ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
Author: Bottge, Brian A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intervention,Resource Room Programs,Inclusion,Special Education,Disabilities,Comparative Analysis,Pretests Posttests,Special Education Teachers,Fractions,Mathematics Skills,Error Patterns,Program Effectiveness,Educational Technology,Technology Uses in Education,Problem Solving,Computation,Middle School Students,Observation,Multivariate Analysis

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students according to error subtypes and tracked their performance patterns. Results indicated that EAI was more effective than business as usual in reducing combining errors (e.g., adding denominators) and denominator errors (e.g., not finding common denominator) of students with disabilities (SWD) and students without disabilities in both settings. SWD in inclusive classrooms scored higher on the pretest than SWD in resource rooms, but EAI reduced the disparity on the posttest. An important additional finding revealed that the SWD who received more support from special education teachers in inclusive classrooms scored higher and made fewer errors than the SWD who were provided only limited support. [At the time of submission to ERIC, this article was in press with &quot;Exceptional Children.&quot;]
Learners&apos; Perceptions of a Reading Section without Instruction
Author: Mulling, Alessandra Belletti Figueira
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Student Experience,Reading Materials,English (Second Language),Second Language Learning,Qualitative Research,Semi Structured Interviews,Computer Uses in Education,Foreign Countries,Adult Students,Secondary School Students,Recall (Psychology),Second Language Instruction

This study highlights learners' perceptions about their experience with self-access materials with a qualitative orientation as the best way to understand nuances of how students learn and what they need from learning materials. This paper presents English as a foreign language learners' attitudes when interacting with the computer-reading section &quot;Catching a Glimpse&quot; (CaG)--which consists of texts written for pedagogic purposes accompanied by a bilingual glossary, an audio version of the text, and a text illustration. Learners' perceived experience with CaG was addressed through stimulated recall in semi-structured interviews with 24 participants who commented on and explained how and why they interacted with CaG. Furthermore, respondents shared their impressions of the fact that there was no initial or follow-up question instructing learners on what to do. The findings suggest the absence of instruction or set goals fostered an authentic interaction with the texts, however, CaG's instructional design does not properly benefit from computer-assisted language learning technology. [For the complete volume, see ED578177.]
Empowering Language Learners through the Use of a Curriculum-Integrated Information Literacy Programme: An Action Research Project
Author: Alzahrani, Sahar
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Information Literacy,Integrated Curriculum,Program Evaluation,Program Implementation,Elementary School Students,Focus Groups,Interviews,Action Research,Foreign Countries,Lifelong Learning,Semitic Languages,Native Language,English (Second Language),Student Attitudes,Teaching Methods,Reflective Teaching,Second Language Instruction,Qualitative Research

This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems before planning the action. A focus group interview and learners' written output were used to answer three research questions about learners' awareness, attitudes, and confidence about information literacy skills. Enhancement was found in these three aspects. [For the complete volume, see ED578177.]
LMOOCs, Classifying Design: Survey Findings from LMOOC Providers
Author: Beirne, Elaine
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Second Language Instruction,Learning Processes,Questionnaires,Online Surveys,Classification,Design

Many of the major Massive Open Online Course (MOOC) platforms support learning approaches which can be roughly categorised as transmission-based and asynchronous (Morris &amp; Lambe, 2014), with limited forms of interactive elements. Language learning is viewed within this study as an active process which includes knowledge, skills, and cultural competencies. Designing a Language-learning MOOC (or LMOOC) that facilitates this view of the language learning process is challenging, however, particularly considering the predominance of learning templates within the MOOC platforms that are designed from a mainly knowledge-transmission perspective. Using Conole's (2014) classification of MOOCs, a sample of LMOOC providers self-report in a survey on the pedagogical approach implemented within their LMOOC's learning design. These findings are reported in this paper. This study is timely as the number of LMOOCs being offered is increasing, although the proportion of LMOOCs is still low in terms of the wider MOOC landscape. The paper concludes by considering whether LMOOCs can be aligned with this classification tool or whether an extension to this classification is required to cater for the nuances of MOOC-based language learning. [For the complete volume, see ED578177.]
The Assessment of Digital Project Work in the EFL Classroom
Author: Berggren, Jan
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Language Teachers,English (Second Language),Second Language Instruction,Secondary School Teachers,Technological Literacy,Evaluation Methods,Focus Groups,Cooperative Learning,Self Evaluation (Individuals),Telecommunications,Handheld Devices

