ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students
Author: Alahmadi, Nesreen Saud
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Computer Simulation,Second Language Instruction,English (Second Language),Females,Undergraduate Students,Language Proficiency,Instructional Effectiveness,Interaction,Student Attitudes,Computer Mediated Communication,Online Courses,Distance Education,COVID-19,Pandemics

This study was performed to investigate the impact of the virtual classroom on second/foreign language (L2) interaction. A total of 90 Saudi female undergraduate students participated in this study. All participants were enrolled in an English language course in the Preparatory Year Programme (PYP) at a Saudi English Language Centre (ELC), with the English language being taught as a core module in this course. The English language proficiency level of the participants was equal to beginner or low intermediate, which was determined to be the A2 language level of the Common European Framework of Reference for Languages (CEFR). A quantitative research method, a questionnaire was developed with 19 statements to test the hypotheses of this study, which sought to determine whether virtual classes had an effective impact on language interaction and L2 learning, and whether participants had a positive attitude towards interaction and learning via virtual classes. The study revealed that there was a good degree of communication and interaction among Saudi students specifically in virtual classes. Also, participants showed a positive attitude towards using online classes for L2 learning. Thus, implementing virtual classes for language learning and teaching is highly recommend not only in this particular Saudi learning environment, but also across other EFL contexts. The study aspired to answer the following research questions: 1. How effective are virtual classes for promoting interaction through the English language in the preparatory year in Saudi Arabia? 2. To what extent can Saudi students use virtual classes for learning English?
Integrating Project-Based Learning Strategies in the Design of an ESP Dental Vocabulary Course for ESL Malaysian Majors
Author: Shaalan, Iman El-Nabawi Abdel Wahed
Date: 2020-09-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Learning Strategies,Vocabulary Development,English for Special Purposes,Instructional Effectiveness,Instructional Design,Student Needs,Personal Autonomy,Problem Solving,Critical Thinking,Creativity,Foreign Students,Asians,Foreign Countries,Dental Schools

The current paper investigates the effectiveness of integrating Project-based Learning (PjBL) strategies in the design process of an English for Specific Purposes Course (ESP) to develop dental vocabulary at the Dentistry College, Al-Azhar University-Cairo-Egypt. The study sampled fourteen ESL dental Malaysian students whose native language is English. This process required a needs analysis to assess the students' academic and professional needs, wants, and lacks to create a course that responds and satisfies their requirements. The study adopted a quantitative methodology where participants were exposed to a dental vocabulary pre-test/post-test to assess their dental vocabulary background. An interview with academic experts in the field of dentistry also helped in the design of the course. In light of the needs analysis, interviews, and the vocabulary test, an ESP project-based learning strategies course was designed. The results of the study revealed the effectiveness of integrating project-based learning strategies in the ESP course to develop dental vocabulary among ESL Malaysians. It proved that employing innovative strategies in the dental vocabulary classroom fostered the learners' self- autonomy, problem-solving, critical thinking, and creativity.
Saudi Students&apos; Perceptions of Schemata and Poetry Comprehension
Author: Almufayrij, Haifa
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Student Attitudes,Schemata (Cognition),Cultural Differences,Undergraduate Students,Cultural Influences,Social Influences,Ideology,Reading Comprehension,Barriers,English Literature,United States Literature

In teaching poetry, one of the first problems to be addressed is the lack of appropriate schemata when studying English and American poetic texts. The current study inquires about the students' perception regarding how Saudi students perceive the relationship between the lack of appropriate schemata and the comprehension of English and American poetry to explain how they read and interpret poems in English and how they respond to the culturally loaded texts by writers with different cultural schemata to provide a greater understanding of the challenges they face in the poetry classroom. The study also examines students' openness to schema activation techniques within the poetry classroom. A qualitative and quantitative research study has been conducted in three undergraduate classrooms at King Saud University. The research included open questions and questionnaire data obtained over a one year period (2018-2019) from 51 students. The results show that Saudi students' are very much aware of the problematic issues in their reading and believe social and cultural ideologies have a significant influence on comprehension based on their individual experience. Only a third of the respondents do not find social and cultural ideologies and references to be problematic. Furthermore, 49% of the respondents feel that having a different background affects their ability to identify with the poems. The study also showed that students are open to incorporating schema activating techniques to improve their comprehension of English and American poetry.
Music and Arts Education for Generalist Preservice Teachers in Distance Learning Modes: A Reflective Discussion about Learning in the Arts
Author: King, Fiona
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Art Education,Preservice Teacher Education,Distance Education,Preservice Teachers,Foreign Countries,Praxis

