ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Using Poly Category Mind Map for Vocabulary Development
Author: Prabha, Thashwinny a/p
Date: 2020-06-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Pretests Posttests,Suburban Schools,Second Language Learning,Second Language Instruction,English (Second Language),Cognitive Mapping,Instructional Effectiveness,Action Research,Language Skills,Elementary School Students,Foreign Countries

Despite learning English formally in primary classrooms, most of the Malaysian primary learners are incapable of conveying their ideas accurately in the target language since they have limited vocabulary. Action research based on the Kemmis and McTaggart Action Research Model was carried out to alleviate the vocabulary learning challenges. Thus, the study aims are to investigate the effects of the Poly Category Mind Map for vocabulary development of third-year students. Thirty students from the third-year suburban school in Mersing, Johor participated in the study. Vocabulary pre-test and post-tests used as the instruments of collecting the data. The results of the post-test at the end of the second cycle showed a significant difference between the mean scores before and after using Poly Category Mind Map to develop vocabulary (p&gt;0.05). The use of Poly Category Mind Mapping helped students in understanding and remembering the words, their meaning, and spelling precisely. The findings concluded that using the features of Poly Category Mind Map, which are the pictures, keywords, and grouping of words aided the students in learning vocabulary. This study hopes to encourage students, teachers, and curriculum designers to integrate Poly Category Mind Mapping strategy in English classrooms. Researchers can also utilise the Poly Category Mind Mapping in learning skills of the English Language such as reading and writing for further studies.
Integrating Literary Works as the Local Content of ELT Materials for Undergraduate Students
Author: Amelia, Pratiwi
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Needs Assessment,Folk Culture,Foreign Countries,Instructional Materials,Material Development,Undergraduate Students,Authors,Values,Teaching Methods,Course Descriptions,Instructional Material Evaluation,Communicative Competence (Languages),Receptive Language,Expressive Language,Social Environment

The objective of this study is to design English materials for undergraduate students. In designing the materials, the writers focused on the general English materials integrated with Bangkanese' Folks as one of the literary works existing in Bangka Belitung Province, Indonesia. This idea was based on the writers' awareness to introduce local values to the students. Thus, the existing literary works were taken and modified by the writers to meet the purpose of the research. The writers used the theory of Hutchinson and Waters (1987) and Borg &amp; Gall (1989). The theory offered six steps, namely need analysis, writing syllabus, developing materials, trying-out materials, evaluating materials, revision, and writing the final draft. The participants of the research were 37 students studying in one of the private colleges in Bangka Belitung Province. These participants were chosen randomly. The designed ELT materials integrated the English lessons and the local folktales and culture. The integration was intended to improve the students' communicative competence of both productive and receptive skills. Furthermore, it was expected that the designed materials were able to encourage the students to communicate more communicatively and appropriately in their social context.
Syntactic Analysis of Sentence Adverbials Observed in the Victorian Novel &quot;Jane Eyre&quot;
Author: Leláková, Eva
Date: 2020-06-00
Type: Journal Articles
Subjects: Nineteenth Century Literature,English Literature,Novels,Sentences,Form Classes (Languages),Syntax,Sentence Structure,Language Usage,Authors

The sentence structure complexity and clause positioning (Staveley, 2013) represent the striking features of the writing style of the 19th century British fiction writers. The present syntactic study brings detailed quantitative and qualitative syntactic analyses of peripheral sentence elements, sentence (stance) adverbials, occurring in the Victorian novel Jane Eyre (1847), and offers their classification into style and content disjuncts. As the latter ones are generally employed by fiction in the novels' dialogues and main characters' reflections (Biber, 1999), the research questions focus predominantly on their function and frequency of use. Content disjuncts help to express the possibility or the doubt of the utterance and explain the outcome of the actions and events happening in the story. The research outcomes have confirmed that content disjuncts considerably contribute to understanding the writing style of Charlotte Brontë. This phenomenon can be further studied and developed in the syntactic analyses of other remarkable 19th century novels and novelists. The research results will find their application not only in the theory and practice of syntax but also in the process of teaching/learning English as a foreign language.
Development of English Spelling Acquisition Stages of Saudi Intermediate School Students
Author: Hamdan, Mohammad Hussein
Date: 2020-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Spelling,Foreign Countries,Skill Development,Error Patterns,Difficulty Level,Grade 7,Grade 9,Intermediate Grades,Public Schools,Males,Performance Factors

