ethanporcaro/eric-fulltext-meta huggingface dataset:
A Predominately Female Accounting Profession: Lessons from the Past and Other Professions
Author: Whitten, Donna
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Accounting,Professional Education,Equal Education,Disproportionate Representation,Higher Education,Gender Differences,Educational Trends,Sex Fairness,Salaries

Currently, the accounting profession is in the process of transitioning from a male dominated profession to a predominantly female one. Other professions that have undergone this switch experienced declines in the status of the profession and the salaries. So, although women have not yet gained equal access to all levels of the accounting profession, as it becomes predominately female, perhaps they have reached the pinnacle of their success in this area if their predominance will result in lower prestige and salaries. Understanding the history of exclusion faced by women in both higher education and the accounting profession provides important information to understanding the current gender composition in the profession. Several gender-based scenarios are possible for the future of the accounting profession. And of the possible scenarios, there are alternatives that hold the potential for a positive outcome for both genders and the accounting profession as a whole.
Emerging Trends and New Directions in Telecollaborative Learning
Author: O'Dowd, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Cooperation,Higher Education,Teleconferencing,Partnerships in Education,Networks,Interdisciplinary Approach,Videoconferencing,Educational Technology,Technology Uses in Education,Second Language Instruction,International Cooperation

This article provides an overview of the most significant emerging trends and tendencies in telecollaborative practice. In order to achieve this, I review the recent literature in the area and I identify recurring themes from the Telecollaboration in Higher Education conference which took place in Trinity College Dublin, Ireland from 21 to 23 April 2016. The main trends identified include the diversification of telecollaborative partnerships and networks, the rise of critical and cross-disciplinary approaches to telecollaboration, the combination and integration of telecollaboration with other modes of education, and, finally, the emergence of videoconferencing as an important tool for online intercultural interaction.
Leveraging a Large Learner Corpus for Automatic Suggestion of Collocations for Learners of Japanese as a Second Language
Author: Pereira, Lis
Date: 2016-00-00
Type: Journal Articles
Subjects: Japanese,Second Language Instruction,Language Usage,Verbs,Nouns,Error Patterns,Vocabulary,Error Correction,Paired Associate Learning,Sentences,Adult Students

One of the challenges of learning Japanese as a Second Language (JSL) is finding the appropriate word for a particular usage. To address this challenge, we developed a collocational aid designed to suggest more appropriate collocations in Japanese. In particular, we address the problem of generating and ranking noun and verb candidates for correcting potential collocation errors in the learners' text. Given a noun-verb construction as input, our system generates possible noun or verb correction candidates based on noun and verb corrections extracted from a large Japanese learner corpus. We use this corpus to investigate the learner's tendency to commit collocation errors, and to produce a smaller and more realistic set of candidates. After combining nouns or verbs with the generated candidates to form noun-verb pairs, the system uses the Weighted Dice coefficient as the association measure to filter out inappropriate noun-verb pairs and rank the proper collocations. We report the detailed evaluation and results on learner data. In addition, we show that our system statistically outperforms existing approaches to collocation error correction. Finally, we report a preliminary user study with JSL learners.
The Effectiveness of Computer-Based Spaced Repetition in Foreign Language Vocabulary Instruction: A Double-Blind Study
Author: Chukharev-Hudilainen, Evgeny
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Repetition,Teaching Methods,Vocabulary Development,English (Second Language),Second Language Instruction,Foreign Countries,Marine Education,Young Adults,Randomized Controlled Trials

The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary activities, EFL students increased their long-term vocabulary retention rate three fold. Second, we demonstrate that the double-blind experiment design, which has become standard research practice in such extremely high-stakes fields as pharmacology and healthcare, has the potential of being successfully implemented in CALL research.
The Effect of a Simple Simulation Game on Long-Term Vocabulary Retention
Author: Franciosi, Stephan J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Educational Games,Memory,Quasiexperimental Design,English (Second Language),Second Language Instruction,College Students,Experimental Groups,Control Groups,Program Effectiveness,Foreign Countries,Computer Simulation,Educational Technology,Technology Uses in Education,Word Lists,Tests,Manipulative Materials,Pretests Posttests,Scores,Student Characteristics

