ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners&apos; Achievements and Perceptions of the Learning Process
Author: Lee, Yow-jyy
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Multimedia Instruction,Language Skills,Visualization,Models,Visual Learning,Kinesthetic Methods,Comparative Analysis,Teaching Methods,Oral Language,Performance,Nonverbal Communication,Skill Development,Student Attitudes,College Students,Content Analysis,Language Teachers,Educational Technology,Technological Literacy,Speech Communication

Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematic holistic/multimodal approach. However, a multimodal learning environment for fostering EFL learners' presentation development remains virtually unexplored. This study employed multimodal strategies adopted from the VARK model (visual, aural, reading/writing, and kinesthetic/gestural) with the support of digital audio, video, and speech visualization technologies in an English presentation course at a university in Taiwan. Two EFL classes served respectively as the experimental group with a technology-mediated multimodal approach and the control group with a traditional oral approach. Specifically, this research evaluated the experimental participants' oral performance and explored their perceptions of this technology-mediated multimodal approach and its advantages and disadvantages as identified by the participants. Results from independent t-tests showed marginal significant progress of presentation performance in the experimental group. Descriptive statistics from the perception survey and content analysis of students' reflective responses indicated that the participants were overwhelmingly positive about technology-supported multimodal activities implemented in the oral training course but encountered psychological and technological challenges when producing multimodal assignments. Theoretically, the results support the extension of multimodal theory to EFL oral presentation education. Practically, the study informs EFL presentation instructors of the validity of technological-enhanced VARK strategies for learning and teaching EFL presentation. The research results also bear significant implications for the necessity of learner training in technology practices when implementing the pedagogy integrating multimodal technologies into EFL speech education.
An Investigation of Learners&apos; Use of CAN and COULD in an English Language Classroom
Author: Whitty, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Verbs,Second Language Learning,Second Language Instruction,Computational Linguistics,English (Second Language),Pragmatics,Language Usage,Language Proficiency,Universities,College Second Language Programs,Foreign Countries,Foreign Students,Audio Equipment,Video Technology,Phrase Structure,Comparative Analysis,Native Speakers

CAN and COULD have multiple uses and multiple interpretations, which can be difficult for learners of English to understand. For example, the difference of &quot;Can you help me?&quot; and &quot;Could you help me?&quot; may go unnoticed to an English language learner, but a native speaker of English would recognise a difference in politeness. The current paper reports on an investigation of learners' use of the modal auxiliaries CAN and COULD, including their negative counterparts (&quot;cannot/can't&quot; and &quot;could not/couldn't&quot;), in an English Proficiency Program (EPP) classroom at a New Zealand University. Through first examining the learners' use of CAN and COULD in spoken and written contexts, comparisons are made to their use in the &quot;British National Corpus&quot;, which results in the identification of areas in which learners' use could be strengthened.
The Effectiveness of Student Teams Achievement Division to Teach Writing Viewed from Students&apos; Creativity
Author: Rahmatika, Annisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Creativity,Comparative Analysis,Writing Instruction,Writing Tests,Tests,Grade 10,Secondary School Students,Correlation,Foreign Countries,Scores

Student Teams Achievement Division (STAD) is one of the simplest of all cooperative learning methods, where team works in learning English provides students with the team opportunity to express and to communicate with each other. One of the ways to make them express and communicate with each other is by dividing the class into several team works or groups. This experimental study sought to find out the effectiveness of STAD to teach writing viewed from students' creativity in the tenth grade of SMAN 1 JATIWARAS Tasikmalaya in the academic year of 2017/2018. Recruitment strategy was through cluster random sampling resulting 2 classes which consist of 28 students of each class contributed to the study. Data collection technique encompassed creativity test and writing test. The data were analyzed thoroughly by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey's HSD Test. The result revealed that: (1) Student Teams Achievement Division (STAD) was more effective than Direct Method to teach writing; (2) students with high creativity had better writing skill than those having low creativity. (3) there was an interaction between teaching methods and students' creativity.
Pre-Service Teachers&apos; Teaching Skills, English Proficiency, Intercultural Sensitivity, Exposure to Foreign Culture across L2 Environments
Author: Susilo, Susilo
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Skills,Second Language Learning,English (Second Language),Language Proficiency,Foreign Countries,Second Language Instruction,Cultural Awareness

