ethanporcaro/eric-fulltext-meta huggingface dataset:
Searching for the yet Unknown: Writing and Dancing as Incantatory Practices
Author: Mattingly, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Dance,Writing (Composition),Dance Education,History Instruction,College Instruction,Educational Cooperation,Writing Instruction,Undergraduate Students,Language Usage,Empowerment,College Faculty

As two ballet dancers and university educators, we began this collaborative research with a shared belief in ballet and writing as liberatory practices and a desire to confront pedagogies that rely on intimidation. Both we and our students have experienced ballet and writing classes that rely on audit-and-surveillance, and we sought to foster individuality, value differences, and cultivate agency through multimodal approaches in our ballet technique, history, and dance studies courses. During the spring semester of 2021, the history and dance studies courses were online and asynchronous; the ballet classes met in a 'hybrid' model: classes were held in person, with students given the option to take class via Zoom either synchronously or asynchronously. Through interviews and analysis, we found praxes that ignite curiosity and motivation by drawing from definitions of writing and dancing as incantatory practices. Notably, this is the first research that takes a capacious view of 'ballet pedagogy' to include history, writing, technique, and dance studies courses. Ultimately, we hope these findings support exploratory and multimodal teaching, reinforce connections among language, empowerment, and pedagogy, encourage students and educators to collaboratively challenge current practices, and motivate administrators to rethink university structures that replicate the audit-and-surveillance practices of certain ballet and writing pedagogies. [The page range (195-213) cited on the .pdf is incorrect. The correct page range is p195-210.]
Microteaching Lesson Study for Prospective English Language Teachers: Designing a Research Lesson
Author: Coskun, Abdullah
Date: 2021-12-00
Type: Journal Articles
Subjects: Microteaching,Second Language Learning,Second Language Instruction,English (Second Language),Content and Language Integrated Learning,Lesson Plans,Language Teachers,Teaching Methods,Teacher Education Programs,State Universities,Foreign Countries

In this study, Microteaching Lesson Study (hereafter MLS) was applied for a research lesson designed by the MLS group members including three third-year prospective English language teachers in line with the Content and Language Integrated Learning (hereafter CLIL) approach. This qualitative study aims to uncover the contribution of MLS to the improvement of the teaching within a single lesson geared toward young learners and the perspectives of MLS group members about major components of the MLS process. The participants of the study are three MLS group members, 15 peers and an instructor in the English Language Teaching (hereafter ELT) department of a state university in Turkey. The lesson collaboratively developed by the MLS group members was presented three times by a different member to a different group of five peers who pretended to be young learners. After each lesson, revision meetings were held to analyze the self-reflection of the presenter, the peer/instructor feedback about the lesson and the recorded lesson. The analysis of the revision meetings illustrated the instructional improvement cycle of MLS. Moreover, the analysis of the semi-structured interviews with the MLS group members revealed that they were generally satisfied with the major components of MLS, such as collaborative lesson planning and receiving feedback from peers although a few concerns were mentioned as well. It is suggested that MLS should be incorporated into ELT programs.
Promoting the Vocational English Language Competences of Students in an English for Specific Purposes Context: A Needs Assessment
Author: Avci, Nevin
Date: 2021-12-00
Type: Journal Articles
Subjects: Vocational High Schools,Needs Assessment,English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Language Teachers,Travel,Hospitality Occupations,Language Skills,Decision Making,School Business Relationship,Self Esteem,Language Attitudes,Teaching Methods,Instructional Materials

The purpose of this study is to examine the vocational English language needs of students in an ESP context in the Accommodation and Travel Service department at a vocational and technical Anatolian high school. The study is a partially mixed sequential equal status design. While convenient sampling method was employed to select students, criterion sampling method was utilized to select teachers and supervisors as participants. As a result, 25 ATS students, two vocational course teachers, two English teachers and three supervisors contributed to this research. A survey, semi-structured interview forms and open ended questions in the open interview were employed respectively to collect data from students, teachers and supervisors. In the analysis of the survey data both qualitative and quantitative methods were put into effect. On the other hand, the interview data were analysed through systematic content analysis, inductive coding and thematizing. The result of the analysis of the data revealed that students in this specific context were in need of improving particularly their speaking and listening skills. Low self-confidence of students, negative attitude toward speaking the language, lack of use of appropriate materials; strategies and methods during instruction emerged as issues of consideration in order to reach a resolution. Finally, lack of an appropriate curriculum, lack of strong school-enterprise relationships and inadequate professional qualifications of teachers emerged as issues to be considered by decision makers. [This study has been fully presented at the 8th International Curriculum and Instruction Congress, March 25-27 2021.]
In-Service University-Level EFL Instructors&apos; Language Assessment Literacy and Training Needs
Author: Sayyadi, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Student Evaluation,Evaluation Methods,Teacher Attitudes,Teacher Education Programs,Preferences,Context Effect,Pedagogical Content Knowledge,Foreign Countries,College Faculty