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners' spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the &quot;Schlagal's Qualitative Spelling Inventory&quot; (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. &quot;Spelling features&quot; and &quot;word spelling&quot; scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the &quot;phonetic stage,&quot; while the 9th-grade students were listed at the &quot;patterns within words stage&quot; and &quot;syllable juncture stage.&quot; Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.
The Effectiveness of Multimedia Learning in Enhancing Reading Comprehension among Indigenous Pupils
Author: Abdul Samat, Mohamad Subaidi bin
Date: 2020-06-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Effectiveness,Reading Comprehension,Indigenous Populations,Foreign Countries,Elementary School Students,Curriculum Implementation,Technology Uses in Education,Cognitive Processes,English (Second Language),Second Language Instruction

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven to help pupils learn the language better. Hence, this study explores multimedia learning as an approach to teaching reading comprehension. Besides, this study aims to answer two questions, which are the effectiveness of multimedia learning in helping indigenous pupils learn comprehension and which elements of media are effective in enhancing reading comprehension among indigenous pupils in Malaysia. Two instruments used to collect the data from 20 indigenous pupils in one primary school located in Kluang, Malaysia, and an action research design was used to achieve the purpose. The respondents were chosen through the judgment sampling technique. SPSS was used to analyse the data collected from the test, and thematic analysis was employed to analyse the semi-structured interview. The result shows that the implementation of multimedia learning in teaching reading comprehension is useful as the combination of multiple elements of media scaffolded the process of understanding. On the other hand, audio is the least effective in helping pupils comprehend the information.
Emerging Challenges of Teaching English in Non-Native English-Speaking Countries: Teachers&apos; View
Author: Hasanah, Nurul
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Barriers,Teacher Attitudes,Instructional Materials,Class Size,Educational Environment,Student Motivation,Foreign Countries,Language Teachers,Teaching Conditions,Elementary Secondary Education,Textbooks

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students' need, too big classroom size and school environment, and also students' low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.
Research on Active Service Model with Personalized Education Resources
Author: Yang, Qiang
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Processes,Data Analysis,Recordkeeping,Information Seeking,Internet,Information Sources,Social Differences,Resource Allocation,Equal Education,Cultural Differences,Political Attitudes,Educational Resources,Individualized Instruction,Teaching Methods

In this paper, the learning process is digitally tracked and recorded, with regard to learning evolves into data-intensive learning. Also, the number and scale of data are long and the resources are heterogeneous, and the information resources are not abundant, causing users to be lost. In the process of clean information, seeking information about in our field is like a smart needle in the sea, triggering the screening and acquisition of personalized information resources. Consequently, the rapid development and widespread popularity of Internet technology has led to social inequality and differentiation, resulting in information polarization between the rich and the poor and the knowledge gap. Consequently, the rationality and balance of resource allocation directly affects the degree of achievement of educational equity, in terms of the active promotion of educational resources. In the results, the digital divide is essentially the unfairness of information rights, which will lead to cultural divides, political divides and social divides.
Interpretive Reading as a Strategy to Construct Meaning in EFL Reading Comprehension: A Case Study at King Khalid University
Author: Assiri, Ahmad I.
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Reading Comprehension,Reading Strategies,Teaching Methods,Reading Skills,Student Attitudes,Males

