ethanporcaro/eric-fulltext-meta huggingface dataset:
Correlation between Metadiscourse, Lexical Complexity, Readability and Writing Performance in EFL University Students&apos; Research-Based Essays
Author: Erarslan, Ali
Date: 2021-05-00
Type: Journal Articles
Subjects: Correlation,Taxonomy,Essays,Discourse Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Readability,Profiles,Writing Instruction,Student Research,Connected Discourse,Writing Skills,Academic Language,Computational Linguistics,College Students,English for Academic Purposes,Error Patterns,Writing Evaluation,Foreign Countries,Readability Formulas

Metadiscourse is a tool for writers to guide and interact with readers through texts. Yet in most student texts, one of the points lacking is the interaction between writers and readers. In this study, frequency and type of interactive and interactional metadiscourse features were explored via students' research-based essays based on Hyland's metadiscourse taxonomy. Additionally, the students' English Vocabulary Profile (EVP), lexical diversity, lexical density, and readability features of the texts in the corpus were scrutinized, which serve as an indicator of writing quality. Finally, the relationship of metadiscourse use with students' writing performance, lexical diversity, lexical density, and readability was explored through statistical measures. Findings show that following explicit metadiscourse instruction, students' research-based essays included more interactive metadiscourse than interactional metadiscourse, indicating that the students were dealing with more textual features, such as coherence, than interactional metadiscourse. Apart from findings regarding EVP such as lexical diversity, lexical density, and readability features, a positive relationship was explored between metadiscourse use and writing performance, lexical components, and textual features. It is concluded that metadiscourse should be integrated into the writing syllabus since it has a positive relationship with students' use of academic vocabulary in their essays.
The Effectiveness of Internet and Mobile Applications in English Language Learning for Health Sciences&apos; Students in a University in the United Arab Emirates
Author: Mohamed, Omnia Ibrahim
Date: 2021-03-00
Type: Journal Articles
Subjects: Internet,Telecommunications,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Foreign Countries,Blended Learning,Social Media,Handheld Devices,College Faculty,Barriers,Teaching Methods,Readiness,Instructional Effectiveness,College Freshmen,Online Courses

This study investigates the impact of internet and mobile applications on enhancing students' language skills. It examines the students' opinion regarding English online learning using the different internet or mobile applications. The participants were approximately 80 students from RAK Medical and Health Sciences University located in Ras Al Khaimah in The United Arab Emirates. A closed-ended questionnaire was used to collect data from the participants. The results revealed that internet applications have a positive impact on learning English as a foreign language. Students' attitudes towards using internet applications for learning English scored very high in certain areas, while the impact was lower in some other areas that is related to speaking, listening or to group discussions. Based on these results, the researcher suggests that internet applications can be activated at all stages of English language learning and teaching. The implementation of mobile and internet applications is recommended together with the face-to-face learning as a sort of blended learning. It can be budget friendly for universities and at the same time effortless for the students as long as it gives the same impact as face-to-face learning. Therefore, the significance of the study is to try to utilize the best online technological method for teaching and learning English Language that is useful to instructors, institutions as well as students.
The Low Co-Occurrence of Nominalization and Hedging in Scientific Papers Written by Chinese EFL Learners
Author: Liu, Xiao
Date: 2021-03-00
Type: Journal Articles
Subjects: Computational Linguistics,Phrase Structure,Periodicals,Native Speakers,Second Language Learning,Second Language Instruction,English (Second Language),Generalization,Language Usage,Writing (Composition),Correlation,Teaching Methods,Asians,Grammar,Figurative Language,Writing Instruction,Documentation,English for Academic Purposes,Verbs,Morphemes,Nouns,Form Classes (Languages),Foreign Countries