The study examined university-level English instructors' assessment training experiences, classroom-based assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that the instructors had received insufficient training, especially in practical aspects, because they had solely been exposed to assessment concepts and theories in the limited and impractical assessment courses offered to preservice teachers in their universities. Also, they had recurrently failed to put their limited assessment knowledge into practice. Despite this situation, they preferred to get basic rather than advanced assessment training due to personal and contextual constraints. The study bears implications for university English instructors, teacher educators, and university administrators.
Children&apos;s Social Representations of English Teaching and Learning: A Study in Medellín, Colombia
Author: Cadavid-Múnera, Isabel Cristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Grade 3,Grade 5,Elementary School Students,English (Second Language),Second Language Instruction,Student Attitudes,Social Influences,Language Usage,Beliefs,Value Judgment,Teaching Methods,Public Schools,Private Schools,Power Structure

This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study. Techniques such as drawings, pretend play, conversations, and semi-structured interviews were used to collect data. Three analogies summarize children's perceptions in this study: learning as &quot;echo,&quot; teaching as a power instrument, and English as a tool to &quot;survive&quot; or to &quot;live and interact with others.&quot; Finally, a reflection and some implications for the teaching of English to children are presented.
The Educational Purpose of Language Teaching at University: Giving Voice to Native Communities
Author: Tavella, Gabriela N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,College Students,Tourism,Guides,Second Language Instruction,Teaching Methods,Intercultural Communication,Indigenous Populations

This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with core-subject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.
Compiling a Corpus of Audiovisual Materials for EFL Learning: Selection, Analysis, and Exploitation
Author: Wood-Borque, Paula
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Materials,Audiovisual Aids,English (Second Language),Second Language Learning,Communicative Competence (Languages),Audiovisual Instruction,Secondary School Students,Foreign Countries,Student Attitudes

Films and series are usually consumed in leisure moments, but they can be included in the English as a foreign language classroom as they offer real-life language in context, which can help develop learners' communicative competence. This paper examines how audiovisual materials can promote English acquisition in secondary education and proposes a corpus of films and series for this purpose. Two surveys will be presented, one for compiling fragments, and the other regarding students' viewing habits. The fragment selection process will be explained, and some illustrations of the fragments' exploitation will be described. This medium's language learning benefits will be discussed, and it will be argued that using this corpus can have a positive influence on students' communicative competence development.
Plurality of Voices in Reflecting upon the Research Process: Trajectories of Collaboration in an Argentinian Setting
Author: Porto, Melina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Teacher Attitudes,Criticism,Content Analysis,Researchers,Supervisors,Cooperation,Reading Processes,Research Projects,Research Training

This article describes the trajectories of collaboration experienced by three individuals in three different roles (informant, research assistant, and supervisor) in two research projects about English as a foreign language reading in a higher education context in Argentina. Data come from reflection logs and retrospective narratives written by them from 2009 to 2016 which were analyzed using content analysis, focusing on a continuum of collaboration. The article aligns with the critique of the discourse of &quot;newer researcher&quot; as a linear developmental trajectory as it illustrates the participants' fluid, critical, complex, and personally relevant pathways. Placed within the debate regarding the affordances, complexities and challenges of the measured university, this research contributes perspectives from a peripheral setting generally underrepresented in the literature.
English Language Preservice Teachers&apos; Identity Construction within Academic and Other Communities
Author: Posada-Ortiz, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Preservice Teachers,Language Teachers,Professional Identity,Foreign Countries,Influences,Professional Autonomy

This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers' identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.
From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks
Author: Soliman, Maha
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Foreign Countries,Second Language Instruction,Student Exchange Programs,College Students,Spanish,Reading Comprehension,Reading Material Selection

Previous literature has focused on investigating the use of sources in the classroom and how much they contribute to building a coherent mental representation of the texts. These studies explain how integration from multiple document sources occurs; however, their results are limited to the first language and do not inform about the types of these sources or how they are used. In this sense, the objective of this case study is to identify the types of sources used in four courses of a student exchange program in a Chilean University. The data was collected through focus groups with sixty students and in-depth interviews with four professors to determine in what sense the type of document selected could contribute to the learning process. A content analysis was carried out using Nvivo 12 to report on the pedagogical implications of using these sources in a Spanish L2 teaching setting.
Less Is More: Content Compression in CLIL
Author: Wentzel, Arnold
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Business Administration Education,Foreign Countries,Educational Practices,College Students,Course Content,Learning Processes,Language Acquisition

Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice -- content compression -- is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students' understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students' understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students' linguistic confidence, but also enhanced their perceived learning in both content and language.
A Case Study of Three Finnish Pre-Service Teachers&apos; Emotions and Understanding of CLIL during an Online Practicum
Author: Pappa, Sotiria
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Preservice Teacher Education,Practicums,Foreign Countries,Content and Language Integrated Learning,English (Second Language),Second Language Instruction,Preservice Teachers,Student Attitudes,Elementary School Teachers,Program Effectiveness,Barriers

The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs' emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants' expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants' earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.
Aggression and Emotional Intelligence as Predictors of Phubbing
Author: Parmaksiz, Izzet
Date: 2021-12-00
Type: Journal Articles
Subjects: Aggression,Emotional Intelligence,Telecommunications,Handheld Devices,Interpersonal Relationship,Adults,Gender Differences,Correlation,Foreign Countries,Marital Status,Psychological Patterns

Our skills and attitudes have an effect on our behaviors. Phubbing, which is described as ignoring the interlocutor during communication by focusing on the cellphone, is also highly effective in our behaviors. In this context, this study aimed to determine the predictive effect of aggression and emotional intelligence on the level of phubbing. The study group consisted of 768 adult individuals [Female:461, Male:307] living in different provinces of Turkey. Participants' ages ranged from 22 to 57. The data of the study were collected using the Phubbing Scale, KAR-YA Aggression Scale, Emotional Intelligence Scale, and a personal information form. According to the findings obtained from the study, there was a significant negative relationship between phubbing and emotional intelligence, a significant positive relationship between phubbing and aggression, and a significant negative relationship between aggression and emotional intelligence. According to the preliminary analysis, sex did not cause a significant difference in phubbing scores, while marital status and level of education caused a significant difference. According to the results of the hierarchical regression analysis, emotional intelligence and aggression were found to be predictors of phubbing behaviors. The research findings were discussed under the literature, and some recommendations were made.
Invisibility as Modern Racism: Redressing the Experience of Indigenous Learners in Higher Education
Author: May, Amy R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Discrimination,Racial Bias,College Students,American Indian Students,Barriers,Social Justice,Culturally Relevant Education,Intercultural Communication,Cultural Differences

Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, &quot;the modern form of racism used against Native Americans&quot; (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization, and curriculum development that reflects intercultural communication competence.
The Other Side of the Coin: Native Expatriate Teachers in Focus
Author: Kiss, Tamás
Date: 2019-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Instruction,Language Teachers,Equal Opportunities (Jobs),Foreign Workers,Teaching Conditions,Barriers,Compensation (Remuneration),Foreign Countries,Cultural Influences

This paper examines the native/nonnative debate from an angle that is often disregarded: the challenges and difficulties faced by native English-speaking teachers who live and work abroad for an extended period of time. We argue that while they often stand a better chance in job application procedures, preferential treatment is secured by political and economic considerations rather than professional ones. Our survey data indicate that despite the seemingly advantageous position native expats enjoy, many of them face discrimination and marginalization in their work context and beyond in terms of their professional status and remuneration. We believe that our knowledge of the native/nonnative debate would be deepened if both groups were given equal attention and representation in research. A comparative analysis of the problems encountered and injustices suffered by both natives and nonnatives is hoped to contribute to remedying the present situation.
Concurrent Validity of LLAMA_F: Measure of Language Analytic Ability as a Predictor of Morphosyntax Knowledge
Author: Kim, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Syntax,Second Language Learning,Second Language Instruction,Language Tests,Decision Making,Test Theory,Aptitude Tests,Language Aptitude,Grammar,Test Validity,Test Reliability,Test Items,Item Analysis,English (Second Language),Adult Learning,Spanish,Native Language,Correlation

Foreign language aptitude is defined as one's potential to learn a second language. A language learner with higher aptitude is predicted to learn more, faster, and reach a higher level of proficiency. If this is the case, one way to validate the construct of aptitude and its measure is to conduct a validation study in which measures of aptitude is correlated with a learning outcome. This study aimed to conduct a concurrent validity of LLAMA_F, a foreign language aptitude test using grammaticality judgement test (GJT) as its concurrent criterion. This was done through dis-attenuated correlation, using reliability values obtained using classic test theory (CTT) and item analysis. The results show barely adequate reliability for LLAMA_F, high reliabilty values for GJT and a weak linear relationship between the two constructs. The findings of this study demonstrated that LLAMA_F might suffer from a lack of strong internal consistency. While the 200-item GJT was shown to be reliable, a few of its subcomponents were less than adequate. A further in-depth item analysis of GJT is needed in order to pare down the test and make it shorter for easier application and data collection. Finally, a nonlinear relationship between aptitude and measures of achievement is suggested for future research on language aptitude.