ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining and Supporting Online Writing--A Qualitative Pre-Study for an Analytic Learning Environment
Author: Waragai, Ikumi
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Social Media,Language Usage,Second Language Learning,Writing (Composition),Informal Education,Writing Processes,German,Foreign Countries,College Students,Qualitative Research,Problem Solving,Writing Assignments,Protocol Analysis,Interviews

The authors present a project that aims at understanding the way language learners write in social media in their every day lives using the target language. How do our students proceed when writing a Social Network Site (SNS) post? What resources do they use for references on word, sentences and text level? By answering these and related questions through extensive collection of empirical data in an analytic learning environment, the design of which is the next step of this project, the authors aim at creating a comprehensive resource that supports different approaches to writing in social media. In the projects' first step, which the authors will lay out in this paper, writing processes of a small number of informants were closely analyzed using experiments, interviews and self-reports. The findings showed considerable differences of resource management between students with different backgrounds in formal learning and revealed a differentiation into &quot;public&quot; and &quot;private&quot; space of informal writing in social media, that influenced students' choices regarding the degree of formal elaboration (with respect to correctness) of their texts. [For full proceedings, see ED564162.]
CALL and Less Commonly Taught Languages: Challenges and Opportunities
Author: Ward, Monica
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Uncommonly Taught Languages,Teaching Methods,Educational Resources

Computer-Assisted Language Learning (CALL) researchers face many challenges in developing effective, high-quality CALL. CALL research has a very strong focus on the Most Commonly Taught Languages (MCLTs), particularly English. CALL researchers working with Less Commonly Taught Languages (LCTLs) face further constraints. LCTLs can range from languages with a large speaker and online presence to those with fewer speakers and less online resources. Suitable and effective pedagogical approaches may not be available for LCTLs and the learner needs may also be different. In the case of Endangered Languages (ELs) there are further constraints which include the lack of printed and online resources in the language, dialectal issues, lack of societal support, lack of quality language documentation, lack of an active speaker community or native speakers, competent linguists and teachers. This paper reviews general CALL constraints for MCTLs, the further constraints that particularly apply in the LCTL context and the additional constraints that exist for ELs. It suggests some strategies for dealing with these challenges, including leveraging prior research, reusing existing resources where possible, adopting a pragmatic approach and aiming to be smart with limited resources. CALL for LCTLs and ELs can look at what works for the MCLTs and try to leverage that. [For full proceedings, see ED564162.]
Developing and Piloting an App for Managing Self-Directed Language Learning: An Action Research Approach
Author: Lammons, Elizabeth
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Action Research,Independent Study,Second Language Learning,Learning Processes,Handheld Devices,Computer Software,Linguistic Input,Foreign Countries,Second Language Instruction,Questionnaires,Feedback (Response),Language Laboratories,College Students

Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing Self-Directed Language Learning (SDLL). Such tools not only promote ownership over learning and provide a sense of achievement to learners, but they also promote reflection and raise awareness of learning processes. Paper-based tools (&quot;modules&quot;) for SDLL have been used successfully at a small university in Japan since 2003, but with the gradual introduction of student-owned iPads, the authors explore how technology tools have the potential to enhance the SDLL experience for learners. In this paper, the authors outline the rationale and process of adapting paper-based modules to create an iPad app. The paper then gives an overview of the research approaches that were chosen to systematically gather and analyse ongoing input from users. Finally, the authors share some of the preliminary findings from the pre-pilot and pilot phases of the project. [For full proceedings, see ED564162.]
Automated Formative Evaluations for Reading Comprehension in an English as a Foreign Language Course: Benefits on Performance, User Satisfaction, and Monitoring of Higher Education Students in Chile
Author: Lazzeri, Santos
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Reading Skills,Feedback (Response),Reading Comprehension,College Freshmen,English (Second Language),Second Language Learning,English for Special Purposes,Foreign Countries,Reading Tests,Student Attitudes,Pretests Posttests,Statistical Analysis,Positive Attitudes,Computer Assisted Instruction,Instructional Effectiveness,Computer Assisted Testing,Control Groups

