ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Differences in Learning Arabic Language Proficiency via M-Learning among Malaysia University Students
Author: Daud, Wan Ab Aziz bin Wan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Semitic Languages,Second Language Learning,Educational Technology,Technology Uses in Education,College Students,Language Proficiency,Handheld Devices,Telecommunications,Textbooks,Teaching Methods,Program Effectiveness,Student Attitudes

The integration of multimedia would enable teachers to take maximum advantage of technology to educate nonnative students regarding Arabic language proficiency. Multimedia teaching has many benefits compared to the conventional teaching model, where we differentiate by incorporating multimedia which makes Arabic classes more energetic, vibrant and interesting. However, the significant impact of multimedia learning could be different toward gender as their interest and preference could be differ. Therefore, this study aims to investigate gender differences in learning Arabic language proficiency via M-learning among Malaysia university students. This study is a pre-test and post-test quasi experimental study which comprises of 84 males and 189 females in treatment group; and 197 students in control groups. All of the participants are lower beginner Arabic language learners from four universities in peninsular Malaysia which were selected through stratified random sampling technique. The findings revealed that male learners received substantially greater adjusted average scores on the performance test versus females using the same courses. Noticeable correlations between M-learning modes and gender on achievement have been established. In regards, the concepts of M-Learning must be taken into account when developing online learning syllabuses in order to facilitate Arabic language learning. The findings of this study will help lecturers to improve their teaching practices in this era of technology advancement and provide a consideration on gender differences of the preference towards mobile learning practice.
The Perception of Blackboard Collaborate-Based Instruction by EFL Majors/Teachers Amid COVID-19: A Case Study of Saudi Universities
Author: Khafaga, Ayman Farid
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Videoconferencing,Web Based Instruction,English (Second Language),Second Language Learning,COVID-19,Pandemics,Foreign Countries,College Students,College Faculty,Teacher Attitudes,Language Teachers,Majors (Students)

This paper investigates the perception of using Blackboard Collaborate-based Instruction (BCI) by Saudi EFL majors and teachers during the crisis of COVID-19 pandemic. The paper's main objective is to explore the extent to which modern technologies contribute to the process of teaching and learning English at Saudi universities. This is conducted by probing the benefits and challenges of using Blackboard Collaborate as a digital platform through which the different university courses are taught. The study, therefore, seeks to highlight the role of a computerbased instruction, by shedding light on the opportunities and challenges of incorporating latest technologies into the pedagogy of learning and teaching English as a foreign language in the Saudi universities. Two methodological instruments are used to collect data: the first is electronic questionnaires to test both students' and teachers' attitudinal perception towards the use of Blackboard in the learning/teaching process; and the second is an interview conducted with 29 staff members affiliated to 5 different Saudi universities concerning the use of Blackboard as a digital platform of teaching various university courses. Results reveal that despite the challenges that encounter both students and teachers in managing the process of learning and teaching via Blackboard Collaborate amid COVID-19, which are ascribed to some technical and academic reasons, this digital platform proves useful and conductive to better learning outcomes as it offers a bendable learning environment through which participants can flexibly manage their learning, both synchronously and asynchronously, by attending their classes, accessing their courses materials, participating in discussions, and sitting for examinations.
Teachers&apos; Experiences of Presence in Their Daily Educational Practice
Author: Roefs, Edith
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Student Relationship,Secondary School Teachers,Foreign Countries,Teacher Education,Reflective Teaching,Teacher Attitudes,Learner Engagement,Teaching Methods

In the context of education, 'presence'--a state of alert awareness, receptivity and connectedness to what is happening in class--is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers' experiences of the emergence and manifestation of their own and students' presence in their daily educational practice and insight into the significance they attach to presence. This is relevant because presence may contribute to teachers' reflection-in-action and their ability to respond to classroom situations. Using a phenomenological approach, we interviewed 12 secondary teachers in the Netherlands about their lived experiences of presence. The participants relate presence to being concurrently attentive and aware of students and of themselves, to lively interaction, to relevant education and to students' deep understanding of the subject matter and students' personal development. In the discussion of the significance of presence, we suggest that research on presence might promote our understanding of how teaching may afford the coming together of students' academic learning and their personal development. In addition, our findings are related to teachers' professionalism and personal professional fulfillment.
Cultural Schemata and Nativization of Reading: I Wandered Lonely as a Cloud by William Wordsworth
Author: Toti, Usman Shah
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Processes,Schemata (Cognition),Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Poetry,Authors,Cultural Differences,Imagery,Figurative Language,Reading Comprehension,Student Attitudes,Males,Undergraduate Students,Arabs,English Literature

Reading involves both cognitive and psychological activities of combining both pre-existing cultural and linguistic knowledge. The reader has the ability to view the world in the light of his/her own cultural experiences which are constructed consciously or unconsciously, and may seem to be fruitful in text analysis and exploring the uncovered multi layers of meanings. In relation to multifaceted cross-cultural environment and experiences, people world view undergoes a dynamic change due to their distinct norms, values, attributed to specific objects. The purpose of the study focuses on to collect feedback from the EFL learners on culturally nativizatized literary poem, ''I wandered Lonely as a Cloud'' by William Wordsworth, analyzed and discussed during reading process. This study aims to explain how EFL learners with distinct cultural schemata read and interpret a western culturally loaded texts differently. It also attempts to indicate how visual images, setting and figurative language of the nativized text may contribute to their interpretation and reading comprehension level. As a result, in reading nativized version and non-nativized version, they indicated similarities and differences in their responses and interpretations in these culturally overloaded discourses. The respondents, in this study, reflected different images and structures through nativization. In this qualitative study, the data was collected and analyzed by comparing familiar and unfamiliar contents of two distinct versions in the form of the learners' feedback through semi-structured interviews and questionnaires. The study asks for further investigation to look into the effect of cultural specific concepts on cross-cultural literary texts.
Learning English Language through Literature: Insights from a Survey at University Level in Bangladesh
Author: Ashrafuzzaman, Md.
Date: 2021-00-00
Type: Journal Articles
Subjects: English Literature,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Language Skills,Vocabulary Development,Grammar,Pronunciation Instruction,Undergraduate Students,Literary Genres,College Faculty,Teacher Attitudes,Student Attitudes,Native Language,Literature,Indo European Languages

