ethanporcaro/eric-fulltext-meta huggingface dataset:
Thai Tertiary Learners&apos; Attitudes towards Their Thai English Accent
Author: Ambele, Eric A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Positive Attitudes,Language Attitudes,Asians,Thai,English (Second Language),Global Approach,Language Role,Native Speakers,Intelligibility,Self Concept,Pronunciation,Foreign Countries

The global spread of English nowadays has led to a shifted role in the use of English as an international lingua franca in expanding-circle contexts like Thailand. The purpose of this study was therefore to examine Thai university students' attitudes towards their own Thai-English accent, in addition to how the notion of standard language ideology in Thailand plays an influential role in their English accent attitudes. The research further explores the perspectives of the students regarding their acceptability of Thai-English accent by adopting a mixed-method approach using both questionnaire and interview as research instruments. The findings reveal a controversial perspective in the attitudes of the students towards their own Thai-English accent. While most participants show a positive attitude towards their own Thai-English accent as they reported that the Thai English accent is good as long as one can be understood, some of them still attempt to sound as native-like as possible because they think that Thai-English accent is unintelligible. This finding calls for a reconsideration in pronunciation teaching in universities in Thailand in order to address these emerging practical and communicative requirements inspired by English diversity where non-mainstream Englishes are now gaining acceptance.
&quot;She Taught Me Words&quot;: The Availability of Vocabulary Help in EFL Classrooms during Cooperative Learning&apos;s Peer Interaction
Author: Astuti, Puji
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Vocabulary Development,Communicative Competence (Languages),Cooperative Learning,Peer Relationship,Interaction,Middle School Students,Student Participation,Accountability,Helping Relationship,Foreign Countries

While literature suggests the significance of peer interaction for language learners, little is known about how the interaction specifically works to benefit them. Additionally, while putting students in groups has become a widespread practice in language classrooms, most teachers appear not to have a clear idea of how to structure classroom interaction and cooperation so that learning goes in the direction of helping learners to attain communicative competence. To address the gap in the literature and lessen the theory-practice contrast, this qualitative case study was conducted by looking at how cooperative learning (CL) processed in EFL classrooms, with specific attention given to how individual accountability--CL's key principle--manifested and played its important roles during speaking lessons. One of the findings shows that CL's peer interaction in individual accountability activities provides EFL learners with opportunities for giving and receiving vocabulary help, which later helps them to perform better in presenting their understanding of the materials. By implementing CL with fidelity, teachers help EFL learners to achieve their language learning objectives. As for teacher educators, they need to engage teachers in the activities of zooming in on how CL's structured interaction and cooperation help enhance EFL learning.
The Relationship between Culture and the Learning and Teaching of English: A North-Eastern Thailand Perspective under a Socio-Cultural Lens
Author: Graham, Steven
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Cultural Awareness,Second Language Learning,Second Language Instruction,English (Second Language),Student Centered Learning,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Self Esteem,Language Teachers,Extracurricular Activities,Teacher Shortage,Games,Singing,Cooperative Learning,Grades (Scholastic),Teaching Methods,Educational Change,Elementary School Students,Pronunciation Instruction,Sociocultural Patterns,Foreign Countries

This qualitative study focuses on the adoption of learner-centeredness in the English language classroom, and whether it is mediated by culture. With the use of observations, and interviews, and using a socio-cultural framework, this investigation examines primary school teachers' perceptions of learner-centered teaching, how they implement that teaching in the classroom and how this is negotiated by culture. Students' perceptions of their learning are also reflected upon. The research findings reveal that most teachers were able to demonstrate aspects of learner-centered teaching; however, they were not proficient in explaining theory. They emphasised that their effectiveness was impacted by a lack of confidence, a perceived deficit of pronunciation ability, the lack of opportunities to use English outside the classroom, a shortage of qualified English teachers, and excessive extracurricular activities at schools. Students liked to learn English, although the teachers regard their students as lacking in confidence. Students particularly like playing games, singing songs, working in groups and prefer their teacher to mark their work. This research has possible ramifications for teacher training, as there may be a requirement for the local context and culture, and the involvement of all stakeholders in the education process when implementing successful educational change.
Using TED Talks for Extensive Listening
Author: Gavenila, Euodia Inge
Date: 2021-00-00
Type: Journal Articles
Subjects: Speeches,Teaching Methods,Listening Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Video Technology,Pronunciation,Student Attitudes,Vocabulary Skills,Undergraduate Students,Diaries,Skill Development,Case Studies,Ethnography,Educational Benefits,Indonesian,Native Language,Foreign Countries