This was a survey study involving 156 pre-service teachers taken from three local universities in Indonesia, investigating whether or not different L2 learning environment of English teacher education affect the NNES pre-service teachers' teaching skills, intercultural sensitivity, exposure to foreign culture, and English proficiency. The data were collected through observation scaling checklist, and 2) questionnaire. Descriptive analysis and a series of one-way ANOVA were used to analyze the data. The results showed that: 1) the effect of L2 learning environments on teaching skills was not significant F (2) = 2.831., p = 0.062; 2) the effect of L2 learning environments on intercultural sensitivity was not significant F (2) = 4.991, p = 0.008; 3) the effect of L2 learning environments on exposure to foreign culture was not significant F (2) = 1.577, p = 0.210., and 4) the effect of L2 learning environments on English proficiency was significant F (2) = 56.153, p = 0.000.
L2 Motivation in ESP and EGP Courses: An Investigation of L2 Motivational Selves among Learners of English in Saudi Arabia
Author: Altalib, Aser
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Learning Motivation,English for Special Purposes,College Students,Student Attitudes,Positive Attitudes,Academic Achievement,Student Needs,Gender Differences,Majors (Students)

This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans &amp; St John, 1998; Hutchinson &amp; Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners' needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dörnyei's (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners' motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants' L2 achievements, either positively or negatively.
Educational Social Media Tools: Promoting Student Investment and Language Identity in the Midst of Digital Surveillance
Author: Barnes, Melissa
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Social Capital,Self Concept,High School Students,English (Second Language),Second Language Learning,Foreign Countries,Educational Technology,Ethics,Privacy,Information Security,Foreign Students,Exchange Programs,Student Attitudes,Educational Experience,Computer Software,Peer Relationship,Asians,Self Efficacy,Academic Achievement

There is increasing interest in how educational technologies can be used to promote and create meaningful learning opportunities and, more specifically, how social media tools can be harnessed to encourage language learning through online interactions. Educational social media tools, however, thrust student learning from a private space into a public one and raise ethical concerns regarding digital surveillance. Drawing from Norton's (2013) conceptualisation of language investment and identity and Bourdieu's (1990) thinking tools of habitus and field, this paper explores the attitudes and experiences of 30 Japanese exchange students studying at a high school in Australia, as they engage with the educational social media platform, Edmodo. This action research study aimed to encourage language investment by providing an online space for students to develop their English language identities in and amongst their Japanese peers. However, this study found that many of the participating students resisted and/or disliked using Edmodo because they felt restricted by the platform, highlighting the need for students to have a sense of autonomy in the midst of teacher control and surveillance. Additionally, this study reveals that the students who engaged regularly, and without the prompting of the teacher, were students who were academically stronger, suggesting that students' self-efficacy is closely linked to language investment and the willingness to develop their language identity.
Japanese EFL Learners&apos; Perceptions of Different Accents in Spoken English
Author: Ito, Yurika
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation,Student Attitudes,Native Speakers,Grammar,Foreign Countries,Undergraduate Students,Accuracy

