ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming Identities and Ideologies: Creating Translanguaging Space with Overseas Chinese Students in Taiwan
Author: Lin, Shumin
Date: 2022-00-00
Type: Journal Articles
Subjects: Socialization,Language Attitudes,Language Teachers,Teacher Attitudes,Self Concept,Multilingualism,Cultural Pluralism,Classroom Communication,Foreign Students,Nationalism,Ethnicity,Native Language,Chinese,Asian Culture,English (Second Language),Second Language Learning,Discourse Analysis,Teacher Student Relationship,Code Switching (Language),Language Usage,Teaching Methods,Foreign Countries,Ethnography,High School Students

This study examines the relationships among language, identity, and interaction in multilingual multicultural classrooms through a case study of classroom interactions involving &quot;qiaosheng&quot; (overseas Chinese students). Qiaosheng education was created in the historical context of nation building in Taiwan. Qiaosheng Chinese ethnicity has been linked to Chinese language and culture. However, like foreign students, most qiaosheng are multilinguals, speaking various L1s and studying Chinese and English as L2s. While classroom interactions with foreign students have received increasing attention among applied linguistics scholars in Taiwan, classroom interactions involving qiaosheng have not. This study adopts an ethnographic and discourse-analytic approach to examine classroom interactions between an English teacher and qiaosheng in a high school for qiaosheng. Analyzing classroom discourse as well as interviews with the teacher from the theoretical lens of language socialization and language ideology, we show that through interacting with qiaosheng over time, the teacher was socialized into recognizing and subsequently addressing qiaosheng linguistic and cultural diversity by adopting a translanguaging pedagogy. We argue that when teachers recognize the taken-for-granted language ideology about qiaosheng and harness their multilingual multicultural repertoire to teach, qiaosheng can attain their maximum potential to learn when they are appreciated for their multilingual multicultural existence.
CHAT Framework to Study Affordances in CALL Environments
Author: Dey-Plissonneau, Aparajita
Date: 2021-09-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Sociocultural Patterns,Educational Theories,Educational Environment

This paper proposes to explore the theory of affordances in the light of cultural historical activity theory (CHAT) to study affordances in complex Computer-Assisted Language Learning (CALL) environments. The term 'affordance' designates an action possibility that is offered by an environment or an object to an actor in the environment either &quot;for good or ill&quot; (Gibson, 1979). It depends not only on the inherent characteristics of the environment but also on the users' perception and action capabilities. CALL affordances are said to be a unique combination of social, educational, linguistic, and technological affordances (Blin, 2016a). However, there is limited research to date that looks at affordances from an ecological perspective linking the micro moment-to-moment interaction levels with the macro level within which they are embedded in educational contexts (Blin, 2016a). This paper explores the analytical tools of CHAT (Leontyev, 1978; Engeström, 1987) as particularly suitable to investigate affordances at the macro, meso and micro levels of technology-mediated sociocultural educational contexts in CALL.
Creating a Positive Learning Environment in the Online Classroom with Flipgrid
Author: Casañ-Núñez, Juan Carlos
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Environment,Electronic Learning,Video Technology,Educational Technology,COVID-19,Pandemics,Distance Education,Psychological Patterns,Graduate Students,Student Attitudes

The pandemic has made it clearer than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to investigate if a warm-up activity with Flipgrid could contribute to creating a positive learning environment in the online classroom in times of COVID-19. Flipgrid is a free platform that allows video-based asynchronous discussion. It fosters educator-student contact, cooperation among learners, active-learning techniques and student engagement. A total of 37 MA students participated in the study. Informants were selected by non-probabilistic sampling. The data collection strategies were observation during the Flipgrid warm-up activity, a Moodle survey, and the institution student satisfaction survey. Students' engagement was high and their attitude was mostly positive or neutral. The warm-up was highly rated in terms of creating a positive learning environment by the participants, and informants wrote positive remarks about their experience using the platform. The results suggest that a warm-up activity with Flipgrid is an effective educational strategy to generate positive emotions during the pandemic. Finally, the limitations of the study are addressed, and some directions for future research are proposed.
Faculty and Student Perceptions of the Use of Web 2.0 Tools to Develop Communication Skills in English
Author: Chagas, Laura
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Web 2.0 Technologies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Undergraduate Students,College Faculty,Communication Skills,Video Technology,Distance Education,Foreign Countries,Technology Integration,Language Teachers