This article is a discussion about music education for preservice generalist teachers. Three central themes are explored with a focus on music; arts education as praxis, creative process engagement, and teaching and learning in the performing arts. In writing about these themes, questions arose about the essence of learning in the arts. The argument is presented that for preservice teachers to demonstrate a knowledge and understanding in the arts, engagement in the practices that comprise each art form is required. These ideas inform the discussion regarding arts in the online learning arena, and in the development of online units to reflect these notions. The article draws on my experience as a reflective practitioner teaching in a purely distance learning mode, at a major university in Victoria, Australia. It draws on information from preservice teacher texts to demonstrate arts education teaching and learning strategies. Literature about creative process further informs the discussion and references are made to the Australian Curriculum.
Investigation of Vocabulary Learning Strategies to Identify Word Meanings for Saudi EFL Students in Reading Context
Author: Ali, Mohammed Abdulmalik
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Vocabulary Development,Learning Strategies,Semantics,English (Second Language),Second Language Learning,Reading Comprehension,Majors (Students),Males

This study attempted to answer the following research questions related to the various vocabulary discovery strategies which are used by Saudi undergraduate learners to find unknown word meanings, the most and the least vocabulary discovery strategies the learners used to discover unknown word meanings, the relationship between the type of Vocabulary Learning Strategies used and the scores the learners accomplished on the vocabulary test, and effectiveness of the learner control and the teacher control strategy in enhancing learners' ability to discover meanings of unknown words. Answering these questions of the study are expected to help language instructors determine the most feasible vocabulary learning strategies to help their students improve their vocabulary and so their language competences. Through purposive sampling, a group of 50 male students participated in this descriptive and analytic type of study. A questionnaire and a vocabulary test were used to collect data. The findings of the study revealed that in understanding a reading text, EFL Saudi students tend to figure out the meanings of unknown words, mainly by guessing word-meanings through different sub-strategies. The least used was the social interaction strategy. It was also found that students' scores on the vocabulary test significantly correlated (positively and negatively) with the type of strategy they used. This study concluded that it is vital for teachers and textbook writers to design more activities to train students on the use of effective vocabulary learning strategies, mainly guessing through socially linked contextual clues.
Lessons from Ibn Khaldun&apos;s &quot;Muqaddimah&quot; for Today&apos;s Foreign Language Teacher
Author: Stockton, Richard J.
Date: 2020-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Global Approach,Comparative Analysis,Constructivism (Learning),Teaching Methods,Linguistics,Communicative Competence (Languages),Historians,Books,Islam,Self Concept,Role,Language Role,Language Attitudes,Language Teachers,Teacher Education Programs,Personal Autonomy,Professional Autonomy,Arabs

The &quot;Muqaddimah,&quot; a massive 14th century text by Arab historian Ibn Khaldun, while primarily a history, in the later chapters deals with linguistics and pedagogy. Multiple publications on what his work contributes to the field of education exist. But surprisingly, only two papers have appeared specific to teaching English to speakers of other languages (TESOL): one decades old, the other primarily arguing an early case for communicative language teaching (CLT) is presented. Ibn Khaldun lived in a kind of global world, an Islamic one: cosmopolitan, and having its own international language. Analogies with today's globalism and English are obvious. This article therefore reviews the total &quot;Muqaddimah,&quot; comparing its content to dominant ideas and figures in contemporary English language teaching (ELT), and showing it is still relevant to ELT. Congruences include Ibn Khaldun's constructivist-like conception of identity and realization of second language learner (L2) identity's role and formation process. Also, what would today be called Whorfianism, leading to concluding a language should be taught together with its discourses--but English is no longer viewed as just Anglo-American or native-speaker--Ibn Khaldun's case is saved by reimagining English as global and cosmopolitan, which TESOL exactly has. It will also be shown that not CLT, but rather study abroad or immersion education is being portrayed. The importance of affect, a case made for both learner and teacher autonomy, together with other issues, all current in TESOL today, make Ibn Khaldun's &quot;Muqaddimah&quot; a rediscovered source of inspiration for the milieu of modern ELT.
The Effective Role of Learners&apos; Self-Assessment Tasks in Enhancing Learning English as a Second Language
Author: Qasem, Fawaz Ali Ahmed
Date: 2020-09-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),English (Second Language),Second Language Learning,Student Centered Learning,Formative Evaluation,Undergraduate Students,Student Attitudes,Affordances,Skill Development,Student Motivation,Learner Engagement,Personal Autonomy,Feedback (Response),Instructional Effectiveness,Foreign Countries

