. Thus, it is directed at faculty who may wish to use this interesting approach in their own engineering courses.
An Online Database and User Community for Physical Models in the Engineering Classroom
Author: Welch, Robert W.
Date: 2007-00-00
Type: Journal Articles
Subjects: Engineering Education,Databases,Models,Web Sites,Demonstrations (Educational),Experiential Learning,College Instruction

This paper will present information about the Web site--www.handsonmechanics.com, the process to develop the Web site, the vetting and management process for inclusion of physical models by the faculty at West Point, and how faculty at other institutions can add physical models and participate in the site as it grows. Each physical model has a description of the model, the theoretical background, pictures and/or video of the set-up and use of the demonstration, a parts list (or order location), and building plans, as well as that something extra about where else the physical model can be used, how to elicit greater student insight and bringing drama into the classroom using the model or demonstration. Course assessment data is provided to demonstrate the impact of physical models on student learning. A bibliography is included.
A Thermal Management of Electronics Course and Laboratory for Undergraduates
Author: Okamoto, Nicole
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronics,Engineering Education,Laboratories,Undergraduate Students,Lecture Method,Student Projects,Experiments,Pretests Posttests,Thermodynamics,Instructional Effectiveness,College Instruction,Courses

A novel thermal management of electronics course with an associated laboratory has been developed for mechanical, electrical, and computer engineering students. The lecture topics, term project, computer modeling project, and six associated experiments that were built from scratch are described. Over half of the course lectures as well as all lab manuals and project information are made available via the course website. Pre- and post-tests were performed and analyzed using a t-test and showed a significant increase in student understanding in fundamental thermal management problems.