As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants' perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types with the communication skills that they believed could be developed in English language learning. The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be the most used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts. We suggest that this list can work as a guideline for faculty members in their practice.
Online Comments as Input Enhancement
Author: Aldukhayel, Dukhayel
Date: 2021-09-00
Type: Journal Articles
Subjects: Listening Comprehension,Vocabulary Development,Linguistic Input,Teaching Methods,Video Technology,Grammar,Language Skills,Second Language Learning,Second Language Instruction,Computer Mediated Communication,Visual Aids

Chapelle (2003) proposed three general types of input enhancement that help L2 learners &quot;acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning&quot; (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle's different types of input enhancement &quot;can be and have been operationalized through help options&quot; (p. 79) primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations. As understood from Cárdenas-Claros and Gruba's classification of help options, input enhancement can only be accomplished through one of these processes: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitates both listening comprehension of the videos and vocabulary learning, and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.
The Effect of Editing Techniques on Machine Translation-Informed Academic Foreign Language Writing
Author: Mirzaeian, Vahid R.
Date: 2021-09-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Error Correction,Phrase Structure,Distinctive Features (Language),Teaching Methods,Second Language Learning,Second Language Instruction,Writing Instruction,Indo European Languages,Undergraduate Students,English for Academic Purposes,Writing Skills,Writing Improvement,Editing,Foreign Countries

Although the field of machine translation has witnessed huge improvements in recent years, its potentials have not been fully exploited in other interdisciplinary areas such as foreign language teaching. The aim of this paper, therefore, is to report an experiment in which this technology was employed to teach a foreign language to a group of students. This mixed-method study explores the effect of teaching editing techniques in machine translation to a group of Persian EFL university students in an academic writing course. Twenty students took part in a 4-day workshop in which one session was devoted to teaching editing techniques and three remaining sessions to the use of editing techniques, namely, correcting mistakes, removing ambiguities, simplifying structures and combining structures. Each session consisted of a pre-test, a training and a post-test. In addition, in each session, one key writing point, namely, determiners, paraphrasing and collocations were discussed. A questionnaire for candidates' demographic information and another for learning experiences were administered. The results indicated a statistically significant improvement in the overall gain score. Further analysis showed a significant improvement in the use of determiners in contrast to paraphrasing and collocations. Lack of improvement in data driven learning in paraphrasing and collocation seemed to stem from weakness in vocabulary and grammatical knowledge in both the mother tongue and the target language. Analysis of questionnaire data revealed that the instruction proved to be beneficial since it could be easily implemented in correction and confirmation. On the whole, it can be concluded that providing the correct type of guidance and feedback on how to use machine translation will indeed have a profound effect on foreign language writing skill.
Effectiveness of an EAP Course on Argument Building for Research Students
Author: Appa Swami, Jasti
Date: 2021-11-00
Type: Journal Articles
Subjects: Persuasive Discourse,English for Academic Purposes,Second Language Learning,Second Language Instruction,Student Attitudes,Teacher Attitudes,Teaching Methods,Decision Making,Foreign Countries,Student Research,Research Reports,Writing Instruction,Instructional Effectiveness,Teacher Collaboration,Doctoral Students,Doctoral Programs,College Faculty