Learners' Self-assessment is a supportive and learner facilitating task, as a genuine part of the learner-centered approach, and Task-Based Teaching. It highlights the importance of giving freedom to the learners and is impactful on learner performance. This study aimed at exploring the advantages of Learners' Self-Assessment Tasks (LSATs) by B.A. English-major students, University of Bisha. The data collected through a questionnaire and informal interviews with the students who experienced LSATs during their classes. The study indicated that LSATs create awareness and dynamic progress in enhancing the students' learning process. In the data procured, around 75% of participants found LSATs helpful for improving their English skills. It strengthens the factors related to a learner's skills, motivation, and engagement in the development of learning English as a Second Language (ESL). Learners were also able to achieve and receive constructive and indirect feedback. The results showed that LSATs fosters the students' autonomy in learning ESL. Few significant shortcomings of LSATs highlight that quite a few students' were hesitant to get involved and engage themselves in specific self-assessment tasks and activities; lack of the desired proficiency in ESL is and could be one of the few important reasons. Productive and successful self-assessment tasks can be aimed at following requisite guidelines, which this study shows and explores. For instance, teachers need to design LSATs well-tailored to the student proficiency and level of knowledge. The study concludes by giving suggestions and recommendations for further studies in this domain.
Non-Language-Major Students&apos; Autonomy in Learning English in Vietnam
Author: Nguyen, Cam Thi Ngoc
Date: 2020-09-00
Type: Journal Articles
Subjects: Personal Autonomy,English (Second Language),Second Language Learning,Nonmajors,Foreign Countries,Teacher Role,College Faculty,Goal Orientation

The English language is one of the international languages used for communication and learning worldwide. In Vietnam, English is taught as a second language in schools from elementary to advanced levels. In learning a certain foreign language, the autonomy of learners has become a vital subject for the past 30 years. This research surveys the autonomy of non-language-major-students in learning English in Ho Chi Minh City University of Education. The quantitative research method uses descriptive statistics and T-test. A group of 258 students (61 males and 197 females) took part in answering two questionnaires on learners' autonomy in learning English and the roles of lecturers and students in developing learner-autonomy in learning English. The results showed that the students were not familiar with the term &quot;learning autonomy.&quot; However, students were aware that they played a fundamental role in improving this ability. They also believed that the lecturers determined their English learning process. Thence, we propose solutions for the non-language-majors to improve their autonomy in learning English.
The English Verb &quot;See&quot; in Fiction Writing: A Cognitive Semantic Analysis
Author: Jumaah, Ruaa Talal
Date: 2020-09-00
Type: Journal Articles
Subjects: Verbs,Fiction,Figurative Language,English,Semantics,English Literature,Language Usage,Knowledge Level,Comprehension,Perception

The study aims at unraveling the conceptual metaphor underlying the English verb of visual perception &quot;see&quot; in fiction writing. It has two research questions: 1) What are the conceptual metaphors underlying the linguistic expressions of the English verb of visual perception &quot;see&quot; in fiction writing and 2) What are the theoretical implications of MIND-AS-BODY theory on the motivation of conceptual metaphors underlying the English verb of visual perception &quot;see.&quot; This study adopts a qualitative approach and is situated within the field of cognitive semantics. A corpus of English fiction writing between the period of 2010 and 2017 was compiled from different sources comprising one million words. Specifically, a sample consisting of 1,000 examples of the English verb of visual perception &quot;see&quot; was randomly extracted from the corpus using the AntConc 3.5.0 concordancer. The Metaphor Identification Procedures (MIP) were used to identify the metaphorical linguistic expressions in the corpus, and Lakoff and Johnson's (2003) as well as Sweetser's (1990) analytical frameworks were adopted for data analysis. The data analysis revealed various conceptual metaphors underlying the English verb &quot;see.&quot; These conceptual metaphors are related to the domains of knowledge, intellections, and understanding which support Sweetser's claim regarding the primacy of vision in motivating metaphors of cognition in human speech and thought. Thus, this study contributes to the literature on verbs of perception, particularly verbs of visual perception, as it is the first to address the conceptual metaphors underlying the verb &quot;see&quot; in English using a real authentic corpus of fiction writing.
The Functions of Code-Switching in the Interaction of the Cartoon Characters in &quot;Dora the Explorer&quot;
Author: Alaiyed, Majedah Abdullah
Date: 2020-09-00
Type: Journal Articles
Subjects: Cartoons,Interpersonal Relationship,Semitic Languages,Second Language Learning,English (Second Language),Childrens Television,Figurative Language,Form Classes (Languages)