This study aims to investigate interpretive reading; as a strategy to construct meaning among English as a foreign language (EFL) beginner level students at the Faculty of Languages and Translation, King Khalid University(KKU). It will also suggest ways in which instructors can incorporate this strategy into their teaching. Reading appears to be one of the challenging skills for EFL Saudi students for various reasons; among them, the primary one can be that students are usually less motivated towards self-reading. The Interpretive reading strategy could go a long way to bridge the gaps in understanding comprehension passages, as it is a performance/rhetoric-related strategy and lies at a more intuitive level. Engaging and motivating students in learning requires a few essential factors, such as exciting tasks, the sociocultural background of the learners, and people who manage the delivery of the course (Marshall,1992). An experimental and control group of students will be selected, enrolled in the reading course, at level 1. The test group will get training in the interpretive reading techniques through their EFL instructors, having excellent indepth knowledge of the skill of interpretive reading techniques. After teaching for more than eight weeks, a proficiency test will gauge student's performance. The obtained results are compared using SPSS software to see the significant achievements and suggestions, and necessary recommendations are made.
A Pragmatic Analysis of Islam-Related Terminologies in Selected Eastern and Western Mass Media
Author: Younes, Zein Bani
Date: 2020-06-00
Type: Journal Articles
Subjects: Islam,Vocabulary,Language Usage,Semantics,Linguistics,Terrorism,Mass Media Effects,News Media

The mass media are blamed for constructing a negative image of Islam through the use of Islam-related terms in reporting terrorism. It is presumed that when Islam-related terms are used without regard to their original connotations, they are likely to lose their original meanings and begin to take on altered meanings created by the media. Therefore, this study aims to explore the use of Islam-related terminologies in selected eastern and western mass media outlets in relation to their semantic and linguistic interpretations. The study employed a qualitative approach in which content analysis was used. Using purposive sampling, &quot;The Jordan Times&quot; and &quot;Al-Jazeera&quot; were chosen from the eastern Arab world while &quot;The BBC&quot; and &quot;The Guardian&quot; were chosen from the western media. A total of 368 news articles focusing on Islam and Muslims were collected from the selected news media outlets using internet-based search from March 2018 until October 2019. The findings showed significant differences (P = 0.000/P &lt; 0.05) exist between the selected eastern and western mass media outlets in using Islam-related terminologies. The terms are used more frequently in the western media outlets than in the eastern media outlets. Further analysis of the findings revealed that the selected media outlets use Islam-related terminologies, such as &quot;Islamist&quot; and &quot;Jihadist&quot;, in negative contexts. The use of Islam-related terminologies in the selected media outlets could be influential in making the audience to perceive Islam as a religion of terrorism. The negative use of Islam-related terms could be minimized through training of journalists on news coverage of religion, provision of proper guidelines on religious reporting and ensuring that these guidelines are strictly followed. It was envisaged that this study would be useful to the media outlets, particularly in the process of news gathering, production, and dissemination.
Developing Web-Assisted Science Material Based on Guided Inquiry Approach: Bones
Author: Ormanci, Ümmühan
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Material Development,Science Materials,Active Learning,Inquiry,Human Body,Scientific Concepts,Positive Attitudes,Teacher Guidance,Middle School Students,Grade 6,Animation,Audiovisual Aids,Multimedia Materials,Foreign Countries,Science Instruction,Instructional Effectiveness

In Turkey, inquiry-based learning approach and technology integration has started to gain importance in science education programs. This study aimed to develop a web-assisted science material based on guided inquiry approach related to the concept of bones under the systems in our body unit in the 6th grade. For this purpose, case study method was used. The material was prepared in accordance with the inquiry cycle put forward by Llewellyn (2014) and then the material was supported by web technology. Then, the material was applied in 3 schools with 3 teachers and 71 students in their classrooms. Data were collected through observations and interviews with teachers and students. The findings showed that the web-assisted science teaching material was an effective tool. In addition, the material was applied successfully and smoothly and liked by the teachers and students. It is suggested that similar materials can be prepared in science subjects.
Graduate Students Perceptions of Success in United States Colleges
Author: Alfaifi, Mousa S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Success,Foreign Students,Foreign Countries,School Holding Power,Dropout Attitudes,Goal Orientation,Academic Persistence

