ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners&apos; Motivational Orientations and Listening Achievement
Author: Cong-Lem, Ngo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Portfolios (Background Materials),Learning Motivation,Skill Development,Listening Comprehension,Course Descriptions,Higher Education,Self Efficacy,Student Attitudes,Content Analysis,Teaching Methods,Listening Skills,Undergraduate Students,Educational Change,Listening Comprehension Tests,Measures (Individuals),Learning Strategies,Questionnaires

Whilst previous researchers commonly report on the effect of portfolio-based instruction on second language/English as a foreign language (L2/EFL) learners' language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners' L2 motivation and skill development. This study adopted a mixed methods approach with Vietnamese EFL learners in higher education as its participants, who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants' motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed.
Increasing Students&apos; Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes
Author: Lee, Kent K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Communication,Dramatic Play,Teaching Methods,Second Language Learning,Second Language Instruction,English for Academic Purposes,Instructional Effectiveness,Communicative Competence (Languages),Self Efficacy,Student Motivation,Undergraduate Students,Anxiety,Skill Development,Foreign Countries

A strong willingness to communicate (WTC) in a second language is associated with successful language learning. ESL learners with high levels of WTC will seek opportunities to interact in meaningful communication in English. Engagement in meaningful communication is necessary for language learning as it increases access to comprehensible input, promotes negotiation of meaning, and pushes the learner to produce accurate output. By enhancing instructors' understanding of factors that impact students' WTC (e.g., confidence, affect, motivation, and the context of communication), instructors may be better prepared to nurture their students' WTC and expedite their English language acquisition. Because drama-based approaches (DBAs) for teaching English have been found to cultivate a safe learning environment and increase learners' confidence, positive affect, and motivation, these approaches also have considerable potential to improve learners' WTC. Although DBAs may be underutilized in English for academic purposes programs, they are particularly beneficial for students who are hesitant to participate in communicative classroom activities. We review literature on WTC and DBAs, and then incorporate key findings from the literature to guide the development of dramatized role-plays that can foster students' WTC and lead to improvements in students' linguistic and general academic skills.
An Electronic Collaborative Learning Environment for Standardized Tests
Author: Alyahya, Sultan
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Educational Environment,Standardized Tests,Computer Assisted Testing,Foreign Countries,Educational Technology

The National Center for Measurement (Qiyas) was established for the purpose of conducting standardized tests in Saudi Arabia. The center has developed multiple Qiyas tests such as the General Aptitude Test (GAT) and the Scholastic Achievement Admission Test (SAAT). Qiyas tests are used as a pre-requisite requirement for applying to universities and to certain kinds of jobs in Saudi Arabia. Currently, students use traditional methods to prepare for these tests, e.g., studying from books and searching for available learning resources on the internet. These web-based resources are mostly static and only have general guidelines about the tests and a history of available test samples. This research proposes a computer-based collaborative learning (CL) environment that helps support learners during their preparation for the Qiyas tests. A four-stage approach is used in this research: (1) an intensive review of 30 CL platforms is carried out to investigate the available features, (2) two workshops are conducted to evaluate the appropriateness of the features identified in Stage 1 as well as to investigate what other features would be appropriate for Qiyas tests, (3) a CL platform is developed for Qiyas tests for a total of 21 features, (4) and, lastly, the platform is evaluated using two methods, in-depth interviews with experts and an empirical study with instructors and learners. The results show that the platform helps support learners in the participative, cognitive, interactive, and social dimensions of the learning processes. The results also help instructors promote the teaching experience.
Making Sense of Resistance: How Adult Immigrant Students Pursue Agency through Identity Work in Higher Educational Contexts
Author: Suh, Emily K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Students,Immigrants,Student Behavior,Personal Autonomy,Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Literacy Education,Case Studies,Ethnography,Community Colleges,Disadvantaged,College Faculty,Cultural Background,Academic Persistence,Educational Background,Teacher Student Relationship,Student Adjustment,Student Characteristics

Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students' transition into community college. The students' behaviours seemed puzzling or self-defeating to some college personnel, but when viewed through the theoretical framework of identity work, they can be read as attempts to counteract institutional marginalization. Findings from this analysis illustrate how an understanding of the histories, identities, and investments of adult immigrant learners can help educators respond to &quot;difficult&quot; moments in the classroom and beyond. This study has several implications for higher education practitioners: First, we must question our initial assumptions about student behaviours, so that we interpret those behaviours accurately. Second, we must be explicit about the norms of the academic culture, so that students can more effectively enact their desired identities and display symbolic capital in college courses. Finally, we must build curricula, policies, and pedagogies that are more inclusive and relevant for adult immigrant learners. These findings add to scholarly conversations about immigrant students' funds of knowledge and agency enactment within postsecondary education.
&quot;Students Are My Life&quot;: Reflections of One Novice EFL Teacher in Central America
Author: Farrell, Thomas S. C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Reflective Teaching,Educational Philosophy,Classroom Techniques,Masters Programs,Graduate Students,Teacher Education,Spanish,Native Language,Foreign Countries