Extensive listening (EL) is an approach to teaching listening which can help students develop their listening fluency in a more enjoyable way. However, unlike extensive reading which has now enjoyed widespread recognition, EL has received relatively little attention, partly because of the limited availability of suitable listening materials. Given the popularity of TED Talks which are freely available online, we were interested in exploring this online resource as a source of EL materials for our college EFL students. Two questions guided our research: (1) what factors are considered important by EFL students when choosing TED Talks as their extensive listening practice? (2) What benefits do they get from viewing TED Talks? The data from this case study was collected from questionnaires which were distributed to 28 sophomore students, EL journal and in-depth interviews with three students. The results showed that a number of factors influenced their selection of TED videos. Speakers' accent, speech rate, vocabulary complexity and length of the talks were among the most frequently mentioned factors. The majority of the students reported that TED videos could help them improve their vocabulary, develop their academic skills and gain new information and knowledge.
Autonomous Learning Activities: The Perceptions of English Language Students in Indonesia
Author: Khulaifiyah
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Study,Student Attitudes,English (Second Language),Second Language Learning,Foreign Countries,Learning Activities,College Students,Student Evaluation,Student Motivation,Progress Monitoring

Autonomous learning is a process to be aware of taking control of learning. Yet, little attention is directed to exploring English language students' perceptions of autonomous learning. This study aims to explore students' perceptions of autonomous learning and students' proposed activities during the initiative, monitoring, and evaluation process in raising autonomous learning in the teaching-learning process. This study used a case study and a content analysis in the qualitative research. Seventeen students from the English language department of a private university in Pekanbaru, Indonesia participate using a structured interview in the study. The results revealed that the students perceived autonomous learning as fully independent learning, a learning situation with their own target, style, and strategies without teachers' assistance or without interference from outside parties or anywhere else. The activities students' proposed include getting assignments, getting the course outline, getting what students need, having guidance, getting innovative and creative tasks and activities, getting motivation, having feedback, having reward along with getting a warning, having a negotiation, having references of material, sharing experiences, checking students' performance, having an innovative project and getting regular measurements, doing negotiation, and doing publishing work. Yet, getting assignments is the proposed activity in all processes of learning. This study concludes with suggestions for teaching and learning programs that students' metacognitive knowledge about autonomous learning need to be improved since it enhances students' competency and learning autonomy, primarily in monitoring and evaluating along with teachers' support at all stages. Keywords: autonomous learning, evaluating, initiating, monitoring, student's perception.
Beck Depression Inventory-II: A Study for Meta Analytical Reliability Generalization
Author: Eser, Mehmet Taha
Date: 2021-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Measures (Individuals),Test Reliability,Error of Measurement,Generalization,Meta Analysis

The main aim of achieving with the reliability generalization is to investigate the variability related to the reliability estimates and to try to characterize the sources of this variability. As part of the research, a reliability generalization study was carried out on the basis of Beck Depression Inventory-II to investigate potential factors contributing to the variability of the reliability of the measurement results and to examine the sources of the measurement error. Within the scope of the study, it was published in English between 2011-2019 and only 40 articles in the type of article were examined. The Kappa coefficient for the coding form was determined to be 0.93 and it was concluded that the measurement results performed for the coding form were valid and reliable. Jamovi and R programs were used in the research. When the test results regarding publication bias are evaluated in a holistic way, it is concluded that there is no publication bias related to the studies included in the research. It was thought that the heterogeneity observed by the researchers may indicate an amount of heterogeneity to be examined and moderator analyzes were performed. As a result of the moderator analysis, it was determined that any of the continuous and categorical moderator variables did not have an explanatory role regarding the variability between the reliability estimates of the inventory. In order to carry out qualified RG studies in the future, it is recommended that researchers report their reliability estimates regarding the measurement results of their studies.
Word Frequency Level and Lexical Coverage in the Reading Comprehension Texts of the Malaysian University English Test
Author: Benedict, Melisa Charles
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Frequency,Language Tests,English (Second Language),Foreign Countries,Reading Comprehension,Difficulty Level,Academic Language,Computer Software,Computational Linguistics,Intervention,Teaching Methods,Vocabulary Skills,College Admission,Universities

