ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Games in Teaching and Learning English Grammar: A Literature Review
Author: Yaccob, Nur Syafiqah
Date: 2019-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Game Based Learning,Educational Games,Computer Games,Grammar,Language Fluency,Learning Motivation,Student Interests,Educational Research,Foreign Countries,Communicative Competence (Languages)

Traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons. Teachers and learners are exposed to various task-based process to encourage a better participation among learners throughout the lesson. One of the most common and preferred teaching strategies is the use of language games to aid the teaching of various skills. The growth of digital learning tools and web applications being used in lessons taking the use of language games to a modern and advanced platform for learners to engage in lessons. The use of interesting and suitable materials along with the various approaches when conducting language games during lessons helps to cater to learners' needs and interests on the subject-matter especially in learning grammar in context. Many researches have used various language games to show its effects on learners ' knowledge, competency and motivation in learning a language, focusing on different targeted language areas and skills such as grammar. Therefore, this paper, based on reviews of past literature, will explore the use of language games in teaching and learning grammar, with reference to second language (ESL) learners. The findings indicate the beneficial usage of language games to teaching and learning of grammar in for ESL learners. This study is useful to prove the importance of language games as a teaching strategy to help enhance learners ' English grammar acquisition.
Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL Learners
Author: Eissa, Hayam Mohamed Salama
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,English (Second Language),Language Skills,Second Language Instruction,Story Telling,Educational Technology,Technology Uses in Education,Student Motivation,Language Fluency,Pronunciation,College Students

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.
Needs and Obstacles of Using the Internet in Language Teaching from Instructors&apos; Perspective; the Case of the Department of English at Imam Mohammad Ibn Saud Islamic University
Author: Freihat, Nasser Mohamamd
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Faculty,Teacher Attitudes,Internet,Educational Technology,Technology Uses in Education,Teaching Methods,Barriers,Educational Needs,Faculty Development,Technological Literacy,Cheating

This study investigated the instructors' perceived obstacles and needs in using the Internet for teaching English. Eighty-one instructors in the Department of English at Imam Mohammad ibn Saud Islamic University (IMSIU) participated in the study. This study provides data related to the teachers' perceptions concerning Internet use, areas and barriers in language teaching. The study aimed to answer two research questions. Namely, what are the perceived obstacles to implementing Internet-based English as a foreign language teaching (EFL) teaching from the viewpoint of English Department instructors at IMSIU? And what are IMSIU English Department's instructors' perceived needs for training in using the Internet for language teaching? A survey and a semi-structured interview were used to collect the data. The survey involved three sections; the first section enquired about whether participants' need training on using the Internet in language teaching, the second section investigated the areas of potential training, and the last section investigated participants' barriers in incorporating the Internet in language instruction. The interviews involved three questions for further understanding. The findings showed that the perceived obstacles include cheating in online exams, lack of knowledge in using some applications, restricted time of some applications, and making online exams. The instructors demonstrated their eagerness to training. They also perceived presentation software, creating online exams, creating teaching materials, Videoconferencing, and teaching techniques, online classroom management, managing data sources, online assessment and evaluation, and basic knowledge of using technology as very necessary. The paper recommends designing a training course that considers the obstacles and needs suggested by the EFL instructors.
Organizational Citizenship Behavior and Emotional Intelligence of EFL Teachers in Saudi Arabia: Implications to Teaching Performance and Institutional Effectiveness
Author: Meniado, Joel C.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Corporations,Educational Environment,Language Teachers,English (Second Language),Second Language Instruction,College Faculty,Correlation,Teacher Behavior,Altruism,Values,Compliance (Psychology),Interpersonal Relationship