The purpose of this study was to investigate Saudi students' behaviors at higher education institutions in the US, by clarifying the reasons behind their retentions and the reasons for their dropout (leaving the school), in order to limit the increase in this issue. Data were collected through three focus groups. The participants in this study were 15 graduate students studying in the United States. The method used to prepare focus group data for analyzing in this study was an abridged transcript. The analysis framework in this study was constant comparative. The findings of this study were most participants saw the definition of student success in colleges as: achieving the goals of the study, passing all courses, graduating on time, and diligence and persistence. The most frequent factors which led students to postgraduate study were: obtaining a high level of education, self-improvement, updating their income, and upgrading their job to a higher position. Some of the difficulties/problems the participants faced while enrolled at their universities included: the difficulty of some courses, time constraints, lack of experience, and tuition. These problems were mostly solved by: cooperating with other students, working with the tutoring center, asking advisers for help, and trying to get a scholarship from the government of Saudi Arabia.
The Application of Visual Vocabulary for ESL Students&apos; Vocabulary Learning
Author: Tahir, Mohd Haniff Mohd
Date: 2020-06-00
Type: Journal Articles
Subjects: Visual Learning,Vocabulary Development,English (Second Language),Second Language Learning,Instructional Effectiveness,Second Language Instruction,Foreign Countries,Suburban Schools,Visual Aids,Language Proficiency,Secondary School Students

Vocabulary is often neglected despite being one of the most crucial aspects of language acquisition. Due to the lack of emphasis on vocabulary learning, ESL students have issues in learning the English language effectively, which resulted in low-level language proficiency. Hence, this paper attempts to address this problem by introducing Visual Vocabulary to learn the target words. The main research question: How effective is the use of the Visual Vocabulary to learn vocabulary for Form Two learners? To investigate the effectiveness of the use of the Visual Vocabulary, 60 students of Form Two from sub-urban schools in Ipoh and Teluk Intan, Perak, were selected. These students were instructed to learn a total of 45 target words and Visual Vocabulary was applied to assist them to learn and simultaneously understand the meaning of the target words. The independent sample t-test, paired sample t-test, and descriptive statistics were used to analyze the scores of the pre and post-tests. The score comparison and total improvement score in percentage were also presented. The paired sample t-test results are (t=-17.85, df=29, p&lt;0.05) for the experimental group and (t=-4.85, df=29, p&lt;0.05) for the control group. Based on the stated results, both experimental and control groups improved significantly (p=.000*) in the post-test with a mean difference of 15.62. The results of this study confirm the effectiveness of Visual Vocabulary in learning and understanding the target words. This approach is proven to increase the success rate of vocabulary learning among ESL learners.
Using Strategic Reading Techniques for Improving EFL Reading Skills
Author: Okasha, Mohammed Ahmed
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Reading Strategies,College Students,Reading Skills,English (Second Language),Foreign Countries,Instructional Effectiveness,Educational Innovation,Second Language Instruction

The present study aimed to investigate the effectiveness of the strategic reading techniques for improving EFL reading skills. The present study utilized the quasi-&quot;experimental&quot; research design. The researcher divided the participants into two groups. The innovative group used strategic reading techniques, while the control group did not receive any training except for the regular method. The main question raised in this study was to what extent were the strategic reading techniques effective in improving reading skills for Jazan University students? To this end, the researcher collected data through a questionnaire and a strategic reading test. Furthermore, a model of teaching program, based on using strategic reading techniques, is improved and tested with a group of learners in the chosen university in Saudi Arabia. The findings revealed that the learners need an innovative strategy to help them improve their reading. The application of &quot;clarifying, prediction, questioning, and summarizing&quot; CPQS strategy as a pedagogy helped the learners improve their reading skills. The conclusion of the research recommends that there is a need for using new techniques for providing feedback to EFL learners in reading, such as peer-review, reading conferences, and self-correction.