Due to the worldwide spread and diversification of English, there is far more variety in English accents than ever before. Nonetheless, most Japanese English language learners have continuously been only exposed to &quot;native&quot; English accents, particularly Received Pronunciation (RP) and General American (GA), in their English language classrooms. As the number of &quot;non-native&quot; English speakers exceeds the number of &quot;native&quot; English speakers in the world, it has been recently questioned whether exposing English language learners to only &quot;native&quot; English accents in English language classrooms is appropriate in this globalised world. The present study attempts to investigate 78 Japanese EFL learners' perceptions of different accents in spoken English. More specifically, the study examines the influence of &quot;native&quot; and &quot;non-native&quot; English accents on Japanese EFL learners' perceptions of grammaticality. Four &quot;native&quot; English speakers (i.e., the UK, the US, and Australia) and four &quot;non-native&quot; English speakers (i.e., Vietnam, Japan, Zimbabwe, and Russia) provided the speech samples used in the study. To measure the Japanese EFL learners' perceptions of grammaticality, they were asked to listen to thirty-two grammatical and ungrammatical sentences read out by the eight speakers and judge each sentence using binary categories (i.e., grammatical/ungrammatical). Moreover, they were asked to identify the place of origins of each speaker and label them as either &quot;native&quot; speaker or &quot;non-native&quot; speaker. The potential underlying factors influencing their judgements and evaluations are discussed, and the implications for research and teaching are also suggested.
Incorporating Hypnotic Suggestion into Teacher Education Programs: Emotional and Cognitive Implications for Teachers
Author: Ghasemi, Farshad
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Cognitive Processes,Teacher Attitudes,Intervention,Content Analysis,Faculty Development,Attitude Change,Beginning Teachers,Experienced Teachers,Emotional Experience,Psychological Patterns,Self Esteem,Fatigue (Biology),Self Control,Foreign Countries

This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.
What Makes Students Speak Japanese in Immersion Programs? State Policy, School Curriculum and Individual Learners in Australia
Author: Katayama, Kumiko
Date: 2019-00-00
Type: Journal Articles
Subjects: Japanese,Second Language Learning,Second Language Instruction,Immersion Programs,Heritage Education,Foreign Countries,Student Characteristics,Speech Communication,Peer Relationship,Cultural Background,Native Language,Language Maintenance,Discourse Analysis,Language Planning,Educational Policy,High School Students,Bilingual Schools,Bilingual Education,Language of Instruction,Language Usage

Language immersion programs, which are a form of bilingual education, are shaped by multiple factors, including the specific characteristics of the region, the language, the community and the learners, as well as national and regional policies on language education. While the underdeveloped production skills of immersion students have been identified as the product of teacher-centred and controlled learning environments, it is not known what role background or heritage language students play in the Australian one-way immersion context, where their presence itself potentially enhances the speaking environment. This paper, based on a project on developing speaking strategies for a Japanese immersion program in Australia, argues that the speaking performance of students in immersion classes is also determined by other factors, such as peer interactions with background students, whose treatment in education systems in Australia remains ambiguous, reflecting the history of separation between foreign language education in schools and the maintenance of mother tongues in the community. By applying Critical Discourse Analysis (CDA), this paper analyses language policy and educational documents and discusses how the language performance of individual learners could be influenced not only by the curriculum but also by policy makers' improved understanding of individual learners with diverse linguistic backgrounds within schools.
Animal Use in Life Sciences Education: Current Status, Teachers&apos; and Adolescents&apos; Attitudes and Alternatives
Author: Amahmid, Omar
Date: 2019-10-00
Type: Journal Articles
Subjects: Animals,Biological Sciences,Science Education,Teacher Attitudes,Secondary School Curriculum,Foreign Countries,Student Attitudes,Teaching Methods,Laboratory Procedures,Negative Attitudes,Early Adolescents,Video Technology,Computer Simulation,Emotional Response,Moral Issues,Ethics

The study aimed to explore Lower Secondary School curriculum of Life Sciences, in Morocco, to establish the current status of animal use and the extent at which it is a curriculum requirement for the introduction of the prescribed concepts and objectives. Two questionnaires were developed and administered to teachers and students to assess their attitudes towards animal use and dissection, as well as potential alternatives that could be used for replacement. The study revealed that several cited topics in the curriculum involve animal use and organ dissection. The majority of students (60.9%) and teachers (83.3%) had great interest in performing animal organ dissections, stating that it allowed better understanding, long-term knowledge and motivation. A proportion of participants felt negative emotions towards this practice. Many animals groups have been involved especially frogs and mammals. While most of teachers and students quoted that priority should be given to real hands-on experiments, alternatives preferred for replacement were videos and simulations. Animal use in education raises psychological, ethical, and environmental concerns. Hence, there is a need to use animal-free alternatives as they allow the achievement of the learning objectives more effectively and have several advantages over animal use.
Building Motivation and Improving Learning Outcomes with Android-Based Physics Books: Education 4.0
Author: Hediansah, Disa
Date: 2019-10-00
Type: Journal Articles
Subjects: Junior High School Students,Foreign Countries,Educational Technology,Technology Uses in Education,Electronic Publishing,Textbooks,Physics,Science Instruction,Student Motivation,21st Century Skills,Inquiry,Telecommunications,Handheld Devices