Many studies have extensively investigated the antecedents, consequences, and relationships of Organizational Citizenship Behavior (OCB) and Emotional Intelligence (EI) in corporate and industrial settings, but not in educational contexts particularly in the field of English language teaching. To expand the existing literature in OCB and EI, this study investigated the levels and relationship of OCB and EI of college English teachers in an English language institute in the western region of Saudi Arabia. It tried to answer the following research questions: (1) What is the level of OCB and EI of the respondents?; (2) Is there a significant relationship between the respondents' OCB and EI? Using descriptive correlational research design with adapted organizational citizenship behavior and emotional intelligence scales as data gathering instruments, this study found that the respondents had very high level of OCB. Specifically, the findings revealed that the OCBs under altruism, civic virtue, and compliance dimensions were rated as very high while those under sportsmanship and courtesy were assessed as high. Findings also indicated that the EFL teachers had high level of EI. Lastly, the study proved that there was a significant, positive relationship between the respondents' organizational citizenship behaviors and emotional intelligence. Based on the findings, the study concludes that the respondents have the potential to excel in their job and are able to contribute to overall institutional effectiveness. This asset should be enriched and sustained by implementing more relevant OCB/EI-friendly policies and practices that support conducive school climate, transformational leadership, and emotional well-being.
English Voice and Its Prosodic Characteristics in Teaching Oral Interpretation
Author: Yeremenko, Tetiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Intonation,Suprasegmentals,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Teaching Methods,English Literature,Mastery Learning,Language Teachers,Undergraduate Students,Teacher Education Programs,Universities,Student Attitudes,Preservice Teachers,Oral Reading,Foreign Countries

The research concerns the problem of mastering English voice production skills in oral interpretation of the authentic belles-lettres texts. The purpose of the paper is to present the teaching algorithm of training future English language and literature teachers' skills in decoding and orally interpreting verbalised English voice prosodic characteristics. The authors argue the necessity of training future English teachers in mastering their voices on the basis of the mechanism of English voice perception in order to make them sound English. The research represents the results of experimental teaching English voice production skills to the 4th year BA students at South-Ukrainian National Pedagogical University named after K. D. Ushynsky. The participants were 60 students -- future English language and literature teachers -- who agreed to take part in the research. Data analysis tools comprise pedagogical observation, questionnaires, testing for skills level assessment, expert assessment of testing results, statistical and mathematical processing of obtained data. The experimental teaching included three stages: diagnostic (entry testing), empirical training (teaching algorithm implementation) and checkout (final testing). The obtained results prove that the suggested four-stepped teaching algorithm in &quot;Oral interpretation of the text&quot; successfully starts in students the mechanism of the English voice perception, develops their ability to decode verbalised English voice prosodic characteristics and their functions in the process of philological reading, and forms future English language and literature teachers' specific skills in English voice modulation in oral interpretation.
Enhancing Language and Cross-Cultural Competence through Telecollaboration
Author: Casañ-Pitarch, Ricardo
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Computer Mediated Communication,Cooperative Learning,Student Projects,Language Skills,Second Language Learning,Foreign Countries,Communicative Competence (Languages),English (Second Language)

This paper presents an experiment which focused on determining if a telecollaborative project work would help enhance students' foreign language skills and cross-cultural competence. Students from Igor Sikorsky Kyiv Polytechnic Institute and the Polytechnic University of Valencia worked together during the fall term in 2020, in which 56 Ukrainian and Spanish students were engaged in a telecollaborative programme -- 32 were master degree students at Igor Sikorsky Kyiv Polytechnic Institute, whereas the remaining 24 were bachelor engineering students at Polytechnic University of Valencia. Our students were engaged in a project work which consisted in the creation of a blog on the topic 'Sustainable Development Today'. The tools used in this project were mostly Google applications such as Classroom, Hangouts, Blogger, Drive, and Docs. In order to measure their progress, students took pre-tests before the project started and a post-test after its completion. These tests focused on assessing learners' language competence in English and also their cross-cultural competence. The language test used was designed by Cambridge University Press, whereas the cross-cultural test had been created by the Organizational Behavior Group (Piasentin, 2012). The latter focused on learners' willingness to engage, cognitive flexibility and openness, emotional regulation, tolerance of uncertainty, self-efficacy, and ethnocultural empathy. As expected, the students who participated in this virtual exchange programme enhanced their competence on both foreign language cross-cultural competences by taking an active part in the telecollaborative project work.
Forming Students&apos; Terminological Competence in the Moodle-Based E-Learning Course
Author: Kalay, Dilsah
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Second Language Learning,Translation,Foreign Countries,Vocabulary,Communicative Competence (Languages),Undergraduate Students,Student Evaluation