This paper investigates code-switching from Standard Arabic into English in six episodes of the TV cartoon series &quot;Dora the Explorer.&quot; The significance of this study is that it will provide an in-depth understanding of the strategies and structures of code-switching used to address children in order to teach them English. The study addresses two research questions: 1) What are the patterns of code-switching found in the interaction of the cartoon characters in &quot;Dora the Explorer?&quot; 2) What is the function of code-switching in each pattern? Quantitative analysis was used to analyze the frequency of each pattern of code-switching, while qualitative analysis was used to determine the functions of code-switching. The results show several patterns of code-switching into English: code-switching from Arabic to English without translation; Arabic lexical items followed by an English translation; English lexical items followed by an Arabic translation; translation from Arabic into English in two turns; and metadiscursive code-switching. English lexical items are introduced through code-switching in each episode. English words without translation account for the highest percentage of code-switching. In the code-switching to English, some English units are permanent, while some are context units that depend on the episode topic: these include basic formulaic and non-formulaic expressions. Lexical items for greeting, appreciation, and evaluation are the most frequent pragmatic functions of code-switching. Further research is recommended on code-switching in other TV animated series in other languages to determine the patterns of code-switching and the part of speech that is the focus of switching.
Saudization of English: A Study of the Innovative Linguistic and Textual Strategies in the Academic and Multiple Discourses of Saudi Arabia
Author: Ahmad, Iesar
Date: 2020-09-00
Type: Journal Articles
Subjects: Native Language,Semitic Languages,English (Second Language),Second Language Learning,Language Variation,Writing (Composition),Language Patterns,Grammar,Teaching Methods,Second Language Instruction,Ideology,Foreign Countries,Authors,Creative Writing,Novels,Language Role,Interlanguage,Language Processing,Translation,Code Switching (Language),Language Usage

The research work attempts to investigate that in any geographical contact zone, where the diverse languages and cultures intersect, there would inevitably be linguistic and cultural integration and assimilation. In a similar vein, the worldwide dissemination of the English language has radically shaped the linguistic and textual devices installed by the Saudi English writers in their texts. Besides, the Saudi English writers have reconstructed L2 (English) on the linguistic pattern of L1(Arabic) to foreground their distinctive ideological and cultural norms. Also, the research work investigates, can Saudi English be considered an authentic linguistic instrument? The researcher also has focused and authenticated on the emergence of Saudi English regarding the innovative linguistic and textual tactics inducted by the Saudi writers in their texts. Besides, the research study has investigated the reconstruction of L2 (English) on the lexical, rhetorical, and grammatical patterns of L1(Arabic). The research work also has a great significance regarding the pedagogical, and theoretical linguistic debate about the emergence of the Asian and African variants of Englishes. Likewise, the researcher has chosen the appropriating linguistic theory, and multiple canons approach as a theoretical framework to analyze the selected Saudi English texts. The research work also has concluded that the Saudi English has emerged as a practical linguistic instrument like any other Asian variants of Englishes. Consequently, the researcher has suggested to the Saudi English writers to reconstruct L2 (English) as a functional instrument to disseminate their national, ideological, and cultural norms for global readers.
Engaging Accountability: Faculty-Led, Statewide Implementation of a Corequisite Model of First Year Writing across Two- and Four-Year Public Institutions
Author: Kelly-Riley, Diane
Date: 2020-00-00
Type: Journal Articles
Subjects: Freshman Composition,Writing Instruction,College Students,Accountability,Educational Change,Educational Quality,Teaching Conditions,Two Year Colleges,Universities,Enrollment,Program Implementation,Required Courses

This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty. In presenting a model of agency and collaboration, this article reports preliminary results from the corequisite revised curricular configurations and the potential for this model to meet the instructional needs of varied student populations across the state.
Withstanding the Backlash: Conceptualizing and Preparing for Coercive Reactions to Placement Reform and Corequisite Support Models in California
Author: Armstrong, Erik
Date: 2020-00-00
Type: Journal Articles
Subjects: Required Courses,Student Placement,Educational Change,Educational Legislation,Resistance to Change,Remedial Instruction,State Legislation,Community Colleges,Placement Tests,Writing Instruction

In the last few years, college and university systems nationwide have implemented sweeping reforms to placement and course sequences to rectify systemic inequities affecting incoming students. Many of these reforms acknowledge that standardized placement tests create false distinctions between &quot;prepared&quot; and &quot;underprepared&quot; students, and that most students deemed &quot;underprepared&quot; by placement tests are in fact successful in college-level courses. A growing and predictable backlash is arising as these reforms change the demographic makeup of college classrooms. Using local data to examine, characterize, and theorize the backlash against California's recent legislative reform, AB 705, this article identifies corequisite support courses as a likely target for future backlash and offers suggestions for framing conversations around corequisite models and placement reform so as to generate meaningful, good-faith discussion while minimizing reactionary attempts to return to inequitable placement and curricular practices.