This article hypothesizes that one of the reasons for Chinese EFL learners' rigid use of nominalization and insufficient use of hedging in academic writing can be attributed to the unclear understanding of the relationship between these two expressions. The aim of the research is to first prove and then explain the possible co-occurrence of nominalization and hedging in scientific papers, with the intention of deepening Chinese EFL learners' understanding of the reasons for their possible co-occurrence. After a corpus-assisted statistical analysis of sixty abstracts selected from leading scientific journals written by native English speakers, it's been found that there is indeed a tendency for nominalization and hedge to co-occur both at the textual-level and clause-level. Besides, a tentative analysis is conducted to explain the pattern of their co-occurrence. It has been observed that the number of nominalized expressions in clauses is inversely correlated with the probability degree of hedging, and the position of nominalization in the clause (theme or rheme) influences the generalization level of hedging. The research results could shed light on the pedagogic approach in improving Chinese EFL learners' academic writing by making evident that the elusive Grammatical Metaphor competence could be enhanced by deepening the understanding of the inter-relationship between seemingly different in-congruent expressions like nominalization and hedges.
Resistance, Professional Agency and the Reform of Education in England
Author: Rayner, Stephen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Ethnography,Organizational Change,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Educational Policy,Instructional Leadership,School Culture,Secondary Schools,Decision Making,Institutional Autonomy

Much research into structural reform in education has reported on the success or failure of individual projects. Less attention has been paid to how the discourses associated with reform are normalized in teachers' and head teachers' thinking, and realized in their actions. In this article, we engage with resistance at the interface of legal policy positioning and position-taking by educational professionals. Drawing on empirical data from an ethnographic study of structural change in a school in England, we deploy the metaphor of 'the Borg' to develop new insights into the different stances that educational professionals can take to avoid assimilation into a hive mind.
New Digital Laboratories of Experimental Knowledge Production: Artificial Intelligence and Education Research
Author: Williamson, Ben
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Research,Data Use,Power Structure,Ownership,Expertise

Education data scientists, learning engineers and precision education specialists are new experts in knowledge production in educational research. By bringing together data science methodologies and advanced artificial intelligence (AI) systems with disciplinary expertise from the psychological, biological and brain sciences, they are building a new field of AI-based learning science. This article presents an examination of how education research is being remade as an experimental data-intensive science. AI is combining with learning science in new 'digital laboratories' where ownership over data, and power and authority over educational knowledge production, are being redistributed to research assemblages of computational machines and scientific expertise.
Teachers as researchers: Reflecting on the Challenges of Research-Practice Partnerships between School and University in Chile
Author: Guerrero-Hernández, Gonzalo R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Educational Research,Theory Practice Relationship,Barriers,College School Cooperation,Partnerships in Education,Public Colleges,Expertise,Teacher Role,Role Perception,Principals,Value Judgment,Reflective Teaching,Foreign Countries

Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research-practice partnership between schools and universities in Chile fosters teachers' role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus groups. In particular, it reports perceptions of inservice teacher researchers who conducted research projects between 2016 and 2017 as a part of a researcher-practitioner partnership strategy implemented by a university in Chile. The findings suggest that the partnerships were highly valued among teachers because the partnerships allowed them to develop pedagogical reflection towards the improvement of their practices and required particular awareness and recognition of roles and the relationships between practical and theoretical knowledge. Finally, possibilities for strengthening teachers' role as researchers and collaborative research are presented at the end of the article.
Features of Short-Term Fear Corrections in Preschool Children
Author: Halmatov, Sultanberk
Date: 2021-05-00
Type: Journal Articles
Subjects: Fear,Coping,Intervention,Psychological Patterns,Art Therapy,Foreign Countries,Kindergarten,Preschool Children,Program Effectiveness,Anxiety