The paper highlights, analyses and interprets the results of the pedagogical experiment on applying the authors' teaching methodology to form students' terminological competence in bilateral interpreting in the Moodle-based e-learning course. It is stated that online instruction as a competitive option to regular forms of classroom learning is establishing an apparent connection between students' outcomes of learning and the modern world at large enhancing their responsibility in acquiring and exploiting knowledge in practice. The authors argue that future translators and interpreters are more stimulated to learn technical terminology in the digital environment through subject-oriented terminology courses on the basis of e-technologies. In this study, the mixed research design was based on quantitative (experiment, measuring variables, finding frequencies, hypothesis testing) and qualitative methods (analysis of the data collected, monographic method -- to interpret the results obtained in a coherent logical perspective). The experiment, conducted by the authors, engaged the fourth-year students of the National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot; (after this, officially abbreviated name -- Igor Sikorsky KPI), majoring in translating and interpreting. To carry out the pedagogical experiment, the subsystem of exercises for forming terminological competence in bilateral interpreting in Moodle-based e-learning course was developed in collaboration between the educators from Kütahya Dumlupinar University (School of Foreign Languages) and Igor Sikorsky KPI (Department of Theory, Practice and Translation of the English Language). The proposed subsystem of exercises was supposed to: meet the ultimate goals of forming terminological competence; gradually contribute to acquiring knowledge and skills, which determined the three-stage training process; have a unified structure; have a built-in assessment system; provide students with self-test capability when performing the exercises. It is noted that the opportunity to do the designed course from any convenient device (smartphone, tablet, laptop, PC) makes it easily approachable, and helps students improve the skills of autonomous learning and self-monitoring.
Examining and Improving Classroom Environments through the Lens of Self-Determination Theory
Author: Ford, Angela
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Environment,Educational Theories,Self Determination,Competence,Student Experience,Physical Environment,Social Environment,Student Motivation,Well Being,Personal Autonomy,Classroom Techniques,Teacher Influence,Motivation Techniques

Physical built environment conditions affect occupants' health, attitudes, motivations, and general well-being. The state of classrooms is no exception. Classroom conditions have direct effects on teachers and students and ultimately on academic outcomes. In addition to the physical condition of classrooms, the atmosphere of the environment, which is established mostly by the choices and attitudes of educators, has a profound influence on students. Classrooms differ vastly in both physical conditions and social atmospheres. The remedy for the physical differences has been discussed and debated for years, and can be summarized predominantly through equalizing funding. The purpose of this paper is to offer another angle of investigation on identifying and closing the environmental gap by focusing on the whole environment, not just the brick and mortar portion. The angle being proposed is that of using Self-determination theory (SDT) to equalize the environmental experiences of students. SDT is a macro theory of human motivation, development, and wellness. SDT studies social conditions, such as those created in classrooms, by examining how environments are either supporting or thwarting basic psychological needs. SDT defines the basic psychological needs as autonomy, competence, and relatedness. I propose that using the lens of SDT to study and categorize the most detrimental classroom environmental disparities will spark ideas to establish an effective plan to remediate those disparities.
Democracy in Grading: Practicing What We Preach
Author: Percell, Jay C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grading,Democratic Values,Grades (Scholastic),Classroom Environment,High School Teachers,Freedom,Democracy,Critical Thinking,Prosocial Behavior,Public Schools

This study examined how teachers' grading impacts students' socio-cultural notions of value and worth. At issue was whether teachers can grade in ways that foster democratic ideals; whether authentic democratic environments can truly exist in public school classrooms; and whether or not traditional grading supersedes learning in favor of capitalistic interests. Findings indicated that teachers who champion democratic instruction can use their grading practices to eliminate the need for students to accumulate capital as a means of self-achievement, and can refocus classroom priorities on critical thinking, civility, and promoting a sense of community. One implication of these findings may be that values learned through being assessed and graded in school manifest themselves in students' social capacities such as civic responsibility, community engagement, and future employment.
The Influence of Derivational and Inflectional Morphological Awareness on the Writing of Undergraduate EFL Students: An Empirical Study
Author: Wahid, Rizwana
Date: 2019-03-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Undergraduate Students,Advanced Students,Teaching Methods,Comparative Analysis,Language Tests,Morphemes,Grammar,Syntax,Writing Instruction,Writing Skills,Instructional Effectiveness,Semantics,Foreign Countries