This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts and behaviours through five stages of self-reflection using Farrell's (2015) framework for reflective practice. Overall, the findings suggest that the teacher's stated principles related to her philosophy, beliefs, and theory converge with her classroom practices; however, areas of divergence were also observed. Recommendations are included on the usefulness of the framework for English as a second language (ESL) teachers when reflecting on their practice.
Japanese University Students&apos; Perceptions of Foreign English Teachers
Author: Egitim, Soyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Language Teachers,English (Second Language),Foreign Workers,Beliefs,Teacher Qualifications,Stereotypes,Teacher Characteristics,Student Experience,Social Influences,Cultural Influences,Mass Media Effects,Misconceptions,Personality Traits,Gender Differences,Ethnicity,Racial Differences

This study aims to understand Japanese university students' perceptions of foreign English teachers (FETs) through a two-phased exploratory sequential mixed-methods design. During the initial phase, a quantitative survey was performed with first and second-year Japanese university students (n=377). Despite a lack of precision and a high dispersion measure, the Quantitative data analysis revealed certain outliers. A significant number of participants viewed their FETs as more of an entertainer, preferred FETs of American/European heritage, and believed FETs of Asian descent may not be able to teach the language and culture as effectively as FETs of American/European heritage. Thus, a qualitative inquiry was performed to explain and build upon the quantitative findings. Two focus groups with students from the quantitative survey were given interviews. The responses confirmed the existence of phenotypical, gender, and personality FET stereotypes in Japanese university EFL classes. In addition, past educational experiences, socio-cultural factors, and mass media were also found influential in students' perceptions of FETs. Based on the findings from the focus group interviews, the researchers propose intercultural activities as an effective pedagogical strategy to promote reflective teaching practices and intercultural competence in Japanese university EFL classes.
Pre-Service Science Teachers&apos; Pedagogical Content Knowledge Integration of Students&apos; Understanding in Science and Instructional Strategies
Author: Sæleset, Johannes
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Science Instruction,Practicums,Middle School Teachers,Knowledge Level,Teaching Methods,Visual Aids,Preservice Teacher Education,Foreign Countries,Science Teachers,Peer Teaching,Mentors,Learning Experience

In the current study, we address calls for research on the complex nature of integrations of pedagogical content knowledge (PCK) components. This is a multiple case study of six middle school pre-service teachers (PSTs) as they taught science in their school practicum. We investigated the nature of PSTs' integration between knowledge of students' understanding (KSU) and instructional strategies (KIS), and their sources of these integrations. The primary data sources were two video stimulated recall interviews during which each PST viewed video recordings of their instruction, and shared reflections on their teaching. Results were represented as PCK maps. The PSTs frequently demonstrated integration of KSU and KIS, often developing topic-specific strategies. Instructional strategies served a variety of goals in response to students' needs. PSTs referred to specialized science content courses, peer PSTs, learning experiences, and mentor teachers as sources that contributed to the integrations. Implications for research and teacher education are included.
Numeracy in Paramedicine Education: A Literature Review
Author: Bell, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Numeracy,Allied Health Occupations Education,Literature Reviews,Foreign Countries,Undergraduate Students,Mathematics Skills,Mathematics Education,Educational Improvement

The introduction of paramedical science into universities has led to unprecedented enrolment numbers in Australian undergraduate paramedical science programs. At the same time however, there has been an associated increase in complexity of student learning expectations and requirements. One area of paramedical education that is proving challenging for universities is the numeracy preparedness of students and how to best support students in this area. To examine how universities may begin to address the current challenges related to improving the numeracy of paramedical science students, this paper investigates the literature on the numeracy of paramedics and the underlying mathematical skills required for their programs of study. It also reviews the support programs that are available at university and considers how much these are reflecting effective pedagogies. The aim of this review is to identify ways numeracy and numeracy teaching in paramedical science may be improved and highlight possible directions for future research in this area.
A Study of the Impact of Arduino and Visual Programming in Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students&apos; Perceptions on Electricity
Author: Ntourou, Vassiliki
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Grade 5,Elementary School Students,Student Motivation,Self Efficacy,Thinking Skills,Energy,Scientific Concepts,Concept Formation,Foreign Countries,Programming,Equipment,Educational Technology,Technology Uses in Education,Teaching Methods,Cognitive Processes,Electronic Equipment,Physics

This article presents a quasi-experiment which, with the use of Arduino and Scratch for Arduino (S4A), attempts to study their effect on self-efficacy and motivation towards Science Education, Computational Thinking (CT) and the views of 5th Grade students about concepts of electricity. It was conducted on the 5th Grade of a Primary School in Greece. The research team chose the quantitative method, which was conducted through the delivery of four questionnaires that were mainly consisted of close-ended questions. In order to achieve triangulation and a deeper understanding of the topic, it was considered important to include individual open interviews. The data processing failed to prove the effect on motivation, while in self-efficacy it was proved only partially. However, the effect was explicit in view of the conceptual understanding of electricity and CT. The specific project could spur the prosecution of an extended research, aiming at the probe on the one hand of how the existing outcome is confirmed and on the other hand how they are preserved through time, for the purpose of insinuating computational methods and tools into primary education.
Developing Students&apos; Curiosity through Chemistry Hands-On Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania
Author: Kibga, Esther Samwel
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Secondary School Students,Hands on Science,Rating Scales,Foreign Countries,Teaching Methods,Student Attitudes,Learning Activities

