ethanporcaro/eric-fulltext-meta huggingface dataset:
Neuro-Linguistic Programming and Its Applicability in EFL Classrooms: Perceptions of NLP-Trained English Teachers
Author: Rayati, Mitra
Date: 2021-00-00
Type: Journal Articles
Subjects: Neurolinguistics,Second Language Instruction,Second Language Learning,English (Second Language),Language Teachers,Foreign Countries,Program Implementation,Teaching Methods,Teacher Workshops

The present study is an attempt to examine the applicability of NLP techniques in English Language Teaching (ELT), an under-investigated topic in the literature on EFL contexts. The researcher also attempts to examine the extent to which Iranian EFL instructors in language schools implement NLP techniques in their classrooms. In an effort to achieve the research aims, a sixteen-hour NLP training workshop for 20 conveniently chosen inservice EFL instructors was designed and held by the author. The workshop aimed at helping the participants to achieve a working knowledge of the concept of NLP. Prior to conducting the workshop, in order to gain a better understanding of the participants' needs and the benefits of the implementation of the training program in teachers' instructional practices, 60 class sessions of the 20 teachers were observed using a researcher-made observation checklist. To identify any changes in the teachers' pedagogical skills and to assess any perceived learning outcomes from participating in the workshop, the researcher repeated the observations almost seven months after the last session of the workshop. Subsequently, in-depth semi-structured interviews were carried out to explore the teachers' perceptions of the topic under investigation. According to the findings of the thematic analysis, almost all the EFL teachers used NLP techniques to varying degrees in their language classes. The results of this study, provided at the end of the article, offer some valuable suggestions for different stakeholders in the field.
How Immigrant and Refugee Parents&apos; Experiences Related to Their Child&apos;s School System Different in Canada
Author: Poyrazli, Senel
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Refugees,Parent Attitudes,Geographic Location,Racial Discrimination,Social Discrimination,Experience,Adjustment (to Environment),Parent School Relationship,Barriers,Interaction,Cultural Differences,Inclusion,Educational Environment,Volunteers,Cultural Pluralism

The purpose of this qualitative research study was to determine the experiences of a group of immigrant and refugee parents related to their child's school system and interactions with the school personnel, including the teachers, administrators, and school counselors in Canada. Twelve parents who immigrated from Turkey and living in the Greater Toronto Area participated in semi-structured interviews. Results showed that these parents' experiences were surprisingly much more positive compared to the experiences of immigrant parents in many other parts of the world, including in the U.S. These parents felt welcome and accepted by their child's school personnel. They also reported not experiencing any discrimination due to their cultural, ethnic, and/or racial backgrounds. The reasons for this difference, and recommendations in relation to how to make immigrant and refugee parents' experiences related to their child's school system positive, are discussed.
Impact of Mothers&apos; and Teachers&apos; Testimonies and Scientific Explanations on Children&apos;s Judgments
Author: Kotaman, Hüseyin
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Kindergarten,Foreign Countries,Scientific Attitudes,Parent Influence,Teacher Influence,Science Process Skills,Thinking Skills,Logical Thinking,Mother Attitudes,Preschool Children,Mothers,Scientific Concepts,Preschool Teachers,Credibility

The purpose of this study is to examine the impact of mothers' and teachers' testimonies that conflict with scientific facts and scientific explanations on kindergartners' judgments. The participants consisted of 104 young children in Sanliurfa province in Turkey. Their ages ranged from 48 to 79 months, with a mean age of 61.48 months (SD = 5.58). The participants were randomly assigned to the following four groups: 1) Scientific explanation followed by teacher's testimony, 2) teacher's testimony; 3) scientific explanation followed by mother's testimony, 4) mother's testimony. The children responded to a question about a scientific fact. After the response, they watched their mothers' or teachers' testimonies which contradict the scientific fact. Findings revealed that when a scientific explanation was not provided, the children tended to show deference to their teachers' and especially mothers' testimony. A week later, a follow-up measurement revealed that this impact did not last a week.
The Role of Instruction: An Update
Author: Benati, Alessandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Instruction,Role,Instructional Effectiveness,Educational Benefits,Epistemology,Measurement,Teaching Methods