The central foundation of knowledge is through grasping what is being read. Therefore, it is significant to recognise the difficulty level of a reading text for better and comprehensive understanding. The present study is an attempt to identify the word frequency level and lexical coverage of the Malaysian University English Test (MUET) reading texts which is deemed to be intricate for students. The anticipation of the Education Ministry of Malaysia is that students are capable and competent in comprehending academic texts which is required of them at the university. Nonetheless, the problem lies in students' lack of vocabulary size and knowledge which hampers their understanding of the reading texts. Thus, utilising 18 MUET reading texts from three past year sittings enabled the identification of the texts difficulty employing the quantitative approach. The data was generated using the Web Vocabulary Profiler (VP-Compleat Lexical Tutor) to obtain the frequency levels and percentages. The findings revealed that mastery of a minimum 6,000-word family level is needed to reach the lexical coverage of 95% and more than 8,000-word level to reach the 98% line. In terms of the texts similarities and differences throughout the sittings, there were unnoticeable differences in the figures which indicates that the MUET texts demonstrated a consistency in its selection throughout all the three sittings. This study accomplishes an extensive thought towards the pedagogical implication and significant strategies for further intervention.
You Understand I Na Ka?: A Study of Comprehensibility of Thai English to Foreign Tourists
Author: Phuengpitipornchai, Kukiet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Tourism,Comprehension,Syntax,Morphology (Languages),Phonology,Barriers,Interpersonal Communication,Language Usage,Pronunciation,Dialects,Language Variation

The objectives of this study were to explore foreign tourists' responses to Thai English, a variety of English emerging in Thailand, in terms of comprehensibility, and to identify the linguistic features that made Thai English incomprehensible. One hundred international tourists in Bangkok from four regions including East Asia, Southeast Asia, Europe, and North America were surveyed after they listened to a set of five authentic speech samples from four speakers in Thai tourism industry. The data were collected and analysed quantitatively and qualitatively to yield multidimensional results. The results show that Thai English was comprehensible to most of the tourists from all four regions. While syntactic and morphological features of Thai English were well understood, the phonological features were a major hurdle for the comprehensibility of Thai English. This study not only proposes pedagogical implications of prioritizing those linguistic features, especially phonological features which mainly impede comprehensibility of Thai English, but also suggests Thais to be more confident in communicating in English for their specific needs and purposes.
Current Global Issues from the Perspective of Prospective Teachers: How Are They Illustrated in Cartoons?
Author: Kayaalp, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Problems,Global Approach,Current Events,Cartoons,Social Studies,Student Attitudes,Environment

The aim of this study is to examine how the mental images in the minds of preservice social studies teachers regarding current global issues are illustrated in the cartoons they draw. The phenomenological research design was used in the present study, which was conducted with 39 preservice social studies teachers, who had previously taken the 'Current Global Issues' course. The data were collected through the cartoon-making activity forms prepared by the researchers and analysed using the content analysis technique. The results showed that the cartoons that activate the questioning as well as critical and creative thinking processes of preservice teachers on current global issues are influential in the way they express their ideas about an issue, and that the problems are likely to be discussed from a broader perspective. The problems addressed appeared to be related to both environmental and social issues. Among the major problems, environmental issues such as environmental pollution, global warming, and drought were found to have been frequently illustrated in the cartoons, in addition to a social problem pertaining to the health concerns caused by the impact of the COVID-19 pandemic. Such problems as technology addiction, wars, and violence were also observed in the cartoons as part of social concerns.
Evaluation of a Developed Financial Literacy Program in High School Students
Author: Özdemir, Burku
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Money Management,Budgeting,Multiple Literacies,Skill Development,High School Students,Adolescents,Grade 10,Student Attitudes,Foreign Countries