This paper reports on a project aiming at describing professional practice in the assessment of collaborative digital projects among a group of inservice English as a Foreign Language (EFL) teachers within the context of a single workplace, a technologically well-resourced upper secondary school in Sweden. In a previous project (Allen &amp; Berggren, 2016), teachers were provided with an overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) as part of an initiative to better integrate information communication technology into their classroom practice. The current study addresses the need expressed in previous projects for developing assessment practices among the teachers working with digital projects, making use of a practical overview of the assessment of digital projects (Dudeney et al., 2013) trying out an assignment. Afterwards, a focus group interview was conducted focusing on teachers' experiences of digital project assessment. The results indicate that while the teaching and assessment of collaborative digital projects are not aligned, the teaching of digital literacy making use of digital resource may augment 'traditional' assessment. Following this conclusion, a necessity of further collaboration among EFL teachers appears, aiming at developing the assessment of the collaborative aspect of digital projects. [For the complete volume, see ED578177.]
Developing a Cross-Platform Web Application for Online EFL Vocabulary Learning Courses
Author: Enokida, Kazumichi
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Foreign Countries,Independent Study,Online Courses,Telecommunications,Handheld Devices,Computer Software,Questionnaires,Student Attitudes,Usability,Feedback (Response),College Students

In this paper, the development of a web application for self-access English vocabulary courses at a national university in Japan will be reported upon. Whilst the basic concepts are inherited from an old Flash-based online vocabulary learning system that had been long used at the university, the new HTML5-based app comes with several new features that are expected to assist students with effective vocabulary learning. Not only is it now made compatible with smartphones, it also enables students to visually check their own progress and their ranking in the class. According to the questionnaire survey conducted among its pilot users, almost 30% of them used the app on their smartphones. Overall, the users found the app beneficial--they especially liked features such as listening to word pronunciation, and checking their own ranking within the class. However, there is room for improvement regarding the usability of the app. [For the complete volume, see ED578177.]
Learning by Design: Bringing Poster Carousels to Life through Augmented Reality in a Blended English Course
Author: Alizadeh, Mehrasa
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Visual Aids,Feedback (Response),Qualitative Research,Questionnaires,English (Second Language),Second Language Learning,Observation,Foreign Countries,Statistical Analysis,Second Language Instruction,Educational Technology,College Students,Teaching Methods,Case Studies,Computer Software,Student Attitudes

In recent years, there has been a burgeoning interest in Augmented Reality (AR) technologies, especially in educational settings to edutain (i.e. educate and entertain) students and engage them in their learning. This study reports the results of the use of an AR application called BlippAR to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying a sample of collaborative student-generated AR posters. The rewards and challenges of having students design AR content are also discussed. [For the complete volume, see ED578177.]
Data-Driven Learning and the Acquisition of Italian Collocations: From Design to Student Evaluation
Author: Forti, Luciana
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Italian,Phrase Structure,Second Language Learning,Questionnaires,Student Evaluation,Second Language Instruction,Nouns,Verbs,College Second Language Programs,Program Evaluation,Student Attitudes,Computational Linguistics,Chinese,Native Language,Instructional Materials,Learning Activities,Language Proficiency,Language Tests,Telecommunications,Handheld Devices,Statistical Analysis,Error Correction,Instructional Design,Foreign Countries,Likert Scales

This paper looks at how corpus data was used to design an Italian as an L2 language learning programme and how it was evaluated by students. The study focuses on the acquisition of Italian verb-noun collocations by Chinese native students attending a ten month long Italian language course before enrolling at an Italian university. It describes how an Italian native corpus, the Perugia Corpus (PEC), and an Italian learner corpus, the Longitudinal Corpus of Chinese Learners of Italian (LoCCLI), were used to build a data-driven learning programme for an eight week long Italian language course. The paper shows how different kinds of data can make a contribution not only to the creation of learning materials, but also to the definition of learning aims and the construction of assessment tools, and it presents the results of an end-of-course student questionnaire. [For the complete volume, see ED578177.]
Designing a MOOC for Learners of Spanish: Exploring Learner Usage and Satisfaction
Author: Gimeno-Sanz, Ana
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Spanish,Second Language Instruction,Large Group Instruction,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Student Satisfaction,Student Surveys,Questionnaires,Student Attitudes,College Students,Student Motivation

