ethanporcaro/eric-fulltext-meta huggingface dataset:
If You Say That Idioms Should Be Learned, Then Why Don&apos;t You Teach Them? A Case Study of In-Service EFL Teachers
Author: Soto-Jurado, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Patterns,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Decision Making,Knowledge Level,Value Judgment,Cultural Education,Barriers,Language Proficiency,Communicative Competence (Languages),Foreign Countries

Recent communicative teaching approaches view learning English as a Foreign Language (EFL) as involving more than knowledge of grammar structures. Students are expected to develop communicative skills which allow them to interact inside and outside the language classroom. To this end, learning idioms plays a significant role because these expressions improve students' proficiency, fluency and native-like performance (Boers et al., 2006). However, even though they are beneficial for students' language skills, some teachers may decide to avoid teaching these expressions in the classroom. Motivated by this, the present study examines the perceptions of five Mexican EFL teachers concerning the teaching of English idioms. Semi-structured interviews reveal that the five teachers perceive that teaching idioms is highly important for developing students' communicative competence. However, the results also indicate that four teachers avoid teaching them because of institutional demands to cover a textbook and their perceptions of their students' low proficiency levels. This evidence suggests that pre- and in-service teacher education programs should provide teachers with a better understanding of strategies that they can use to teach idioms.
Exploring Students&apos; Engagement with Peer-And Teacher Written Feedback in an EFL Writing Course: A Multiple Case Study of Iranian Graduate Learners
Author: Farsani, Mohammad Amini
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Teacher Student Relationship,Peer Relationship,Feedback (Response),Emotional Response,Student Attitudes,Graduate Students,English (Second Language),Second Language Learning,Academic Language,Writing Instruction,Error Correction,Foreign Countries

Recent studies have highlighted the significance of learners' engagement with written corrective feedback (WCF). However, comparative studies exploring graduate students' engagement (i.e., cognitive, affective, and behavioral) with peers and teachers' feedback in an L2 writing course is scarce. Hence, this multiple case study, using various sources such as a semi-structured interview, a narrative inquiry sheet, a peer feedback sheet, and students' writing tasks, explored Iranian EFL graduate students' engagement with peer- and teacher feedback. The findings revealed that all of the learners were engaged with the WCF they received from both their peers and instructor. However, the intensity of each dimension of engagement with peer and teacher WCF was different. Specifically, as for peer-feedback engagement, we found that behavioral engagement was the most frequent engagement type. The second most frequent was cognitive engagement and the least common was affective engagement. As for teachers' feedback engagement, the findings revealed that cognitive engagement was the most frequent engagement type. The second most frequent was affective engagement, and the least common engagement type was behavioral engagement. Implications and recommendations with regards to learners' engagement with peer and teacher written feedback are discussed in the light of the findings.
Exploring EFL Teachers&apos; Perception on Readiness to Use Smartphones for Teaching Oral English Communication Skills at Tertiary Level
Author: Seraj, Prodhan Mahbub Ibna
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Teacher Attitudes,Readiness,Handheld Devices,Telecommunications,Technology Uses in Education,Oral Language,Communication Skills,College Faculty,Foreign Countries,Technological Literacy

This study aims to examine the EFL teachers' perception of their readiness to use different smartphone applications for teaching oral skills at the tertiary level in Bangladesh and compares this to the relevant demographic factors. To reach these objectives, a mixed method research design was implemented. A survey questionnaire was answered by 46 English as a Foreign Language (EFL) teachers from twelve different universities in Bangladesh and a semi-structured interview was conducted with five of these teachers. The results showed that these EFL teachers had a high degree of readiness to use smartphones for teaching oral skills. The teachers agreed that smartphones could help them to deal with the problems like a large class size, a lack of authentic materials, learners' inactiveness, as well as a lack of an oral practice environment inside and outside the classroom. Moreover, there was no statistically significant relationship between the EFL teachers' demographics and their readiness to use a smartphone. The results suggest that smartphone applications have certain potentials/benefits for the university teachers, and that a smartphone-based teaching method for developing EFL learners' oral skills should be promoted in an EFL context like Bangladesh.
Describing the Development of the Assessment of Biological Reasoning (ABR)
Author: Schellinger, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Science Instruction,Scientific Concepts,Biology,Test Construction,Multiple Choice Tests,Knowledge Level,Test Validity,Test Reliability,High School Teachers,College Faculty,Secondary School Science,College Science

Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students' reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-choice assessment to measure students' reasoning about biological phenomena and to understand the affordances and limitations of such an assessment. To validate the assessment and to understand what the assessment measures, qualitative and quantitative data were collected and analyzed, including read-aloud, focus group interviews and analysis of large sample data sets. These data served to validate our three-tiered assessment called the Assessment of Biological Reasoning (ABR) consisting of 10 question sets focused on core biological concepts. Further examination of our data suggests that students' reasoning is intertwined in such a way that procedural and epistemic knowledge is reliant on and given meaning by conceptual knowledge, an idea that pushes against the conceptualization that the latter forms of knowledge construction are more broadly applicable across disciplines.
English Proficiency and Academic Achievement: Can Students&apos; Grades in English Courses Predict Their Academic Achievement?
Author: Waluyo, Budi
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Language of Instruction,Academic Achievement,Foreign Students,Undergraduate Students,Majors (Students),Foreign Countries,Prediction,Correlation

Research into the relationship between English proficiency and academic achievement was built upon the concern of the academic success of international students studying in English-speaking countries, raising the question if such a relationship exists in domestic EFL learners studying at a university in their home country. This study, therefore, expands the exploration to the investigation among EFL learners in a non-English speaking country, i.e., Thailand by considering the variables at a micro-level across general English courses involving course grade and academic achievement--grade point average (GPA). The analysis involved the data of 2,150 students studying six different English courses from various academic majors. These results revealed significant correlations and strong predictive powers of students' grades in English courses on their GPAs across a year of study and proficiency. The findings sustain the argument that although various factors affect students' academic achievement, English proficiency seems to have predictive power. Nowadays English-medium instruction (EMI) has attracted a myriad of interests from universities in non-English-speaking countries. Therefore, the findings of this study suggest that improving students' English proficiency would lead them to obtaining better academic achievement.
Administrative Perceptions Regarding Supervision of Online Teaching and Learning
Author: Schwanenberger, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Deans,Department Heads,College Faculty,Schools of Education,Supervision,Program Administration,Instructional Design,Technical Support,Electronic Learning,Online Courses,COVID-19,Pandemics,Barriers,Affordances,Interaction

Deans, associate deans, and department chairs in higher education institutions manage not only their departments' course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators' perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor's support as well as instructional and technology support, among others. It is concluded that administrators find themselves in &quot;a continuum&quot; in terms of the need for different types of support. Implications for further research are discussed.
Directed Motivational Current Benefits to Second Language Learning: Can They Facilitate Future Learning?
Author: Koné, Kadidja
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Communicative Competence (Languages),Skill Development,Grammar,Spelling,Vocabulary Development,Group Dynamics,Foreign Countries

Directed motivational currents (DMCs) are a unique and intense motivational drive capable of supporting second language learning. Learners throughout the world can experience these unique motivational feelings regardless of their teaching and learning contexts. Therefore, researchers and language teachers have been exploring cases of DMCs since the phase of their conceptualization to facilitate their classroom application. Despite the growing interest in the field, very few studies have focused on DMC benefits. The present study is an attempt to fill the empirical gap by examining DMC benefits and their usage in learning English as a foreign language. Learner diaries were used to collect data from five students who had already experienced a purposefully facilitated DMC. A thematic analysis of the data revealed that linguistic competence; that is, grammar, vocabulary, and spelling were developed in addition to real-life skills, such as presentation skills and positive group work dynamics. Learners not only used their newly acquired knowledge in their English classes, but also took advantage of it in their content-based courses, such as organization and administrative methods, to achieve their learning goals. The findings of the present study can be useful for second language teachers, who want to explicitly teach their learners how to use the benefits generated from their DMC experiences so that they can reach their long-term learning goals when the motivational currents fade.
Direct and Indirect Supports in an EFL Academic Writing Classroom: New Rhetorical Genre Perspective
Author: Mulyono, Herri
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Writing Instruction,Affordances,College Students,Foreign Countries,Second Language Learning,Writing Assignments,Private Colleges