The purpose of the study was to evaluate an education program at the high school level for financial literacy skills mentioned within the framework of general competencies and test programs' effectiveness. A mixed-method to obtain data diversity was employed in the research. In the quantitative part of the study, an experimental approach was used, while in the qualitative part, the case study method was benefited from. Within the scope of experimental design with the pretest-posttest control, in the quantitative dimension of the study, &quot;Financial Literacy Behavior and Attitude Scale&quot; was used. In the qualitative dimension of the research, the opinions of voluntary students in the experimental group about the training were determined through an interview form. As a result, financial literacy program developed for high school students positively affected their financial attitudes and behaviors. The significant difference between the students in the experimental group and control group indicates that the outcomes aimed by the literacy training program were achieved. In addition, the results obtained from the qualitative part of the research show that the student's perception of money changed, that the program positively contributed to their lives, and that they wanted to receive the training at their early ages. Based on the study results, it is recommended for policymakers to systematically involve financial literacy education in schools.
Representing Teaching Staff in Jordanian Universities for the 21st Century Skills
Author: Aljarrah1, Khawla
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,21st Century Skills,Academic Rank (Professional),Communication Skills,Thinking Skills,Universities,Teacher Characteristics,Competency Based Education,Foreign Countries

The current study aimed to find out the degree to which teaching staff in Jordanian universities represent twenty-first century skills. The data for this research was collected by electronic questionnaire, and its validity and reliability were verified. The research sample consisted of 250 teaching staff. This research analyzes data using descriptive statistics and Four-Way ANOVA. The results showed that the degree of representation of teaching staff in Jordanian universities for the skills of the twenty-first century was average with an arithmetic average (3.57), and the results also showed that the highest score for faculty members representing the skill of effective communication was (3.79), and the lowest score was for the skill of creative thinking. Where the arithmetic average reached (3.33), and there are no statistically significant differences in the number of years of service and the type of college in all skills, and there are no statistically significant differences in the academic rank in all skills except for effective communication skills, and the presence of statistically significant differences in the impact of the university in all skills with the exception of creative thinking skills and high productivity skills, the differences were in favor of the University of Science and Technology. This research recommends universities focus on 21st century skills by integrating them into their programs and employing them in practice.
Characterizing Indonesian EFL Teachers&apos; Questioning as Informal Formative Assessment Strategy
Author: Milawati
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,College Faculty,Questioning Techniques,Instructional Effectiveness,Classroom Communication,Formative Evaluation,Feedback (Response),Teacher Attitudes,Foreign Countries

Challenges in providing an effective formative assessment in the EFL context has remained uncovered at higher education levels. This study aimed to investigate the informal formative assessment practices of EFL teachers at tertiary level in Indonesia. In the study, qualitative research design was adopted, and the sequence of Eliciting, Student responding, Recognizing students' responses, and Using the information gathered (ESRU), developed by Furtak (2011), was used to illustrate every single step to diagnose students' actual knowledge and gap found. The survey was distributed randomly to 59 EFL teachers at tertiary education institutions in Indonesia, after the analysis of their responses, five of them were selected via criterion sampling method as the participants of the study. The data were collected through video recordings, classroom observation, and interviews. The result revealed that teachers with complete ESRU sequences tend to use questioning technique more effectively as an informal formative assessment. The more complete ESRU sequences they practiced, the more information they collected to provide appropriate feedback to students. Besides, teachers' strategy in making use of information gathered was worth noting to enhance students' learning. Hence this study can contribute as a continuum base of formal formative assessment to construct better learning instruction as well as consideration for decision and policy making in EFL higher education context.
Students Creativity Development Model and Its Implementation in Indonesian Islamic Elementary School
Author: Priyanto, Dwi
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Elementary School Students,Elementary School Teachers,Teacher Competencies,Instructional Effectiveness,Learning Processes,Active Learning,Educational Environment,Religious Schools,Islam,Foreign Countries

Indonesian Islamic elementary schools have not been able to provide graduates as creative students. Students only prepared to become interpreters than visionaries. The development of the creativity of students in Indonesian Islamic elementary schools is very important, so the education process in schools can be relevant and produce graduates with high creativity. The purpose of this study was to determine the effectiveness of student creativity development and its implementation in learning at MIN 1 Banyumas. The results of this study indicate that the learning process has an effect on the development of student creativity. Student creativity develops through active participation in the learning process supported by active and innovative learning models and strategies. Thus, it can be concluded that the teacher has applied the concept of developing student creativity to achieve educational goals by involving students actively in the learning process.