ethanporcaro/eric-fulltext-meta huggingface dataset:
Mind and Material: The Interplay between Computer-Related and Second Language Factors in Online Communication Dialogues
Author: Wu, Pin-hsiang Natalie
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Correlation,Computer Mediated Communication,Computer Uses in Education,Educational Technology,Language Proficiency,Writing Skills,Communication Skills,Self Concept,Foreign Countries,Attitude Measures,College Students,Student Surveys,Questionnaires,Student Motivation,Competence,Statistical Significance

With a growing demand for learning English and a trend of utilizing computers in education, methods that can achieve the effectiveness of computer-mediated communication (CMC) to support language learning in higher education have been examined. However, second language factors manipulate both the process and production of CMC and, therefore, attention is required when discussing factors influencing CMC in a second language setting. This paper discusses text-based CMC in an English-as-a-foreign-language (EFL) context and examines correlations between items included in CMC measures via a second language. Results show that CMC measures and second language proficiency are statistically correlated at a significant level. Some key points raised here are (1) a computer user's second language writing proficiency influences the computer communicative skills that he or she applies to the online dialogues; (2) a computer user's second language proficiency is related to his or her self-perception of the achievement on online dialogues; and (3) an EFL computer user's motivation for CMC is connected to his or her second language writing ability.
Blended Instruction for EFL Learners: Engagement, Learning and Course Satisfaction
Author: Sahin-Kizil, Aysel
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,English (Second Language),Second Language Instruction,Integrated Learning Systems,Questionnaires,Student Attitudes,Learner Engagement,Technology Uses in Education,Educational Technology,Foreign Countries,Program Effectiveness,College Students

Offering blended courses has increasingly become common at tertiary education though it is relatively new in the field of language teaching. This paper describes the design of a blended language course through Moodle in an EFL context with an emphasis on students' perceptions. In a survey based approach, a total of 68 university students' experiences with blended language learning for two consecutive terms were examined. The questionnaire items focused on the effect of blended design on students' engagement, learning and overall course satisfaction. Student responses revealed that technology-assisted language instruction provided in parallel with face to face teaching could create efficient learning environments.
A Case Study of Using Facebook in an EFL English Writing Class: The Perspective of a Writing Teacher
Author: Yu, Li-Tang
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Teachers,Case Studies,Social Media,Writing Instruction,College Faculty,College Students,Writing (Composition),Teacher Student Relationship,Semi Structured Interviews,Grounded Theory,Group Discussion,Student Attitudes,Teacher Attitudes,Foreign Countries,English (Second Language),Social Networks,Second Language Learning,Student Participation,Language Teachers,Computer Mediated Communication,Technology Uses in Education,Statistical Analysis,Qualitative Research

The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three emerging themes about the Facebook usage: students' participation, the connection between class and Facebook discussion, and the affordance of Facebook. Each theme's underlying properties were identified. This study provides language instructors with insights into the adoption of Facebook in an EFL context and supports them to better design tasks on Facebook.
Quilting with Language
Author: Johnson, Kitty
Date: 2006-00-00
Type: Journal Articles
Subjects: Handicrafts,Folk Culture,Vocabulary Development,Grammar,Speech Skills,Writing Instruction,Writing (Composition),Memory,Teaching Methods,Cultural Maintenance,Family (Sociological Unit),Oral Language,Learning Activities

This article outlines a lesson plan which contains four activities based on the cultural content of quilts. It includes activities for teaching vocabulary and grammar, speaking, writing, and a dicto-comp activity (in which there is both dictation and composition).
Design and User Evaluation of a Mobile Application to Teach Chinese Characters
Author: Rosell-Aguilar, Fernando
Date: 2015-00-00
Type: Journal Articles
Subjects: Handheld Devices,Chinese,Courseware,Statistical Analysis,Quality Assurance,Profiles,Positive Attitudes,Language Acquisition,Design Requirements,Educational Principles,Computer System Design,Learning Experience,Usability,Participant Satisfaction,Participant Characteristics,Learning Motivation,Computer Software Evaluation,Foreign Countries,Semi Structured Interviews