Despite the importance of academic writing skills in higher education, many Indonesian students encounter challenges that constrain their writing success. Earlier studies in the context have shown that many students have little control over the schematic structure of the argumentative text and their linguistics features. In the current paper, we aimed to document a classroom practice where direct and indirect supports were given to the students during the course of academic writing at an English Education program in a private university in Jakarta, Indonesia. From our reflection on the practice, students benefited from the two supports given to them in each stage of a writing activity. Students were shown to have sufficient knowledge about the academic literature, how to search journal articles, and how to comprehend and annotate the articles' contents. Despite the students' positive feedback, we found that the average students' writings were not satisfactory. While students had sufficient knowledge to select and use appropriate academic words, there appeared substantial issues concerning the development of ideas and arguments to support the idea. We observed that students had limited time to practice, and this inhibited them from producing a good academic essay. The academic writing course syllabus and its timetable thus should be revisited to address such issues.
Useful Teaching Strategies in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) Education during the COVID-19 Pandemic
Author: Church, Frank C.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Medical Education,Teaching Methods,COVID-19,Pandemics,Higher Education,Online Courses,Conventional Instruction,Blended Learning,Distance Education,Educational Technology,Technology Uses in Education,School Safety,Disease Control,Videoconferencing,Active Learning,Laboratories,Learner Engagement,Integrated Learning Systems,Teacher Role,College Faculty,Flipped Classroom,Grading

The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to adapt our teaching styles and modalities to keep all stakeholders (students, faculty, teaching assistants, and staff) safe in lectures and labs. This viewpoint presents 15 teaching lessons and tips for undergraduate and graduate STEMM (Science, Technology, Engineering, Mathematics, and Medicine) education for face-to-face, hybrid, and distance learning. The goal was to describe teaching strategies that could be adaptable to most STEMM courses, independent of the classroom size, which is valuable for those educational settings capable of migrating from a classroom to either a hybrid or strictly online teaching environment. Although some of these teaching tips were straightforward, we believe collectively that they (1) provide safety and stability to the students and the instructors; (2) help to improve communications between faculty and students that the pandemic had strained; (3) strengthen student attention; (4) facilitate the transition from the classroom to online teaching; (5) enable the use of new technologies; and (6) offer teaching practices we imagined for educational scenarios post-SARS-CoV-2. Finally, we hope these teaching strategies offer valuable insight as we continue to navigate STEMM education during the ongoing COVID-19 pandemic.
An Overview of Mobile Language Learning in Selected Review Studies: 2010-2018
Author: Chaka, Chaka
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Vocabulary Development,Educational Research,Research Design,Research Methodology,Educational Technology,Technology Uses in Education