Notwithstanding the central role played by argumentation in research writing, writing courses on offer to students on the doctoral programmes hardly manifest this significance. To emphasize the role of argumentation in research, this study investigated the effectiveness of an EAP course on argumentation collaboratively taught by two instructors to students enrolled on the doctoral programme in a central university in India. To see the impact of the course on students' argumentation, the data gathered from various writing tasks before, during and after the course were analyzed qualitatively. To understand the overall effectiveness of the course, students' perceptions gathered from the end-of-the-semester questionnaire and teachers' reflections recorded in a dialogic reflective journal were analyzed thematically. Data analysis revealed that explicit instruction of argumentation led to improvement in students' sense of argumentation though such an improvement was not uniform across all the students' written arguments. Both the students' perceptions and the teachers' reflections indicate that various pedagogical decisions made throughout the course contributed to the effectiveness of the course. The findings imply that explicit teaching of argumentation alongside appropriate pedagogical decisions appeared to help these students improve their argumentation.
Enhancing Authenticity in College Level English Classrooms via Instructional Technology
Author: Gedik Bal, Nur
Date: 2021-11-00
Type: Journal Articles
Subjects: Authentic Learning,Undergraduate Students,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Attitude Change,Grounded Theory,Web 2.0 Technologies,Language Teachers,Teacher Attitudes,Foreign Countries

This study aimed to investigate English as Foreign Language (EFL) learners' perceptions on the use of technology integrated authentic tasks and determine whether there is a change in students' perceptions of the ability to use authentic tasks in real life before and after the implementation. Participants were 57 young adult learners at the tertiary level. The data collection process took place in two academic semesters in which there were three phases: pre-survey, task implementation, and post-survey. Pre-survey included questions regarding the competency in performing authentic tasks and technology use. In post-survey, pre-survey questions were included and tasks were assessed in terms of their contribution to language learning. Quantitative data were analysed via Descriptive Statistics, ANOVA Test, and Paired-Samples T-Test whereas the qualitative data were analysed via constant comparison method. The results indicated that learners regarded most of the tasks necessary and they appreciated their contribution to language learning. Learners also provided their suggestions for the improvement of certain tasks as well as the variety of the topics chosen and the overall procedure. This study might contribute to program and material developers, language teachers, and researchers in the use and study of instructional technology (IT) to promote authentic language learning tasks.
Blended Learning in Rural and Remote Schools: Challenges and Opportunities
Author: Ghimire, Bharat
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Rural Schools,Barriers,Online Courses,Program Effectiveness,Teacher Persistence,Foreign Countries,Teacher Shortage

With the development of technology in education, various methods of teaching have been adopted across the world. Many countries have made technology an integral part of their classroom, and some nations have worked hard to incorporate it in various ways. Through a literature review, this paper investigates the challenges and opportunities of blended learning in rural and remote schools. This study finds how blended learning helps school districts balance teacher demand and supply issues in rural and remote areas. The present study revealed that blended learning is considerably more favorable than face-to-face only, home-schooling, and pure online education and offers several benefits for learners such as no teacher retention issues and schools available in their community. This research concludes that blended learning is an excellent approach to teaching and learning in rural areas regarding teachers? availability, students? time to travel to the city, and students? interaction with their teachers and colleagues.
Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons
Author: Kibici, Volkan Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Grade 6,Music Education,Secondary School Students,Academic Achievement,Student Attitudes,Academic Persistence,Private Schools,Constructivism (Learning),Conventional Instruction,Instructional Effectiveness

In this research, it was aimed to investigate the effect of online 5E instructional model on the 6th grade music lesson of secondary school in terms of students' course achievement, attitude and retention. The research had a pretest-posttest control group, which is one of the semi-experimental models. The research was carried out on 40 students studying in a private secondary school in Turkey in accordance with the purpose of the study. A teaching program based on the online 5E instructional model was developed for the experimental group. For this purpose, an 8-week instruction program was designed. Applications were carried out simultaneously in the experimental and control groups. In the research, secondary school 6th grade music lesson achievement test and attitude scale were used as data collection tools. Mann Whitney U test was applied to compare the scores of the achievement test, attitude scale and retention test of the groups. Significant differences were found between the music lesson posttest and attitude scores of the experimental group that was taught online according to the constructivist 5E model and the control group, which was taught using the traditional teaching method.
Effectiveness of Integrating Drawing in Teaching English Language in Intellectual Disability Classroom
Author: Alhassan, Bawa
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Teaching Methods,Freehand Drawing,Intellectual Disability,Foreign Countries,Art Activities,Interdisciplinary Approach,Elementary School Students,Instructional Effectiveness,Second Language Instruction,English (Second Language)