This paper presents both the pedagogical design principles and the challenges faced during the development of a mobile app, Chinese Characters First Steps, to support recognising, learning and practising writing Chinese characters at beginners' level, including the difficult balance between pedagogy and technical affordances. We also present the results of a research study which collected quantitative data from over 130 users of the app as well as qualitative data from interviews with four users. The results offer a profile of language learning app users and very positive attitudes towards learning with apps. They also reveal users' reasons for learning Chinese, patterns of learning, expectations of the app, and evaluation of the different features for their own personal learning. Finally, the paper concludes that the chosen design principles for the app were appropriate for its purpose.
Tasks for Easily Modifiable Virtual Environments
Author: Swier, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Task Analysis,Goal Orientation,Qualitative Research,Computer Games,Computer Uses in Education,Curriculum Design,Performance Factors,Communicative Competence (Languages),Computer Simulation,Undergraduate Students,English (Second Language),Questionnaires,Semi Structured Interviews,Interaction,Participant Satisfaction,Foreign Countries,Likert Scales

Recent studies of learner interaction in virtual worlds have tended to select basic tasks involving open-ended communication. There is evidence that such tasks are supportive of language acquisition, however it may also be beneficial to consider more complex tasks. Research in task-based learning has identified features such as non-linguistic goals that are seen as promoting rich learner interaction. In this preliminary work, we report on the development of goal-orientated tasks for the virtual environment Minecraft, offering a qualitative examination of learner interaction using three such tasks. Results show the potential for easily modifiable platforms such as Minecraft to support the implementation of goal-orientated tasks for virtual environments.
Touch the Page and Mimic Me: Evaluation of a Talking-Pen Learning Tool
Author: Odakura, Abigail
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Appropriate Technology,Vocabulary Development,Phrase Structure,Usability,Instructional Material Evaluation,Cognitive Ability,Homework,Teaching Models,Active Learning,Prereading Experience,Program Implementation,English (Second Language),Conversational Language Courses,Foreign Countries

The purpose of this paper is to evaluate the talking-pen device called the Mimic Me, an educational technology product of a large English conversation school in Japan, as an educational learning tool. The product will be reviewed in terms of its developmental appropriateness for the target audience based on current research. Although the Mimic Me uses behaviorist learning theories to teach vocabulary and short phrases, it could be further enhanced to live up to its full potential as a learning tool. The author proposes alternative ways that the product could be used, as well as possible design modifications that would improve the effectiveness of the product.
The Influence of Technology in the Classroom: An Analysis of an iPad and Video Intervention on JHS Students' Confidence, Anxiety, and FL WTC
Author: Ockert, David Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Video Technology,Handheld Devices,Technology Uses in Education,Second Language Instruction,Anxiety,Self Esteem,Interpersonal Communication,Intervention,Program Effectiveness,Educational Technology,Student Attitudes,Structural Equation Models,Pretests Posttests,English (Second Language),Student Surveys,Junior High School Students,Foreign Countries

This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad. The study tested for changes in confidence, anxiety and foreign language (FL) willingness to communicate (WTC; McCroskey &amp; Baer, 1985) using self-report measures before and after the intervention (N = 91 &amp; 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder/iPad intervention on confidence, anxiety, and WTC. The class that received the iPad intervention shows statistically significant increases in confidence and WTC, and a statistically significant decrease in anxiety. Furthermore,the WarpPLS structural equation modeling (SEM) software results show that the iPad use had a strong positive influence on confidence and WTC and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and WTC, and lower anxiety.
EFL Instructors' Perceptions of Usefulness and Ease of Use of the LMS Manaba
Author: Toland, Sean
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Technology,Usability,Relevance (Education),Database Management Systems,Focus Groups,Technology Integration,Computer Software Evaluation,English (Second Language),English Instruction,Teacher Workshops,Qualitative Research,Case Studies,Interviews,Observation,Courseware,Foreign Countries,College Faculty

Learning Management Systems (LMSs) have become important tools in higher education language instruction, which can facilitate both student learning and the administration of courses. The decision regarding which LMS a particular university adopts is a complicated process where the needs and opinions of several stakeholders, including administrators, students, and faculty members, must be considered. The researchers conducted a focus group session with faculty members at a private Japanese university regarding their usage and perceptions of the LMS Manaba. The results of this study indicate that while perceptions towards the LMS were positive overall, successful integration of the technology is hampered by a lack of institutional support.
Integrated Language Skills CALL Course Design
Author: Watson, Kevin
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Skills,Integrated Curriculum,English (Second Language),Computer Assisted Instruction,College English,Technological Advancement,Listening Skills,Student Attitudes,Curriculum Development,Teaching Methods,Educational Strategies,Classroom Techniques,Curriculum Design,Technology Integration,Foreign Countries