We assess the effect of automated formative evaluations on reading comprehension skills in a course of English for Specific Purposes (ESP) in the area of kinesiology at the Universidad Austral de Chile-Valdivia (UACh). The evaluations were implemented using Questionmark's Perception (QMP) (Questionmark-Corporation, 2015). We investigate: (1) Do formative reading comprehension assessments enhance students' reading comprehension skills? (2) How do students perceive QMP? The experimental design used for this study was pre-test/post-test with control group. The participants were 57 freshmen, kinesiology students from UACh, randomly divided into two groups: G1-experimental, G2-control. After the pre-test, G1 worked on 11 online reading comprehension modules, which included formative evaluations with automated immediate feedback, while G2 did the same work with printed materials. At the end, both groups took the same post-test. The results show that there were no statistically significant differences between the mean grade differences (post-test grade-pre-test grade) of G1 and G2. G1's surveys showed positive attitudes towards the use of automated formative evaluations. Our conclusions are that for our population, the use of computer technology was at least as effective as instruction without technology. Furthermore, QMP was satisfactorily evaluated by the students, and it allowed the professor to monitor and timely detect students with performance problems thanks to the different reports it provides. [For full proceedings, see ED564162.]
Assessing the Impact of Computer-Based Formative Evaluations in a Course of English as a Foreign Language for Undergraduate Kinesiology Students in Chile
Author: Lazzeri, Santos
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Formative Evaluation,Computer Assisted Instruction,Undergraduate Students,Computer Uses in Education,Reading Comprehension,Reading Skills,Kinetics,Medical Students,Preferences,Experimental Groups,Control Groups,Comparative Analysis,Statistical Analysis

This study assesses the impact of computer-based formative evaluations in an undergraduate English course for second semester kinesiology students at the Universidad Austral de Chile-Valdivia (UACh). The target of the course is to improve the students' online reading comprehension skills in their field. A preliminary study was carried out in order to select the platform to implement the formative evaluations. Two platforms were available: a Dokeos-based system (Dokeos, 2015), and Questionmark Perception (Questionmark-Corporation, 2015). We performed a technical review of both platforms and an empirical test in a pilot group where students' preferences were analyzed. Perception was selected since it proved to be the best choice in terms of functionality and ease of use. The target kinesiology group was divided into two subgroups, G1, and G2, of the same size and similar composition in terms of gender. Each group had the opportunity to use the computer-based formative evaluations for one half of the semester, while the other group took traditional classroom lessons in the corresponding period of time. Most students using the computer-based approach had better performance than their counterparts in the actual exam, which was taken in a paper and pencil format. [For full proceedings, see ED564162.]
Testing an Online English Course: Lessons Learned from an Analysis of Postcourse Proficiency Change Scores
Author: Jee, Rebecca Y.
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Computer Software,Learning Activities,Language Tests,Regression (Statistics),Language Maintenance,Language Skill Attrition,Blended Learning,Distance Education,College Students,Teaching Methods,Task Analysis,Grammar,Reading Skills,Listening Skills,Scores

Voxy, an English-language-learning company, has developed a custom, in-house proficiency exam, the Voxy Proficiency Assessment (VPA), which is given to all learners at the beginning and end of their courses. Using Multinomial Logistic Regression (MLR), the impact of covariates, such as total learning activities completed and total number of resource types, on the likelihood of Voxy users showing a gain, maintenance, or loss in proficiency after twelve weeks of software use, was explored. Relevance of these findings for the design of online language learning activities as well as implications for assessment-related research within the L2 online learning environment will be discussed. [For full proceedings, see ED564162.]
The TATL Framework for CALL Development
Author: Ni Chiaráin, Neasa
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Educational Technology,Second Language Instruction,Teaching Methods,Irish,Learning Theories,Cultural Influences,Cognitive Style,Educational Games,Interaction

The Theory Actions Technology Learner context (TATL) framework provides an initial analysis tool to guide Computer-Assisted Language Learning (CALL) development. It entails joint consideration of four key factors that need to be considered prior and during development activities: (1) the underlying pedagogical theory; (2) the learning tasks arising from the theory; (3) the technological provision available for a given language; (4) the cultural context and cognitive style of the learner. The background to this proposal is based in the research and development of speech technology and CALL applications in the ABAIR initiative for Irish (&quot;An Sintéiseoir Gaeilge,&quot; www.abair.ie). Extensive evaluations of three multimodal interactive platforms have led directly to the formulation of the TATL framework. [For full proceedings, see ED564162.]
A TELL English Course to Meet the Needs of a Multilevel BA in ELT Group: What Was Wrong?
Author: Reyes Fierro, María del Carmen
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Technology Uses in Education,Educational Technology,Undergraduate Students,Foreign Countries,Teaching Methods,Language Teachers,Self Evaluation (Individuals),Check Lists,Surveys,Cooperative Learning,Video Technology,Progress Monitoring