Recent studies have shown that simulation games may be useful tools for supporting foreign language education. However, much of this research has focused on games using 3D graphic technology, which entail technical requirements that may render them too complex for use in many educational contexts. Accordingly, we wanted to determine if less complex simulation games could also support the acquisition of a foreign language. We conducted a quasi-experiment using whole classes comprising EFL learners at a Japanese university. A treatment group used an online vocabulary learning application (Quizlet) in conjunction with a simple simulation game (3rd World Farmer), and a control group used the vocabulary learning application alone. Although using the simulation game showed no short-term benefit, the treatment group outperformed the control group on a delayed post-test administered 11 weeks after treatment. We conclude that the effect of simulation games can be used in foreign language learning to improve long-term retention of target language vocabulary.
English Language Learners&apos; Strategies for Reading Computer-Based Texts at Home and in School
Author: Park, Ho-Ryong
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Public Schools,Grade 4,Grade 5,English Language Learners,Reading Strategies,Electronic Publishing,Textbooks,Instructional Materials,Taxonomy,Dialogs (Language),Interpersonal Communication,Hypermedia,Computer Assisted Instruction,School Visitation,Home Visits,Observation,Semi Structured Interviews,Journal Writing,Coding,Teacher Role,Parent Role,Computer Literacy,Access to Information,Decision Making

This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We present a taxonomy of five reading-strategy categories, which includes 15 total strategies that they pursued at home and in school. We describe the central role of dialogue in helping ELLs learn to read computer-based texts: The learners engaged in real and virtual dialogues with adults, peers, authors, and themselves, in ways that enhanced their development of effective reading strategies. We discuss pedagogical implications of our findings, describing how parents and teachers might work separately and together to facilitate ELLs' reading in today's learning contexts that include electronic literacies.
Digital Stories: Overview
Author: Oskoz, Ana
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Technology Uses in Education,Program Implementation,Second Language Instruction,Teaching Methods,Language Skills,Multiple Literacies,Learning Modalities,English (Second Language)

This article provides an overview of how digital stories (DSs)--storylines that integrate text, images, and sound--have been used in second-language (L2) contexts. The article first reviews the methodical and planned, albeit non-linear, steps required for successful implementation of DSs in the L2 classroom and then assesses the observed linguistic and rhetorical gains learners may experience in their language skills (speaking, listening, and writing), including their use of correct grammar, vocabulary, and writing conventions. This article also points out the shift from a traditional literacy concept to a new concept of multi-literacies, exploring the notions of new genres and the application of social-semiotic perspectives to understanding the development of DSs. The final section illustrates limitations of current DS research and concludes with a discussion of the future roles of DSs in CALL.
New Tools, New Designs: A Study of a Redesigned Hybrid Spanish Program
Author: Scida, Emily E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Spanish,Second Language Instruction,Anxiety,Pretests Posttests,Listening Comprehension,Knowledge Level,Student Attitudes,Program Effectiveness,Grades (Scholastic),Blended Learning,Educational Technology,Technology Uses in Education,College Students,Video Technology

This study reports on the rehybridization of three beginning-level Spanish courses and the effect of the new redesigned courses on student learning and on self-reported levels of anxiety. The data collected included pretests and posttests of listening comprehension, linguistic knowledge, and foreign language anxiety, as well as qualitative data on student perceptions of the new courses. Results showed that students significantly improved in both listening comprehension and linguistic knowledge and that self-reported levels of anxiety decreased over the semester. In addition, comparison data was collected in the form of final exam grades from the former hybrid SPAN1010 and SPAN1020 courses and from the corresponding redesigned hybrid courses. Results showed that students in the new redesigned SPAN1010 hybrid course performed significantly better than students enrolled in the former SPAN1010 hybrid course. However, for the SPAN1020 course, there were no significant differences in students' final exam grades between the two hybrid formats. Student perceptions of the redesigned hybrid courses were mixed, with positive comments about the effect of the online work on student progress, but frustration at encountering initial technical problems and at the number of hours required to complete online work.
Exploring Optimal Pronunciation Teaching: Integrating Instructional Software into Intermediate-Level EFL Classes in China
Author: Gao, Yang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Pronunciation,Computer Software,Educational Technology,Technology Uses in Education,Student Attitudes,Comparative Analysis,Pretests Posttests,Student Surveys,Questionnaires,Observation,Adolescents,Experimental Groups,Control Groups,Program Effectiveness,Statistical Analysis