Teaching 5-7-year old children with fear problems to cope with them is a substantial issue for many parents. The techniques that rapidly and effectively correct problematic child fears are essential for child psychologists. This study aims to reveal how to work effectively with children's fears through short-term psychological support. A total of 90 students enrolled at various schools in Moscow between the ages of 5-7 participated to the study with a high number of fears. The study utilized the &quot;Fear House&quot; technique developed by Panfilova to determine the fears of children. The art therapy technique &quot;Eliminating fears&quot;, developed by Venger was also used to help children cope with their fears. The application indicates that there was a significant decrease in children's fears.
Doing Stylistic versus Critical Stylistic: An Analysis of &quot;If&quot; by Rudyard Kipling
Author: Al-Janabi, Suadad Fadhil Kadhum
Date: 2021-03-00
Type: Journal Articles
Subjects: Language Styles,Authors,Poetry,Ideology,Poets,Language Usage,Literary Devices,Moral Values,English Literature,Beliefs,Models,Discourse Analysis,Classification,Word Frequency

This paper displays the ideological positioning as found in Rudyard Kipling's poem If. It is a poem published in 1910. It presents the embedded ideologies and shows how the poet used the available linguistic resources to achieve his goal. The models of analysis adopted are Critical Stylistics as proposed by Lesley Jeffries (2010) and Stylistic Analysis as submitted by McIntyre (2010). The paper aims at identifying the poet's beliefs to show that success is the outcome of self-control and a real sense of the values of things. It is a try to discover how the poet used various linguistic choices to build a message telling us how to deal with life confidently and identify a line of ideological positioning through Critical Stylistic strategies. The paper presents a theoretical background of the term stylistics and critical stylistics, explaining the adopted models; Analyzing the poem stylistically with a focus on critical stylistic regarding two tools: Representing and Negating for their dominant use in the poem and their effectiveness in interpreting the hidden ideologies. Stylistic devices are used because they steer the text to enable the writer to reach the intended goal. In conclusion, the paper displays that the poet uses the stylistic tools in a brilliant way that leads All, not only his son, to follow and consider it a moral lesson of life.
Viewpoint: &apos;When Black Lives Matter All Lives Will Matter&apos; -- A Teacher and Three Students Discuss the BLM Movement
Author: Phoenix, Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Bias,Racial Discrimination,Activism,Teacher Attitudes,Student Attitudes,Social Justice,Foreign Countries

The Black Lives Matter (BLM) movement is generating a new appetite for understanding the ubiquity of systemic racism. In this short piece, a professor and three newly graduated students from different racialized groups reflect on the reproduction of social inequalities in key institutions and on what decolonization means for the nation, not just for education.
Education in an Uncertain Future: Two Scenarios
Author: White, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Futures (of Society),Internet,Climate,Political Attitudes,Employment Patterns,Age,Social Justice

This article examines two scenarios for the future of education over the coming decades, mainly in England but also in comparable countries. It does so against the background of six large-scale historical processes now in progress: increasing longevity, the expansion of the internet, changes in work patterns, climate change, the rise in inequality and the coming of populism. Scenario 1 continues current patterns in general politics and education, while Scenario 2 radically diverges from them. Over half the article is devoted to the future of education in Scenario 2.
A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students
Author: Barin, Muzaffer
Date: 2021-05-00
Type: Journal Articles
Subjects: Correlation,Personal Autonomy,Classroom Communication,College Students,Public Colleges,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries

This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners' WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.
EFL Learners&apos; and Teachers&apos; Perception toward the Use of Online Videos in EFL Classes
Author: Alshraideh, Doniazad Sultan
Date: 2021-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Student Attitudes,Teaching Methods,Video Technology,Language Skills,College Preparation,Undergraduate Students,Females,Likert Scales,Language Teachers,Foreign Countries

This study aims at analyzing the English as a foreign language (EFL) learners' and teachers' perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year &quot;Unified Scientific Track&quot; at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.
An Analysis of the English Textbooks in Turkish Primary Schools with Regard to the Processability Theory
Author: Atar, Cihat
Date: 2021-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Processing,Learning Readiness,Morphology (Languages),Syntax,Textbook Content,Textbooks,Grade 2,Grade 3,Grade 4,Difficulty Level,Public Schools,Foreign Countries