This study aims to examine student's responses to the 4.0 learning era that cannot be separated from interaction technology related to retrieval, collection, processing, storage, distribution and presentation of information through the use of android gadget devices so that they are considered optimal in the educational angle. The method used is a triangulation method that combines two methods in one study to ensure authentic data through question tests, boarders and field observations. This study involved 72 junior high school students in 1 kawali. From the N-gain data table, the table showed average of the experimental class is 0.70 and High category, while the N-gain average of the control class is 0.26 and is in the medium category. That is, student learning outcomes after using teaching materials have experienced a very high increase compared to previous learning outcomes. Where these results suggest that an Android-based digital book can trigger an interactive and independent learning environment among students and students and teachers, because students' learning enthusiasm tends to be high. So that the target of learning can be delivered thoroughly. The limitations in subsequent research may be developed.
Description of Students&apos; Scientific Literacy Competencies on the Scientific Issue of Flat Earth Theory
Author: Widayoko, Agus
Date: 2019-10-00
Type: Journal Articles
Subjects: Scientific Literacy,Scientific Concepts,High School Students,Foreign Countries,Earth Science,Physics,Misconceptions,International Assessment,Achievement Tests,Competence

Scientific literacy is one of the basic competencies that must be possessed in the XXI century. These competencies include explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting scientific data and facts. These three competency indicators must be embedded in students to help them to solve problems and give the best responding to issues especially science issues, as well as &quot;flat earth theory&quot;. The purpose of this study was to describe students' scientific literacy competencies in responding to scientific issues &quot;flat earth theory&quot; and their indications in responding to issues. This research is a description research by questionnaire method and interview. The research subjects were 92 students in several high schools in Malang. The questionnaire results show that 95.65% of students rejected the &quot;flat earth theory&quot;. Among those who rejected the theory, 20.97% of respondents did not conduct an investigation to conclude the information of the theory. The interview results of this research indicate that students only relied on initial knowledge or initial information to conclude the issue.
Impact of Counselling Practicum on Trainees in University of Ilorin Nigeria
Author: Muhammed, Shuaib Abolakale
Date: 2019-10-00
Type: Journal Articles
Subjects: Practicums,Counselor Training,Professionalism,Undergraduate Students,Graduate Students,Student Attitudes,Correlation,Gender Differences,Professional Development,Skill Development,Ethics,Values,Counselor Client Relationship,Departments,Universities,Reliability,Foreign Countries

Practicum is an important aspect of the counsellor education programme which is aimed at helping student counsellors develop practical skills and other qualities required for professionalism. The study investigated the impact of counselling practicum on trainees in University of Ilorin, Nigeria. The descriptive research design was adopted for the study. The population of the study consisted of all student counsellors in the Department of Counsellor Education, University of Ilorin. The simple random sampling technique was used to select 250 respondents selected from both the full-time undergraduate and postgraduate programme. A researcher developed questionnaire tagged &quot;Impact of Counselling Practicum Questionnaire (ICPQ)&quot; was used to gather data from the respondents. The questionnaire was validated by lecturers in Counsellor Education Department University of Ilorin and was also subjected to reliability test using a Pearson's Product Moment Correlation formula and a reliability coefficient of 0.68 was obtained. The data obtained were analysed with percentages, mean ranking and t-test statistic. The findings revealed that the counselling practicum has high impact on counsellor-trainees. For instance, it assists trainees to; develop self-confidence in relating with clients, learn how to apply counselling skills maximally, and discover their strengths as student counsellors. A significant difference was found on the impact of counselling practicum on trainees based on respondent's level of education but no significant difference was found on the basis of gender. The implication is that trainees at different level need practicum experience to achieve professional development. It is recommended that undergraduate and postgraduate counsellor-trainees, irrespective of gender, should be assisted to develop requisite skills, ethics, and values of carrying out their professional roles optimally in the counselling profession.