There has been a growing number of reviews of mobile language learning (MLL) conducted on various aspects of this field of study over the last two decades. However, unlike in other fields, there is a paucity of overviews of reviews that assess and integrate findings from multiple reviews, and that compare and contrast such findings, or establish gaps in existing reviews. The current overview examined 17 review studies published between 2010 and 2018, and investigated twenty-three characteristics extracted from these reviews with a view to comparing them and synthesising the main findings of these reviews. The selection criteria used were: reviews published between 2010 and June 2018, reviews published in peer-reviewed journals, use of at least one bibliographic database, reviews focusing on mobile language learning (MLL) or having MLL as one of the learning domains, and reviews published in English. Some of the findings of this overview are: most reviews were qualitative in nature and few of them had clearly and precisely formulated purposes; there is a lack of theoretical frameworks by the majority of these review studies; there were 25 precise and specific mobile device typologies reported by eleven reviews, of which personal digital assistants (PDAs) and mobile phones were the two most reported mobile device types, respectively; language was the most reported subject area followed by mathematics; and fewer reviews mentioned and specified their research designs, their coding procedures, their inter-rater reliability agreement, and their quality assessment. Finally, English as a foreign language (EFL) was the major target language and vocabulary learning was the main focus of MLL.
An Attempt to Investigate the Correlation between Online Self-Regulation and Self-Efficacy in English Learning
Author: Ha, Nguyen Thi Diem
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Control,Self Efficacy,English (Second Language),Second Language Learning,College Students,Help Seeking,Goal Orientation,Self Evaluation (Individuals),Online Courses,Electronic Learning,Foreign Countries,Educational Environment,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Correlation

This study examined the correlation between online self-regulation and self-efficacy in English learning using the questionnaire responses of 48 third-year university students. Principal component analysis reduced the online self-regulation to four valid sub-scales named help-seeking, goal setting, environment structuring, and self-evaluation. Meanwhile, the self-efficacy showed only two sub-scales labelled speaking and writing, and listening. Cronbach's alpha analyses confirmed all the scales and subscales to reach acceptable reliabilities. Pearson coefficients demonstrated the existence of statistically significant relationships between some sub-scales of self-regulation and that of self-efficacy. Regression analyses confirmed that the time management sub-scale of English learning self-regulation was a predictor for listening, writing, and reading sub-scales of self-efficacy. The findings of this study may be helpful for the design and implementation of future online English learning courses.
The IARA Model Proved Effective in Emotional Literacy, Characters Strengths Awareness, and Cohesion among Italian Children
Author: Maulini, Claudia
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Emotional Intelligence,Metacognition,Preadolescents,Grade 5,Elementary School Students,Cooperation,Group Dynamics,Prosocial Behavior,Peer Relationship,Teaching Methods,Individual Development,Foreign Countries

Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one's character strengths are demonstrated to improve emotional management and individual/group's quality of life. We studied three fifth-grade Italian classes using an emerging educational model called IARA to verify if it can truly improve emotional literacy, characters strengths awareness, and cohesion in ten-years children. To demonstrate its efficacy, we used Bloom's Taxonomy and Sociogrammatic study. We proved that the IARA could be an efficient model to improve one's character strengths and class milieu awareness.
An Analysis of EFL Textbooks in Public Secondary Schools of Ecuador
Author: Soto, Sandy T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Content Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Public Schools,Secondary School Students,Decision Making,Teaching Methods,Check Lists,Textbook Evaluation

This study analyzes three textbooks that were used to teach English to eighth graders in Ecuadorian public secondary schools from 1993 to midyear of 2019. The textbooks in question included &quot;Our World Through English&quot; ('OWTE') 1,&quot; &quot;Postcards 1A,&quot; and &quot;Viewpoints English A1.1.&quot; This work provides a descriptive review of how such textbooks supported students´ learning. A checklist was used for the evaluation of the structural elements. Out of the three textbooks, &quot;OWTE&quot; contained more content than what could be handled beyond instructional time and students' linguistic background. &quot;Postcards&quot; and &quot;Viewpoints&quot; contributed to better conditions for learning English in Ecuadorian classrooms. Both included a more manageable amount of content. Viewpoints provided more guidance and opportunities for students to practice the language in meaningful ways. The study suggests that when designing a textbook for English as a foreign language (EFL) instruction, the decision-makers in Ecuadorian public institutions should use comprehensive criteria that integrate different aspects of a textbook including its length and the elements that compose its units.