The authors of the &quot;Learn Spanish: Basic Spanish for English Speakers&quot; Massive Open Online Course (MOOC) explored how registered users interacted amongst themselves, providing peer-support and becoming &quot;tutors&quot; to their peers. The analysis was based on data collected through two surveys, as well as through comments on a learner-initiated private Facebook group and course-specific forum posts. Instances of learner usage and learner satisfaction are addressed. [For the complete volume, see ED578177.]
Can an Interactive Digital Game Help French Learners Improve Their Pronunciation?
Author: Cardoso, Walcir
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Computer Games,Teaching Methods,Telecommunications,Handheld Devices,Pronunciation,French,Second Language Learning,Language Fluency,Experimental Groups,Control Groups,Program Effectiveness,Comparative Analysis,Secondary School Students,Likert Scales,Foreign Countries,Pretests Posttests

This study examines the effects of the pedagogical use of an interactive mobile digital game, Prêt à Négocier (PàN), on improving learners' pronunciation of French as a Second Language (FSL), using three holistic measures: comprehensibility, fluency, and overall pronunciation. Two groups of FSL learners engaged in different types of game-playing over one month: while the experimental group played PàN, the control group engaged in paper-based gamified information gap activities. Following a pre-test/post-test research design, our findings revealed no statistically significant differences between the two groups. [For the complete volume, see ED578177.]
Transforming Learning, Conceptualisation and Practices through a MOOC on English as a Medium of Instruction for Academics
Author: Baird, Robert
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Large Group Instruction,Instructional Design,Language of Instruction,English for Academic Purposes,Access to Education,Open Education,Educational Technology

One of the oft-cited advantages of Massive Open Online Courses (MOOCs) is that they provide access opportunities for learners that they might not otherwise have, for example, offering continuing professional development, complementing traditional courses of study, or opening up new areas of knowledge (Ferguson &amp; Sharples, 2014; Hollands &amp; Tirthali, 2014; Zheng, Rosson, Shih, &amp; Carroll, 2015). We report on our experiences designing the FutureLearn MOOC &quot;English as a Medium of Instruction for Academics,&quot; and reflect upon how a free, online platform, operating across a global network, has the potential to enhance learning and practice in English Medium Instruction (EMI) domains. We consider how EMI, a topic with transient, contextual, and emergent themes, can profit from contextualisation through global online dialogues in ways that benefit wider understanding of EMI while simultaneously informing educators about the field. [For the complete volume, see ED578177.]
Teacher Perspectives on the Integration of Mobile-Assisted Language Learning
Author: Grimshaw, Jennica
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Second Language Learning,English (Second Language),Second Language Instruction,Secondary School Teachers,Secondary School Students,Questionnaires,Online Surveys,Likert Scales,Teaching Methods,Technology Integration,Language Teachers,Foreign Countries

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from implementing MALL successfully. To better understand the barriers to using MALL, this pilot study investigated the perspectives of 21 L2 English teachers at secondary schools and colleges in Quebec (Canada). An online questionnaire, requiring 15-30 minutes to complete, consisted of six-point Likert scales, short answers, multiple-choice questions, and probed teachers' current practices, willingness to engage with different tools, and factors influencing their implementation (e.g. time restraints, lack of training). Results suggest that while most language teachers appear to be open to engaging their students in MALL, limitations and concerns regarding distractions, cheating, school policy, class disruption, and time pressures remain. [For the complete volume, see ED578177.]
An Evaluation of TTS as a Pedagogical Tool for Pronunciation Instruction: The &quot;Foreign&quot; Language Context
Author: Bione, Tiago
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Computer Mediated Communication,Teaching Methods,Pronunciation Instruction,Second Language Instruction,English (Second Language),Speech Communication,Foreign Countries,Instructional Effectiveness,Nonparametric Statistics,Statistical Analysis