Children with intellectual disabilities have difficulties in language acquisition and learning in general and therefore demands specialized and effective instructional strategies. For this reason, the purpose of this study was to examine effectiveness of integrating drawing, as a specialized instruction, in teaching English Language to children with intellectual disabilities. Quasi-experiment was employed with which pre-test and post-test of both control and experimental groups were analyzed. The results saw the experimental group performing better in the post-test results as compared to the control group, proving that integrating drawing in teaching English Language is an effective instructional strategy. Therefore, the researchers recommend that teachers and other educational implementers working with children with intellectual disabilities should consider integrating drawing in teaching and learning of English Language.
Ethical Considerations and Reimaging State Corrections: Education and Work Partnerships for Offenders Return to Home and Community
Author: Garth-James, Kimberley
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Correctional Education,Correctional Rehabilitation,Partnerships in Education,Correctional Institutions,Policy Formation,Social Media,Content Analysis,Social Action,Humanization,Institutionalized Persons,Job Training,Public Opinion

This paper describes a mixed method study of 16,000 postings on Twitter, YouTube, and Reddit related to corrections (prison) reforms and a survey of 140 participants in this discourse who expressed a strong interest in reform focused on ethics, education, and work partnerships. The theoretical modeling of &quot;what works,&quot; arguably, can facilitate the reform of individual offenders as well as rehabilitation and recidivism-reduction programs. The methodology combined a review of empirical research for years 1990 to 2018 with social media posts by members of the public and a narrative survey of public professionals. The results indicated that work, education, and morality all have significant roles to play in reimagining prison systems so that simply warehousing prisoners and &quot;nothing works&quot; thinking become ideas of the past. The COVID-19 pandemic and social justice concerns about prisoners have created conditions conducive to social media activism aimed at making prisons more humane. Accordingly, corrections professionals, policymakers, and students need solid research on these issues to assess the outcomes of corrections policies for communities.
Investigation of the Relationship between Estimation Skill, Estimation Skill Self-Efficacy, and Academic Achievement of Secondary School Students
Author: Er, Zübeyde
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Computation,Self Efficacy,Academic Achievement,Mathematics Instruction,Mathematics Skills,Instructional Program Divisions,Predictor Variables,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Foreign Countries

The purpose of this study is to investigate the relationship between secondary school students' estimation skills, estimation skills self-efficacies and academic achievements. The research was designed in a correlational survey model, one of the quantitative research models and it was carried out in Adana, a city in the Mediterranean Region during the spring semester of the 2020-2021 academic year with secondary school students (n=155) who were selected by maximum variation sampling method, one of the purposive sampling methods. The Estimation Skills Self-Efficacy Scale that was developed by Er, Artut and Bal (2021) was used to determine the students' estimation self-efficacy. Also, the Estimation Skill Test which was developed by the researchers was used to determine the students? estimation skills. One-way analysis of variance (ANOVA) and regression analysis techniques were made use of in the process of data analysis. The research findings showed that the students' estimation skills were at moderate level and their estimation self-efficacy levels were low. It was also concluded that the students? estimation skills and their estimation self-efficacies differed according to their grade levels. Furthermore, it was found that there was a positive and moderate relationship between students' estimation skills and estimation self-efficacies and a positive and moderate relationship between their estimation skills and academic achievements. It was also determined that there is a positive and moderately significant relationship between estimation self-efficacies and academic achievement. In addition to this, it was seen that students' estimation self-efficacies and academic achievements explained 17% of the total variance of their estimation skills. In other words, students' estimation skills increase in parallel with their estimation skill self-efficacies and academic achievements.