The importance of a structured learning framework or interrelated frameworks is the cornerstone of a solid English as a foreign language (EFL) computer-assisted language learning (CALL) curriculum. While the benefits of CALL are widely promoted in the literature, there is often an endemic discord separating theory and practice. Oftentimes the promise of new technologies is mitigated by a lack of pedagogical consideration. While continuous upgrades are an essential component of any curriculum, using technology as a motivational tool in the classroom without clear and research-based teaching approaches and techniques is a slippery slope. A balance must be struck between infusing educational technology in the classroom with pedagogy. This article illustrates a course design processes, combining CALL usage and pedagogy for second-year language learners in a Japanese university listening course. First, we identify the rationale behind why our institution needed to upgrade the technology used in the classroom. Second, we identify the process of how this CALL listening course was developed. Last, we report on student responses to these technological changes and pedagogical decisions.
No Books and 150 Students?
Author: Wilhelm, Kim Hughes
Date: 2006-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,Language Teachers,College Faculty,Teacher Attitudes,Foreign Countries,Teaching Conditions,Language Proficiency,Learning Activities,Peer Evaluation,Homework,Student Surveys,Student Attitudes

This article describes the author's experiences coping with the challenges of teaching English in an Indonesian university, such as classroom conditions and large numbers of students at different proficiency levels. The author suggests five activities that are designed to involve students in learning with little dependence on materials and little movement. The author also describes three out-of-class activities. Appendices include materials for the activities and additional references.
Managing Student Participation: Teacher Strategies in a Virtual EFL Course
Author: Wang, Airong
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Computer Simulation,Task Analysis,Questionnaires,Discourse Analysis,Classroom Communication,Foreign Countries,Student Attitudes,Computer Assisted Instruction,Business English,Business Communication,Feedback (Response),College Faculty,Language Teachers,Teacher Student Relationship,Undergraduate Students

This paper aims to explore teacher strategies for managing student participation in a complex Multi-user Virtual Environment. Data include transcribed recordings from a task-based EFL course in Second Life. Conversational Analysis is adopted to analyze the teacher's verbal language output in the transcript, and a student questionnaire is used to complement the findings from the transcript. The results suggest that teacher strategies are influenced by task phases and also by the specific nature of Second Life.
Encouraging Autonomy through the Use of a Social Networking System
Author: Leis, Adrian
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Instruction,Cultural Awareness,Questionnaires,Self Esteem,Student Attitudes,Technology Uses in Education,Educational Technology,Foreign Countries,English (Second Language),Junior High Schools,Preservice Teachers,Likert Scales,Student Motivation,Personal Autonomy,Correlation,Comparative Analysis,Statistical Analysis,Social Networks,Social Media

The use of social networking systems has enabled communication to occur around the globe almost instantly, with news about various events being spread around the world as they happen. There has also been much interest in the benefits and disadvantages the use of such social networking systems may bring for education. This paper reports on the use of Twitter in a Japanese university course, and the effect it had on the participants' autonomy. The second language learning motivation and metacognitive skills of 34 Japanese university students studying in a foreign cultures class were measured using both open-ended and closed-ended items in a questionnaire. The results suggest that only students who have high linguistic self-confidence will display progress in taking charge of their learning habits and becoming autonomous in their study as a consequence of using a social networking system in class.
Benefits of Using Online Student Response Systems in Japanese EFL Classrooms
Author: Mork, Cathrine-Mette
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Audience Response Systems,Computer Mediated Communication,English (Second Language),Classroom Techniques,Influence of Technology,Relevance (Education),Web Based Instruction,Student Attitudes,Educational Technology,College English

Online student response systems (OSRSs) are fast replacing classroom response systems (CRSs), also known as personal or audience response systems or &quot;clickers&quot;. OSRSs can more easily be implemented in the classroom because they are web-based and allow students to use any browser and device to do the &quot;clicking&quot; required to participate. Their main attribute is their ability to motivate and engage students, enhancing or even replacing more traditional teaching methodologies. Through the example of Socrative, a web-based platform that runs on any device with a web browser and Internet access, this paper explains several pedagogical and administrative benefits of employing an OSRS as a teaching tool, with special reference to Japanese EFL learners.
The Effects of Syntactically Parsed Text Formats on Intensive Reading in EFL
Author: Herbert, John C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Processes,English (Second Language),Second Language Learning,Second Language Instruction,Eye Movements,Syntax,Phrase Structure,Grammar,Language Patterns,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Control Groups,Experimental Groups,Computer Assisted Instruction,Foreign Countries