This study investigates the effectiveness of teaching pronunciation with instructional software to a cohort of Chinese learners of English aged 13 to 16 at lower-intermediate level. It also explores the relationship between learners' attitudes towards pronunciation and their pronunciation learning. Participants were 60 students at a language school in China: 20 were instructed by a teacher, 20 used instructional software (New Oriental Pronunciation) alone, and the remaining 20 received combined instruction from teacher and software. Participants' pronunciation was evaluated in pretests and posttests. Presurveys and postsurveys assessed attitudes towards pronunciation. Additionally, a questionnaire collected students' reflections on the software, and observations were made during instruction. The greatest increase in performance was achieved by students receiving combined instruction, who also exhibited the greatest (positive) changes towards pronunciation. The authors suggest that this combination of human- and computer-assisted instruction particularly suits young learners. Recommendations are made for software design, teacher training, and research into computer-assisted pronunciation learning.
Text Chat during Video/Audio Conferencing Lessons: Scaffolding or Getting in the Way?
Author: Kozar, Olga
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Videoconferencing,Teleconferencing,Scaffolding (Teaching Technique),Web Based Instruction,Responses,Mixed Methods Research,Correlation,Second Language Learning,English Language Learners,Coding,Agenda Setting,Feedback (Response),Vocabulary Development,Recordkeeping,Multiple Regression Analysis

Private online language tutoring is growing in popularity. An important prerequisite for development of effective pedagogies in this context is a good understanding of how different modalities can be combined. This study provides a detailed account of how several experienced private online teachers use text chat in their Skype-based English lessons, and the pedagogical role and interactional effect of these interactions. The study investigates the relationship between characteristics of a text message and students' observable reaction to this message. The study employs a sequential Qualitative-Quantitative design and finds that text chat serves pedagogical and organizational roles in the analyzed context and that several characteristics of a text message were correlated with students' reaction to messages. Specifically, students were more likely to incorporate a text message if: (a) it introduced new vocabulary, and (b) if it was produced bimodally (speaking and typing). The study also finds that teacher typing may have a negative effect on students' fluency and teachers' attention to student language production. The study calls for further research to investigate how written and spoken channels can be effectively combined in one-to-one English lessons via video/audio conferencing lessons.
Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children
Author: Terantino, Joe
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Telecommunications,Handheld Devices,Vocabulary,Recall (Psychology),Memory,Listening Comprehension,Case Studies,Preschool Children,Student Characteristics,Computer Oriented Programs,Parent Role,Surveys,Observation,Pretests Posttests,Diaries,Semi Structured Interviews,English (Second Language),Second Language Learning,Preschool Education

In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children's use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants' (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension.
Discourse Classification into Rhetorical Functions for AWE Feedback
Author: Cotos, Elena
Date: 2016-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Classification,Rhetoric,Writing Evaluation,Computer Software,Feedback (Response),Natural Language Processing,Student Research,Research Papers (Students),Tutorial Programs,Educational Technology,Computer Assisted Instruction,Electronic Learning,Sentences

This paper reports on the development of an analysis engine for the Research Writing Tutor (RWT), an AWE program designed to provide genre and discipline-specific feedback on the functional units of research article discourse. Unlike traditional NLP-based applications that categorize complete documents, the analyzer categorizes every sentence in Introduction section texts as both a communicative move and a rhetorical step. We describe the construction of a cascade of two support vector machine classifiers trained on a multi-disciplinary corpus of annotated texts. This work not only demonstrates the usefulness of NLP for automated genre analysis, but also paves the road for future AWE endeavors and forms of automated feedback that could facilitate effective expression of functional meaning in writing.
How Can Writing Tasks Be Characterized in a Way Serving Pedagogical Goals and Automatic Analysis Needs?
Author: Quixal, Martí
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Second Language Instruction,Natural Language Processing,Assignments,Learning Activities,Responses,English (Second Language),Questionnaires,Scoring Rubrics,School Registration,Role Playing,Feedback (Response),Evaluation Methods,College Students,Foreign Countries