A Technology Enhanced Language Learning (TELL) course was designed to meet the needs of a multilevel first-semester group of students of the BA in English Language Teaching (ELT) taught at the School of Languages of the Juarez University of the State of Durango (ELE-UJED), Mexico. Amongst the relevant needs, students were to reach a CEFR B1.1 level of English (out of two CEFR B1 sub-levels), notwithstanding their very different overall skill level of English. They also had to be immersed in active, student-centred learning approaches in spite of the wide diversity of language teaching approaches used in their 5-7 previous curricular English courses, or possible additional study in Mexico or abroad. After the results of diagnostic tests and self-assessment checklists, teams were integrated according to similar levels of command. Empirical research carried out throughout the course and a post-study survey demonstrated that the integration of collaborative learning and technology-enhanced language learning, including computer-based assessment and video clip outcomes, were very useful elements for reaching the course goals. However, it was also found out that the designed checklists for self monitoring of progress were not used by students on a regular basis, even though the survey reported that only a quarter of them considered checklists as not useful/not very useful for raising awareness of their lacks, weaknesses, and strengths. [For full proceedings, see ED564162.]
Mi.L.A: Multilingual and Multifaceted Mobile Interactive Applications for Children with Autism
Author: Loizides, Fernando
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Autism,Technology Uses in Education,Children,Communication Skills,Computer Oriented Programs,Telecommunications,Handheld Devices,Multimedia Instruction,Pervasive Developmental Disorders,Language Minorities,Visual Aids,Auditory Stimuli,Story Telling,Singing,Daily Living Skills,Teaching Methods,Emotional Development

In this paper we present the initial stages of a project entitled Minority Language Applications (Mi.L.A) which aims to facilitate material for children with autism in a multilingual setting using interactive multimedia that increase both the awareness as well as the access to information for patients who need it. Pilot testing the applications with three children within the autism spectrum shows favorable initial results. The children would interact with the applications successfully and gain from the sessions in terms of communication skills as well as improved verbal and visual cues. [For full proceedings, see ED564162.]
State of the Art of Language Learning Design Using Mobile Technology: Sample Apps and Some Critical Reflection
Author: Bárcena, Elena
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Second Language Learning,Computer Oriented Programs,English (Second Language)

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on. [For full proceedings, see ED564162.]
Flexibility Principle 2: State-Developed Differentiated Recognition, Accountability, and Support
Author: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
Date: 2012-01-11
Type: Reference Materials - Bibliographies
Subjects: Recognition (Achievement),Accountability,Educational Principles,Educational Resources,English Language Learners,Intervention,Alignment (Education),Academic Standards,Capacity Building,Achievement Gap,Individualized Programs,Common Core State Standards,Academic Support Services,State Programs,Annotated Bibliographies

Within the US Department of Education's new flexibility initiative, there are three key and fundamental areas of focus, each referred to as a &quot;principle.&quot; The second of these is that State Education Agencies (SEAs) must develop and implement differentiated recognition, accountability, and support to assure that all students are taught by effective teachers and receive an education that will allow them to be successful in college and/or careers. This document identifies resources that focus on state-developed differentiated recognition, accountability, and support for local schools as they pertain to English learner students (ELs). There were four specific focus areas identified for inclusion within this principle: (1) Differentiated accountability; (2) School-level interventions; (3) Instructional programs aligned with state academic content standards and ELP standards; and (4) Building local and state capacity (includes achievement gap reduction). This document identifies resources that address these four focus areas for all students, with a focus on ELs. It identifies resources produced by nationally-known organizations, federally-funded centers, research centers, and similar entities. Each of these resources reports on research, evaluations, best practices, and/or theory for this principle. Links to electronic versions of the documents are provided when available. This bibliography annotates the identified documents that focus on ELs. In them, ELs are specifically mentioned (using one of several terms) or are mentioned as a specific subgroup within Title I. Several of the citations are for websites; in these cases, there may be several subpages or documents identified on the website that are of interest--these &quot;subdocuments&quot; are all listed within the one website, and are not broken out as separate resources. All links were active as of January 2, 2012. [For &quot;Flexibility Principle 1: College- and Career-Ready Expectations for All Students,&quot; see ED564258. For &quot;Flexibility Principle 3: Supporting Effective Instruction and Leadership,&quot; see ED564257.]
Flexibility Principle 3: Supporting Effective Instruction and Leadership
Author: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
Date: 2012-01-11
Type: Reference Materials - Bibliographies
Subjects: Instructional Effectiveness,Leadership Effectiveness,Educational Principles,Web Sites,Position Papers,Educational Resources,English Language Learners,Teacher Evaluation,Language Acquisition,Annotated Bibliographies,Information Sources