Separating text into meaningful language chunks, as with visual-syntactic text formatting, helps readers to process text more easily and language learners to recognize grammar and syntax patterns more quickly. Evidence of this exists in studies on native and non-native English speakers. However, recent studies question the roll of VSTF in certain EFL contexts. The report herein shows eye tracking data and numerical results from EFL students engaged in intensive reading activities, which utilized parsed texts or conventional block texts in controlled experiments. This report helps readers to decipher whether or not derivatives of VSTF are appropriate for their specific contexts.
Social Media Ethics in English Language Teaching
Author: Blyth, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Ethics,Technology Uses in Education,Educational Technology,English (Second Language),Privacy,Second Language Instruction,Information Management,Reputation,Classroom Environment,Foreign Countries,Behavior,Web Sites

Many teachers are increasingly using Social Networking Services (SNS) in their classrooms, which allows for the first time the outside world to peer into students' private learning spaces (Blyth, 2011). However, the adoption of social media has mostly been done without careful consideration of possible ramifications students may suffer. Consequently, this article considers issues of information management, identity, reputation, privacy, and potential consequences on classroom dynamics. Finally, there is a discussion of the privacy strategies that teachers could adopt.
Exploring English as a Foreign Language (EFL) Teacher Trainers' Perspectives on Challenges to Promoting Computer Literacy of EFL Teachers
Author: Dashtestani, Reza
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Literacy,Second Language Instruction,Computer Assisted Instruction,Educational Technology,Foreign Countries,Qualitative Research,Language Teachers,Barriers,Teacher Education Programs,Internet,Computer Software,Interviews

Computer literacy is a significant component of language teachers' computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers' computer literacy levels. This qualitative study explored the perspectives of 39 Iranian EFL teacher trainers on possible challenges to EFL teachers' computer literacy development. The findings suggest that the teacher trainers considered the role of computer literacy as important in EFL teachers' professions. The teacher trainers reported a couple of challenges to EFL teachers' development of computer literacy as well as measures to eliminate the effects of these challenges. In addition, the trainers did not have sufficient computer knowledge to prepare EFL teachers for teaching in call courses. The findings further indicated that the participants perceived that EFL teachers need to be trained for developing their computer literacy. However, the trainers did not have consensus on including computer literacy training for teachers in mainstream teacher training programs. Finally, computer skills related to using the Internet and language teaching software tools were regarded as necessary for EFL teachers to acquire. The study would have implications for the improvement of mainstream teacher training programs in Iran and other countries.
Teaching Prepositions to Very Young Learners the Case of &quot;On&quot;
Author: Piquer-Píriz, Ana
Date: 2006-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Psycholinguistics,Preschool Children,Semantics,Clothing,Freehand Drawing,Child Language

The author discusses the benefits of applying cognitive linguistics, L1 acquisition, and neo-Vygotskian (Vygotsky) approaches to the teaching of a second language to young learners, using the example of teaching the preposition &quot;on.&quot; The author briefly reviews how prepositions are taught to adult learners and the challenges of teaching prepositions to young learners. The author then discusses two different meanings of &quot;on&quot; and how Total Physical Response (TPR) activities can be used to help young learners distinguish different meanings of &quot;on.&quot;
Online Intercultural Collaborations Using Wikis: An Analysis of Students' Comments and Factors Affecting Project Success
Author: Forsythe, Edo
Date: 2014-00-00
Type: Journal Articles
Subjects: Japanese,English (Second Language),Collaborative Writing,Second Language Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Foreign Countries,Web Sites,Web 2.0 Technologies,College Students,Intercultural Communication,Content Analysis,Qualitative Research,Statistical Analysis

Online intercultural collaborations using wiki pages are becoming common in foreign language education. However, research into their effectiveness and the types of comments students make in their interactions remains scant. This study addresses this gap by exploring three years' worth of interactions among Japanese students of English and American students of Japanese. The data demonstrated that the focus of students' comments matches the overall topic of the collaboration, that interpersonal topics generate more interactions, and that logistical factors have a strong impact on the success of online collaborations. Based on these data-driven conclusions, this paper provides lessons learned and specific tips for conducting successful, online intercultural exchanges among foreign language students using wiki pages as a collaboration medium.