This current study aimed to investigate the influence of derivational and inflectional morphological awareness on the writing of undergraduate students studying English as a Foreign Language. They were divided in to two groups and each group comprised 200 advanced EFL learners. Explicit morphological instructions were given to group two in the classroom for full one semester whereas group one wasn't given any kind of morphological knowledge. To collect data, exactly the same lists of word-formation on different morphological processes and their use in the writing samples were administered to both the groups. The main objective of this research was to examine the correlation between the morphological awareness and the EFL writing after testing learners' reflection on word-formation. Then it also tried to explore the difference between their performances to check whether the morphological instructions improved their writing or not. The findings stated that group two students always performed far better than group one and showed a strong understanding of word-formation structure while applying and manipulating in the morphological-instructed tasks. The formulated hypothesis-the teaching of explicit morphemic rules improves not only morphological awareness to a large extent but also grammatical, intralingual, lexical and syntactic awareness that results to enhance collaboratively EFL writing competence. A promising contribution of this current study to pedagogy was that explicit teaching of morphology improved writing to a concrete, large extent and revealed clearly that it must be introduced to EFL learners from the early education so that their writing skill can be developed effectively.
The Value Students and Instructors Place on Multimodal Composition within Academic Life
Author: Alghamdi, Majed
Date: 2019-03-00
Type: Journal Articles
Subjects: Value Judgment,Writing (Composition),English (Second Language),Second Language Learning,Language Teachers,Student Attitudes,Teacher Attitudes,Writing Instruction,College Students,College Faculty

This mixed methods research-based study was conducted to investigate the advantages and possible disadvantages of using multimodal compositions (MMCs) in the English as a Second Language (ESL) writing classroom. The conveniently selected participants were thirteen ESL learners and a native speaker of English instructor. Two data collection instruments were employed to gather the primary data for this research study. The first instrument was a student survey to explore the perceptions and beliefs of the students about MMCs. The second measure involved a set of semi-structured interviews with four students and their instructor. The results of the statistical data analysis of the student survey indicated that the majority of the student participants expressed their preference for using MMCs because this writing approach enabled them to more completely and professionally explain their meanings to others. The findings from the analysis of the data gathered from the semi structured interviews demonstrated that the students believed that MMCs made writing easier than writing with words only. However, the perception of the teacher was that some students believe that MMCs add an extra burden to their writing assignments and do not constitute an integral part of an assignment itself. Suggestions and recommendations for the more effective use of MMCs in ESL writing classrooms in the USA context, based on this research study, are provided at the end of this study.
Towards a Stylometric Authorship Recognition Model for the Social Media Texts in Arabic
Author: Alsager, Haroon Nasser
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Media,Semitic Languages,Authors,Computer Security,Crime,Identification,Documentation,Computer Software,Computational Linguistics,Foreign Countries

Numerous studies have been concerned with developing new authorship recognition systems to address the increasing rates of cybercrimes associated with the anonymous nature of social media platforms, which still offer the opportunity for the users not to reveal their true identities. Nevertheless, it is still challenging to identify the real authors of social media's offensive and inappropriate content. These contents are usually very short; therefore, it is challenging for stylometric authorship systems to assign controversial texts to their real authors based on the salient and distinctive linguistic features and patterns within these contents. This research introduces a new stylometric authorship system that considers both the shortness of data and the peculiar linguistic properties of Arabic. A corpus of 20, 357 tweets from 134 Twitter users. A document clustering based on Document Index Graph (DIG) model was used to classify input patterns in the tweets that shared common linguistic features. A comparative analysis using Vector Space Clustering (VSC) model based on the Bag of Words (BOW) model, conventionally used in authorship recognition applications, was used. Results indicate that the proposed system is more accurate than other standard authorship systems mainly based on vector space clustering methods. It was also clear that the model had the advantage of providing complete information about the documents and the degree of overlap between every pair of documents, which was useful in determining the similarity between documents.