The paper tackles a central question in the field of Intelligent Computer-Assisted Language Learning (ICALL): How can language learning tasks be conceptualized and made explicit in a way that supports the pedagogical goals of current Foreign Language Teaching and Learning and at the same time provides an explicit characterization of the Natural Language Processing (NLP) requirements for providing feedback to learners completing those tasks? We argue that the successful implementation of language learning tasks that can be automatically assessed demands a design process in which both pedagogical and computational requirements feed each other. Extending well-established work in Task-Based Instruction (TBI) and Language Testing, we propose a framework that helps us (a) elucidate the formal features of foreign language learning activities, (b) characterize the relation between the expected and the actually elicited learner language, and (c) assess how the variability in the learner responses impacts interpretation and computational techniques for the automatic analysis of learner language. To validate our approach we apply the framework to two writing tasks for learners of English as a foreign language. Our analysis highlights the relevance of spelling out the pedagogical and linguistic goals of language learning tasks in order to successfully characterize the language expected and actually elicited in learner responses, to evaluate the realization of the task, and to support the design of effective NLP strategies. Given the combination of design- and data-driven perspectives, the framework supports an iterative approach to the creation of language learning tasks and ICALL materials.
Connecting &quot;Criterion&quot; Scores and Classroom Grading Contexts: A Systemic Functional Linguistic Model for Teaching and Assessing Causal Language
Author: Ma, Hong
Date: 2016-00-00
Type: Journal Articles
Subjects: Scores,Automation,Writing Evaluation,Computer Assisted Testing,Scoring,Feedback (Response),Writing Instruction,Language Usage,Language Skills,Undergraduate Students,English (Second Language),Second Language Instruction,Foreign Countries,Writing (Composition),Scoring Rubrics,Prompting,Essays,Focus Groups,Teacher Attitudes,College Faculty,Qualitative Research,Statistical Analysis

This study utilized a theory proposed by Mohan, Slater, Luo, and Jaipal (2002) regarding the Developmental Path of Cause to investigate AWE score use in classroom contexts. This &quot;path&quot; has the potential to support validity arguments because it suggests how causal linguistic features can be organized in hierarchical order. Utilization of this path enabled this study to investigate AWE scores by comparing them to ratings based on teachers' intuitions as well as to scores based on assignment rubrics. Qualitative focus group data suggested that the path can help teachers articulate their intuitions. Quantitative results showed that the grades provided by raters trained to use the path tended to support AWE scores from Criterion, a web-based AWE system, more strongly than did rubric-generated grades. The findings from this study suggest that Criterion scores not only closely correlated with teachers' intuitions and with raters trained to use the path, but that the use of the path for teaching may support the implementation of AWE systems in classroom contexts, and would help students focus on the core of a cause-effect essay: appropriateness and sophistication of causal language.
Automated Error Detection for Developing Grammar Proficiency of ESL Learners
Author: Feng, Hui-Hsien
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Patterns,Grammar,Language Proficiency,English (Second Language),Second Language Learning,Computer Uses in Education,Educational Technology,Natural Language Processing,Feedback (Response),Teaching Methods,Program Effectiveness,Essays,Undergraduate Students,Comparative Analysis,Sentences

Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by providing them with effective formative feedback to facilitate autonomous learning and improvement of their writing skills. In this study, we focus on CyWrite's capacity to detect grammatical errors in student writing. We specifically report on (1) computational and pedagogical approaches to the development of the tool in terms of students' grammatical accuracy, and (2) the performance of our grammatical analyzer. We evaluated the performance of CyWrite on a corpus of essays written by ESL undergraduate students with regards to four types of grammatical errors: quantifiers, subject-verb agreement, articles, and run-on sentences. We compared CyWrite's performance at detecting these errors to the performance of a well-known commercially available AWE tool, Criterion. Our findings demonstrated better performance metrics of our tool as compared to Criterion, and a deeper analysis of false positives and false negatives shed light on how CyWrite's performance can be improved.