Curiosity is the inner drive for learning or 'hunger for learning' which is among the twenty-first-century learning competencies. Students in their earliest stage ought to exhibit curiosity to stir up knowledge acquisition and exploration, yet the development of curiosity in the context of education is considered to be unusual. This research assesses how chemistry students develop and express curiosity in a hands-on learning environment. A sample of 169 senior three students from three community secondary schools in Dar es Salaam was involved in this study. Besides, the study examined how hands-on activities in chemistry lessons can be incorporated as a pedagogical practice to foster students' curiosity. The study employed a convergent mixed method design in (QUAL+quant) form following a pragmatic stance. We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather qualitative data while quantitative data were obtained through the Students' Self-Reporting Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that hands-on activities can successfully be used when teachers share success criteria and learning intentions of a particular lesson. The overall results showed a significant increase in students' curiosity due to the implementation of hands-on activities as an instructional strategy. In this perspective, we advocate for hands-on activities to be used frequently in chemistry lesson sessions and more studies should be done further on students' curiosity in the field of education.
Integrated Task on Students&apos; Writing Quality: Is It More Effective?
Author: Darong, Hieronimus Canggung
Date: 2021-00-00
Type: Journal Articles
Subjects: Task Analysis,Writing Instruction,Teaching Methods,Writing Improvement,Instructional Effectiveness,Essays,Comparative Analysis,Writing Evaluation,Scores,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Reading Writing Relationship

Integrated tasks are popularly known and accepted as an effective way of improving students' writing quality. However, it is still not clear to what really accounts for its effectiveness. This study examined whether the students who were facilitated by integrated task achieved higher writing quality than those who were not. Twenty - two students participated within the group experiment utilizing a counterbalance technique in controlling the order effect. In the first session, twelve students were asked to write an essay based on an integrated (INT) task while the other 12 wrote based on an independent (IND) task. Then, the task division was switched in the second writing session. Students' writing quality were scored by three raters and were analyzed descriptively and inferentially using Wilcoxon signed rank test (WSRT). The results confirmed that the quality of students' writing using both integrated and independent tasks was not significantly different. There are still other aspects contributing to writing quality. Thus, task types do not guarantee the students' writing quality.
Investigating Writing Difficulties in Essay Writing: Tertiary Students&apos; Perspectives
Author: Bulqiyah, Suhaimah
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Difficulties,Student Attitudes,Essays,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Grammar,Teacher Attitudes,Undergraduate Students,Classification,Writing Processes,Transfer of Training,Interference (Language),Vocabulary,Academic Language,Private Colleges,Foreign Countries

This study is primarily designed for investigating the tertiary students' perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. Twenty-one undergraduate students have enrolled in the survey and six of them were invited to the interview section. This research reveals that tertiary students' problems in essay writing course are categorized into: affective problems which raise from students' and lecturers' attitude while teaching and learning Essay Writing Course, cognitive problems that are considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Based on the findings, those aspects of academic writing should be given serious attention by both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designer as basic data of material improvement and for researchers particularly in the realms of language and education.
The Suitability of Foreign Language Teaching in Childhood According to the CLIL Approach: The Foreign Language Teachers&apos; Attitudes
Author: Smajla, Tilen
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Content and Language Integrated Learning,Language Teachers,Teacher Attitudes,Foreign Countries,Gender Differences,Individual Differences

This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014-2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the &quot;hard&quot; CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call &quot;soft&quot; CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom and they feel that CLIL has contributed significantly to the learning outcomes.
Online Extensive Reading in an EFL Context: Investigating Reading Fluency and Perceptions
Author: Bui, Tuan Ngoc
Date: 2021-04-00
Type: Journal Articles
Subjects: Reading Programs,Program Implementation,Time Management,Reading Processes,Online Courses,College Freshmen,Reading Fluency,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Program Effectiveness,Reading Rate,Reading Improvement,Student Attitudes,Teaching Methods

One of the challenges for the successful implementation of extensive reading (ER) programmes, especially in Asian contexts, stems from curricular factors where class time is often prioritised for tasks requiring the presence of a teacher. This paper investigates the role of extensive reading online (ERO), an alternative approach to traditional ER, in enhancing first-year university students' reading fluency and their attitudes to reading in an English as a foreign language (EFL) context. Seventeen English learners from a university in Vietnam participated in the 10-week study. The findings revealed that the ERO programme had a generally positive impact on the development of learners' reading fluency with conservative analysis methods showing increases of around 20% in reading speed. Evidence from qualitative data gathered through questionnaires and interviews showed that there were positive changes in participants' attitudes toward ER and provided insights into implementing ERO.