Within the US Department of Education's new flexibility initiative, there are three key principles, each with areas of focus. The third of these is that State Education Agencies (SEAs) must develop and implement systems of determining and supporting effective instruction and leadership within schools. This brief looks at websites, documents, and resources produced by nationally-known organizations, federally-funded centers, research centers, and similar entities to identify resources that focus on supporting effective instruction and leadership for English Learners [ELs]. There were four specific focus areas identified for inclusion: how English learner [EL] growth (language, content, or both) is considered in teacher evaluations, the evaluation of EL specialists (e.g. ESL teachers), the evaluation of content area teachers who have ELs in their classes, and the differences in teacher evaluations between elementary and secondary teachers, who teach ELs. This document provides an annotated bibliography for the resources that focused on ELs. For each resource, there is a full citation, a URL, and an annotated bibliography; if there are specific pages in which ELs are discussed, those page numbers are noted. Links to electronic copies of documents are provided when available. (For &quot;Flexibility Principle 1: College- and Career-Ready Expectations for All Students,&quot; see ED564258. For &quot;Flexibility Principle 2: State-Developed Differentiated Recognition, Accountability, and Support,&quot; see ED564256.]
Flexibility Principle 1: College- and Career-Ready Expectations for All Students
Author: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
Date: 2012-01-11
Type: Reference Materials - Bibliographies
Subjects: College Readiness,Career Readiness,Educational Principles,English Language Learners,State Standards,Annotated Bibliographies,Educational Resources,Information Sources,State Programs,Program Implementation

Within the US Department of Education's new flexibility initiative, there are three key and fundamental areas of interest, each referred to as a &quot;principle.&quot; The first of these is that State Education Agencies (SEAs) must adopt and implement college- and career-ready (CCR) standards for all students. This brief provides information on CCR expectations for all students, with a focus on English learners [ELs]. The majority of materials related to CCR and ELs have been produced within the last three years, with no relevant document identified prior to 2006. There is no single document that provides an overview of the issues and includes research and recommendations for educators, although the various materials identified do provide some recommendations and considerations. The documents related to CCR focus on the importance of good instruction and assessment for ELs. Essential to providing good instruction is the need for well-trained teachers. This document identifies a number of resources that address the principle of CCR expectations for all students, with a focus on ELs. It identifies resources produced by nationally-known organizations, federally-funded centers, research centers, and similar entities completed between 2006 and 2011. Each of these resources reports on research, evaluations, best practices, and/or theory for the CCR principle. When available, URLs are provided for the electronic version of the document. [For &quot;Flexibility Principle 2: State-Developed Differentiated Recognition, Accountability, and Support,&quot; see ED564256. For &quot;Flexibility Principle 3: Supporting Effective Instruction and Leadership,&quot; see ED564257.]
Changing Principals' Leadership through Feedback and Coaching. CPRE Policy Brief. PB #15-3
Author: Goff, Peter
Date: 2015-10-00
Type: Reports - Research
Subjects: Principals,Leadership Styles,Feedback (Response),Administrator Evaluation,Coaching (Performance),Intervention,Leadership Training,Administrator Effectiveness,Administrator Responsibility

There is substantial evidence that instructional leadership is needed to foster effective teacher practices and student achievement. Instructional or learning-centered leadership (LCL) includes aspects of school leadership that highlight the importance of principals' actions in supporting teachers to improve instruction. Research has also shown that principals need support to developtheir capacity in LCL. Providing feedback for principals has been identified as a viable, cost-effective method for principals to develop their capacity in LCL, yet feedback alone may not be sufficient to stimulate changes in leadership behaviors. Coaching with feedback may enhance principals' LCL. Researchers Leonard Bickman, Ellen Goldring, Peter Goff, and J. Edward Guthrie conducted a randomized experiment of principals in a large urban school district to explore if coaching, when combined with feedback from teachers, changes principals' leadership practices. This brief summarizes the research findings regarding the impact of the feedback and coaching intervention on principals' leadership behaviors. [This brief is derived from the journal article &quot;Changing principals' leadership through feedback and coaching&quot; (2014) by P. Goff, E. Goldring, J. Guthrie, and L. Bickman which appeared in the &quot;Journal of Educational Administration,&quot; 52(5), 682-704.]