The Processability Theory suggests that teachability and learn ability of a language is constrained by what learners are ready to acquire. This means that what is presented to the learners should be in line with their level and readiness. Textbooks are one of the fundamental resources of language learning and teaching, and in this sense, analyzing them is very significant for ensuring that they are appropriate for the target learner group. Accordingly, this study aims to find out whether the stages of different morphosyntactic structures in 5 English textbooks are sequenced according to the developmental stages offered by the Processability Theory and whether these 5 textbooks complement each other from the 2nd grade to 4th grade. The 5 English textbooks that are currently being used in public schools in Turkey at primary school level were selected. Textbook Analysis as a part of Document Analysis was undertaken, and the morphosyntactic structures provided in the units of these textbooks were analyzed. The findings suggest that the textbooks follow the stages suggested by the Processability Theory in general; however, there are some incompatibilities as well. The sequential development from the 2nd grade to the 4th grade is in a complementary fashion in that they tend to focus on later stages of morphological development as grade increases except for Primary School Just Fun English 3 (Tiras, 2018) which was found to present a few morphosyntactic structures that are slightly from higher stages for the expected developmental stage while most of the structures of this textbook conforms to the developmental stages of the Processability Theory as well.
Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners
Author: Ali Alshammari, Hammad
Date: 2021-02-00
Type: Journal Articles
Subjects: Reading Skills,Foreign Countries,Student Evaluation,Elementary School Students,English (Second Language),Second Language Learning,Evaluation Methods,Class Activities

The purpose of this research was to investigate the current practices of assessing L2 reading skills of Saudi EFL elementary stage learners. The research also attempted to offer more effective assessment tools of L2 reading skills than the current ones. For this purpose, a sample of (30) elementary stage EFL classes were observed, and (15) teachers of these classes were interviewed. The collected data were recorded, organized, coded, analyzed, and interpreted qualitatively. The findings revealed that most EFL learners and their instructors practice learning/ teaching L2 reading skills driven by exams, focus more on bottom-up approach, and committed to the assigned reading materials ignoring extracurricular ones. Almost all the observations and interviewees' responses indicated that the assessment measures are affected by the poor learning/ teaching practices of the L2 reading skills. It was implied that in order to improve the assessment tools of the L2 reading skills, the teaching practices must be improved first.
Maintaining an Empowered School Community: Introducing Digital Technologies by Building Digital Literacies at Beehive Montessori School
Author: Owen, Samantha
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Schools,Foreign Countries,Computer Literacy,Computer Uses in Education,Educational Research,Partnerships in Education,Action Research,Educational Improvement,Teacher Empowerment,Early Childhood Education,Elementary Secondary Education,Educational Change

In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.
The Processing of Adjective Agreement Morphology in Native, Heritage, and L2 Arabic
Author: Foote, Rebecca K.
Date: 2021-05-00
Type: Journal Articles
Subjects: Language Processing,Morphology (Languages),Morphemes,Word Recognition,Native Speakers,Second Language Learning,Form Classes (Languages),Priming,Semitic Languages,Comparative Analysis,Language Variation,Computer Software,Reaction Time,Gender Differences,Foreign Countries,Native Language,Age Differences,English (Second Language),Translation,Task Analysis,Heritage Education,Second Language Instruction

According to previous research, speakers of European languages parse regularly-inflected, morphologically-complex words into stems and grammatical affixes during word recognition. In contrast, some studies suggest that late second language (L2) learners do not. We ask how these types of words are processed in Arabic, a language whose primary morphological process is infixation, which exists alongside prefix- and suffixation. Specifically, we ask how natives, heritage, and late L2 learners process regular gender and number agreement morphology on adjectives. Results of a masked priming experiment suggest that all three groups parse adjectives into stems and affixes depending on agreement type, suggesting that learners store and process morphologically-complex words like native speakers, even when the first and second language have very different morphological systems.