Does instruction make a difference? This was the original question of a paper written by Michael Long (1983) in the 80s. Since then, scholars and practitioners have been debating on whether instruction makes a difference in the acquisition of language properties such as morphology and syntax. Contemporary theories have addressed this question by taking different positions around the role and effects of instruction. Researchers have investigated the effects of a number of different instructional treatments (e.g., textual enhancement, processing instruction, recasts). Overall, the main findings from empirical research on the effects of instruction seem to indicate that there are two main positions: (1) instruction has a limited and constrained role; and (2) instruction might have some beneficial effects (not on the route but on the rate of acquisition). Several key questions (VanPatten, Smith, &amp; Benati, 2019) have been raised in this field about the nature and role of instruction and on what we really measure with instruction (explicit or implicit knowledge?).
Listening to Teachers&apos; Voices: Evaluating Language Learning Apps with a Task-Based Language Teaching Framework
Author: Matthews, Joshua
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Software,Handheld Devices,Instructional Materials,Educational Technology,Japanese,High Schools,High School Teachers,Foreign Countries,Teacher Attitudes,Technology Integration,Language Teachers,National Curriculum,Teaching Methods

Language learning applications (LL Apps), especially those that can be downloaded to a mobile device, are popular, widely available and represent a potentially useful tool for language teachers and their students. However, concerns exist that many LL Apps are inadequately aligned with second language acquisition (SLA) theory, and/or poorly suited to the expectations and classroom requirements of language teachers. The current study examines these concerns by providing six language teachers with opportunities to use two popular LL Apps over the period of six weeks. During and after this period, qualitative data were gathered from the teachers by way of questionnaires and interviews. Teachers' elaborations of the perceived affordances of the LL Apps for their language teaching were then coded against the methodological principles of a Task-based Language Teaching (TBLT) framework (Doughty &amp; Long, 2003). Analysis indicated that although some methodological principles central to TBLT were evident in the affordances offered by the LL Apps, many were not, or only minimally so. Concrete suggestions about how to more strongly align LL App design with the principles of TBLT are provided, and the important role of the teacher in the LL Apps design process is emphasized.
A Study of the CP-Based Model of Metadiscourse Marking across Disciplines and Q1-4 Journals
Author: Abdi, Reza
Date: 2021-00-00
Type: Journal Articles
Subjects: Journal Articles,Academic Language,Intellectual Disciplines,Audience Awareness,Rhetoric,Connected Discourse,Philosophy,Biology,Language Usage

Writing for social engagement in an academic context indicates the authors' attitude towards the propositional content and the text's audience through metadiscursive maxims markers employment. This study tried to determine whether there are any differences in metadiscourse marking in research articles across different disciplines and different quartile ranks. To this end, Abdi's (2010) CP-based model of metadiscourse marking was used to study how writers use metadiscursive maxims markers to see any differences in metadiscourse maxims marking in their writings. To this end, we selected 193 research articles from recently published journals (2018-2020) and balanced them based on size. Then, we carefully went through them and extracted maxims markers manually. The results showed that the cooperation categories of quality, quantity, manner, and interaction were widely used among philosophy writers, which can help understand, study, and teach this critical area of language use. This empirical study of academic writing helps us attend to hidden rhetorical features and strengthen interpretation.
The Effects of Early Biliteracy on Thought Organisation and Syntactic Complexity in Written Production by 11-Year-Old Children
Author: Lemke, Cristiane Ely
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,Grade 5,Grade 6,Bilingual Education,Bilingual Students,English (Second Language),Second Language Learning,Portuguese,Foreign Countries,Syntax,Writing Skills,Writing Strategies,Language Proficiency,Graphs,Writing Processes,Organization,Native Language,Language Usage

The study investigates the effects of bilingualism and biliteracy on thought organisation, and syntactic complexity in the written production in a group of fifty 11-year-old children (M = 10.7) enrolled in 5th and 6th grades in a bilingual school in the south of Brazil. The children's home and community language is Portuguese, and they have been exposed to English at school for 10 hours a week for at least five years. Participants were asked to create a narrative based on a sequence of five images (Cambridge Assessment, 2018), being one in English and one in Portuguese, in a counterbalanced order. Thought organisation (connectivity) was measured through the analysis of graph trajectories performed with the computational tool Speech Graphs (Mota et al., 2014, 2016, 2019) and the analysis of syntactic complexity involved the assessment of T-Units (Hunt, 1965). Results indicated a moderate positive correlation in the attributes of thought connectivity and the levels of syntactic complexity in both languages, demonstrating that, as children advance in the development of more complex writing strategies in Portuguese, they progress in their written production in English to the same extent.
Learning about Metadata and Machines: Teaching Students Using a Novel Structured Database Activity
Author: Iliadis, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Metadata,Databases,Learning Activities,Undergraduate Students,Communication (Thought Transfer),Database Design