Despite positive evidence demonstrating the pedagogical benefits of Text-To-Speech (TTS) synthesisers for second/foreign language learning (Liakin, Cardoso, &amp; Liakina, 2017), there is a need for up-to-date formal evaluations, specifically regarding its potential to promote learning. This study evaluates the voice quality of a TTS system in comparison with a human voice, and examines its pedagogical potential for use in an English as a Foreign Language (EFL) setting in terms of speech quality, ability to be understood by L2 users, and potential to focus on a specific language form. EFL learners in Brazil completed four tasks to evaluate the quality of TTS-generated texts. Results suggest that the TTS voice performed equally as well as the human voice in almost every assessment measure, demonstrating a high level of intelligibility and the ability to provide learners with opportunities to notice linguistic forms. [For the complete volume, see ED578177.]
An Exploratory Study of Feedback Practices for Written and Oral Tasks in an Online English Course
Author: Canals, Laia
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Writing Evaluation,English Language Learners,English Instruction,Online Courses,Class Size,Teacher Student Relationship,Teaching Experience,Data Analysis,Faculty Development,Intervention,Computer Assisted Instruction,Speech Communication,Questionnaires

This paper explores teachers' feedback practices in an online language teaching course. We examine several variables that could have an impact on providing effective and meaningful feedback essential to account for students' rate of completion of a one-semester course. Classroom size, amount of teacher-student and student-student interactions, and teachers' experience levels are considered when examining 43 upper-intermediate online English classrooms. These practices were checked against students' completion rates over the semester to identify the variables that may account for student progress. The data analysis helped assess the effect of a small teacher professional development intervention and indicates that student engagement is crucial in online language learning. [For the complete volume, see ED578177.]
Motivational Factors in Telecollaborative Exchanges among Teenagers
Author: Jauregi, Kristi
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Adolescents,Second Language Learning,Videoconferencing,Student Surveys,Student Motivation,Self Efficacy,Anxiety,Interviews,Language Usage,Native Speakers,Interpersonal Communication,Foreign Countries,Statistical Analysis,Qualitative Research

Motivational factors play an important role in (language) learning processes and research indicates that this is also true for telecollaboration exchanges (Jauregi, de Graaff, van den Bergh, &amp; Kriz, 2012; Melchor-Couto, 2017; in press). This short paper will introduce a study into how motivational factors play a role in telecollaboration exchanges by teenagers depending on the interaction constellation, the tools being used, and the telecollaborative experience. A total of 202 foreign language learners from different European countries took part in telecollaboration activities. All participants carried out an average of four telecollaborative sessions either by written chat or by video communication. Data from a survey measuring motivational factors, including self-efficacy beliefs, motivation, and anxiety, was gathered after every session. A small number of pupils were also interviewed on aspects related to motivation and anxiety. The results show: (1) a significant decrease in anxiety across conditions as sessions progress, especially for those communicating in Lingua Franca (LF) constellations using chat; (2) that pupils interacting with Native Speakers (NSs) seem to be the most confident concerning their perception of competence; and (3) that those communicating with NSs were significantly more positive about the learning potential of communicating with NSs. [For the complete volume, see ED578177.]
Automatically Generating Questions to Support the Acquisition of Particle Verbs: Evaluating via Crowdsourcing
Author: Chinkina, Maria
Date: 2017-00-00
Type: Reports - Research
Subjects: Electronic Publishing,Collaborative Writing,Second Language Learning,Computational Linguistics,Questioning Techniques,Automation,Verbs,Responses,Computers,Test Construction,English (Second Language),Native Speakers,Sentences,Correlation,Rating Scales,Foreign Countries

We integrate insights from research in Second Language Acquisition (SLA) and Computational Linguistics (CL) to generate text-based questions. We discuss the generation of wh- questions as functionally-driven input enhancement facilitating the acquisition of particle verbs and report the results of two crowdsourcing studies. The first study shows that automatically generated questions are comparable to human-written ones. The second study investigates different types of questions, their perceived quality, and the responses they elicit. [For the complete volume, see ED578177.]
The TeCoLa Project: Pedagogical Differentiation through Telecollaboration and Gaming for Intercultural and Content Integrated Language Teaching
Author: Jauregi, Kristi
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Second Language Learning,Telecommunications,Multicultural Education,Technology Uses in Education,Teacher Education,Foreign Countries,Cooperative Learning,Educational Cooperation,International Programs,Secondary School Teachers,Teacher Surveys,Likert Scales,Focus Groups,Semi Structured Interviews

The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]