Machines produce and operate using complex systems of metadata that need to be catalogued, sorted, and processed. Many students lack the experience with metadata and sufficient knowledge about it to understand it as part of their data literacy skills. This paper describes an educational and interactive database activity designed for teaching undergraduate communication students about the creation, value, and logic of structured data. Through a set of virtual instructional videos and interactive visualizations, the paper describes how students can gain experience with structured data and apply that knowledge to successfully find, curate, and classify a digital archive of media artifacts. The pedagogical activity, teaching materials, and archives are facilitated through and housed in an online resource called Fabric of Digital Life (fabricofdigitallife.com). We end by discussing the activity's relevance for the emerging field of human-machine communication.
The 12 Fundamentals of Highly Effective Communicators: Teaching Theory-Based Professional Communication to Pharmacy Students
Author: Donovan, Erin E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Communication Skills,Pharmaceutical Education,Doctoral Students,Student Attitudes,Course Content,Communication Strategies

Pharmacists are increasingly expected to communicate skillfully, yet few Doctor of Pharmacy (PharmD) curricula include theoretically-derived or evidence-based communication training. The 12 Fundamentals of Highly Effective Communicators is a pedagogical tool that we developed to teach principles of communication to two consecutive cohorts of PharmD students in their second year (P2). Students were asked to reflect on which of the 12 Fundamentals they found most helpful in their pharmacy training and practice. The most frequently selected Fundamental was &quot;There is no 'one size fits all' message that will work in EVERY situation.&quot; Students provided specific examples of how they perceived that these Fundamentals could help them have effective and appropriate interactions with patients and colleagues.
&quot;MulDiLanguaging&quot; for Fostering Intercultural Communicative Competence in Second/Foreign Language Education
Author: Griva, Eleni
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Competence,Second Language Learning,Cultural Awareness,Elementary School Students,Foreign Countries,Multicultural Education,English (Second Language)

In this paper, an attempt is made to develop a framework of a &quot;MulDiLanguaging&quot; approach with the purpose to enhance primary school students' intercultural competence. This educational framework consists of three interactive -- interdependent components: (1) Intercultural/multicultural sensitivity and awareness; (2) Intercultural cooperation and communication; and (3) Language and intercultural communication strategies. It includes communicative and creative activities aiming at developing students' intercultural communicative skills in parallel with their target language skills (EFL). In the &quot;MulDiLanguaging&quot; framework, the students are trained to acquire knowledge of 'self' and 'other', knowledge of everyday life in different cultural contexts, to function fully in an intercultural situation, as well as to develop language skills and abilities in the target language and intercultural communication strategies. A number of communicative and creative activities are presented with the purpose to create a group-working, cooperative context and enhance students' intercultural competence. Also, an Intercultural Portfolio is suggested as an alternative tool for assessing students' linguistic skills and strategies and their intercultural communication skills acquired in the &quot;MulDiLanguaging&quot; setting.
Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education
Author: Abendschein, Bryan
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Robotics,Team Teaching,Student Attitudes,Man Machine Systems,Technology Uses in Education,Credibility,Interaction,Social Influences,Interpersonal Attraction,Undergraduate Students,Competence,Affective Behavior

Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18-69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.
Incorporating Virtual Reality Training in an Introductory Public Speaking Course
Author: Kryston, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Introductory Courses,Public Speaking,Anxiety,Undergraduate Students,Instructional Effectiveness

This study presents the results of two studies using a virtual reality (VR) public-speaking training simulation as an instructional aid in a basic communication course. Results from the first study suggest that VR practice was associated with higher subsequent speech delivery grades in the course compared to no practice. However, VR practice did not reduce public speaking anxiety (PSA). In a follow-up study, VR practice was compared with other forms of lab-based practice including in front of a mirror and a recorded video session. All forms of lab practice (VR, mirror, or video) were associated with higher speech grades than no practice, but there were no differences between lab-practice conditions in terms of outcomes. Results are discussed in terms of adopting and using virtual public-speaking simulations in large undergraduate public-speaking courses.
Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship
Author: Anderson, Lindsey B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Introductory Courses,Communication Skills,Educational Research,Educational Trends,Trend Analysis,Meta Analysis,Journal Articles,Periodicals,Scholarship

The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade--2010 through 2019--in key outlets that regularly publish introductory course-focused research (&quot;The Basic Communication Course Annual,&quot; &quot;Communication Education,&quot; &quot;Communication Teacher,&quot; &quot;The Journal of Communication Pedagogy&quot;). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors; (2) the structure of the course; and (3) assessment--while calling for future research to &quot;replicate&quot; past studies. Based on this meta-synthesis, we propose directions for future scholarship that will continue to impact teaching and learning practices beyond replication.
The Power of Voice: Using Audio Podcasts to Teach Vocal Performance and Digital Communication
Author: Hill, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Dissemination,Audio Equipment,Communications,Acoustics,Speech Communication,Nonverbal Communication,Visual Perception,Paralinguistics,Undergraduate Students,Stereotypes,Hispanic American Students,Minority Serving Institutions,Educational Technology,Critical Theory

Today's students often speak through mediated technologies. Thus, understanding how nonverbal cues impact meaning-making is key to understanding effective communication across mediums. This case study explores a group project where students created audio podcasts to teach others about a specific aspect of communication studies while considering the way sound and vocal performance affect the transference of the message. This article examines the use of audio podcasts as a vehicle for teaching university students about the power of paralinguistic and chronemic nonverbal behaviors.
Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (ICI): The Potential of mHealth Technology in Instructional Communication
Author: Warren, Jami L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Chronic Illness,Clinical Diagnosis,Heart Disorders,Physician Patient Relationship,Access to Health Care,Symptoms (Individual Disorders),Interpersonal Communication,Caring,Information Seeking,Telecommunications,Handheld Devices

Patients that suffer from invisible chronic illness (ICI) such as autoimmune conditions, neurological conditions, and gastrointestinal problems often struggle to obtain a proper medical diagnosis due to a lack of objective indicators to help health-care providers diagnose patients with ICIs. Thus, researchers conducted interviews with 21 participants with Postural Orthostatic Tachycardia Syndrome (POTS) to determine what messages they received from health-care providers as they pursued a diagnosis, how they interpreted those messages, and what role mHealth technology may play in improving patient/provider communication and effective diagnosis/treatment of ICIs. Several themes regarding potential instructional communication intervention content emerged from the interview data, including physician communication to patients, patient interpretation of physician communication, and information-seeking via mHealth technology. Directions for future research and implications for patient and provider instruction and training, including utilizing the IDEA model, are discussed.
Connection over Correction: Engaging Students in Conversational Commitments for Effective Communication across Difference and Difficulty
Author: Sandoval, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Racial Bias,Controversial Issues (Course Content),Reflection,Student Centered Learning,Classroom Environment,Inquiry,Altruism,Self Concept,Interpersonal Communication,Higher Education,Conflict Resolution,Reflective Teaching,Interpersonal Relationship,College Faculty,College Students

In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as &quot;a pedagogy of interiority.&quot; Classroom engagement focuses on connection rather than correction as we help students develop their &quot;authentic inner potentials&quot; (p. 2). I regularly challenge myself to invite students to develop their authentic personal selves via contemplation and reflexivity. In doing so, we move from a teacher-centered focus to a student-centered one derived from a relational partnership with them. By focusing on connection rather than correction, we create an environment of curiosity, compassion, and intensive reflection where students come to know themselves and their strengths in ways that extend beyond the classroom. This essay highlights how students co-create conversational commitments coupled with a rapid debrief process that moves my students forward together toward shared mindfulness in thought and behavior.
Variations on Exposure Therapy: Best Practices for Managing Public Speaking Anxiety in the Online Communication Classroom
Author: Chorley, Sarah K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Therapy,Best Practices,Public Speaking,Anxiety,Online Courses,Communication (Thought Transfer),Behavior Modification,Emotional Response

Exposure and response prevention (ERP) therapy techniques offer unique opportunities for comprehensive management of public speaking anxiety in the online public speaking classroom beyond exposure to only the speech-giving act itself. This best practices article outlines nontraditional strategies for incorporating ERP practices in a distance-learning setting.