This study intends to focus on the application of English literature in developing four language skills and language areas like vocabulary, grammar and pronunciation of undergraduate English learners in Bangladesh. The study also pays attention to the role of different genres of literature (i.e. poetry, short fiction, drama and novel) in the way of language teaching-learning process. Data were collected from university students and teachers through qualitative approach. The study revealed that respondents enjoyed learning English language through literature which played a significant role in developing four skills. Moreover, by reading literature, they have got interesting resources with authentic context which have provided a strong motivation for language learning. Literature readers can use authentic models for the norms of language use. It helps to enrich vocabulary and develop analytical and interpretive skills of a learner. In addition, reading literature in native languages was helpful to understand the inner meaning for the respondents. Most of them opined that, grammatical competence would be a prevalent factor to understand literature. They agreed that without having basic knowledge on grammar, a learner might face difficulties to learn a particular language thoroughly. Hence, they identified literature as a potential tool for communicative language teaching approach.
Turkish EFL Learners&apos; Lexical Competence and Performance
Author: Çakmak, Ceren Tasatan
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),College Preparation,Academic Language,State Universities,Foreign Countries,College Second Language Programs,Receptive Language,Expressive Language,English Literature,Correlation,Language Tests,Speech Communication,Task Analysis,Student Attitudes,Preferences,Word Frequency,Scores,Language Proficiency

Vocabulary has been accepted as an important aspect of language learning in many studies. In the light of these studies in literature, the purpose of the present study is to evaluate the general and academic lexical competence and performance of preparatory class students at School of Foreign Languages, Kütahya Dumlupinar University. Within this aim, the current study investigated the students' general and academic receptive and productive vocabulary knowledge and their interrelationships among each other. The participants of the study included 94 preparatory class students who were going to major at Department of English Language and Literature. Through multiple test technique, two different vocabulary tests, a writing task, and a speaking task were implemented. According to the results, the students had large general and academic vocabulary size and depth. However, they mostly preferred high frequency words more than low frequency words and academic words. Moreover, their scores in productive vocabulary were lower than their receptive vocabulary knowledge scores. Therefore, it was observed that they could not reflect their lexical competence in their lexical performance.
Multilingual Identity Development in a Trilingual Setting: A Case Study of Refugee Identity and Language Use
Author: Karanfil, Ferhat
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Language Usage,Multilingualism,Socialization,Child Rearing,Interlanguage,Case Studies,Turkish,Semitic Languages,English (Second Language),Second Language Learning,Siblings,Family Environment,Language Acquisition,Figurative Language,Elementary School Students,Foreign Countries

This case study explores Turkish-English-Arabic multilingual identity sequentially and simultaneously constructed by two refugee siblings raised by their multilingual mother in the family environment where they interact in English and Arabic while they are exposed to Turkish in societal surroundings. By focusing on the multilingualism experiences of a 7-year-old boy and a 10-year old girl, the study aimed to explore the multilingualism of the children practising their languages. The study is filling the void of refugee children identity and language development under scrutiny via data triangulation, consisting of field notes of the researcher, a metaphor questionnaire, and semi-structured interviews. The findings suggest multilingual identity development is a way socialization and achieving success in their host country. The study offers implications for multilingual child-raising in a refugee setting offering the simultaneous use of the language repertoire of children fostering their interlanguage development, results in better awareness and improved use of the languages.
The Effect of Timing of Pre-Reading Activities on High Intermediate EFL Learners&apos; Reading Comprehension
Author: Zarfsaz Elham
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Learning Activities,Pretests Posttests,Foreign Countries,Time Factors (Learning),Brainstorming,Vocabulary Development

This study was carried on for the purpose of comparing EFL learners' reading comprehension skill before and after the execution of timing different types of pre-reading activities. To do so, 54 high intermediate EFL learners who were within the age range of 15-24 were asked to participate in the study. A quasi-experimental design was adopted and it was found that after applying the pre-reading activities the participants of the experimental group who were given some time to process the information given in the pre-reading activities before reading a text performed better in the post-test when balanced the differences with the presenting of the participants in the control group who were asked to start the reading task immediately after fulfilling the pre-reading activities. The researchers utilized Paired and independent samples t-tests to analyze the gathered data and find the answers to the posed research question. Based on the findings, although both groups showed improvement in the post-test more probably due to the outcome of pre-reading activities, the superior performance of the experimental group leads to the conclusion that timing these activities can assess the learners' information processing before actually applying them in the reading process.
Endogenous Eye Blinking Rate to Support Human-Automation Interaction for E-Learning Multimedia Content Specification
Author: Mwambe, Othmar Othmar
Date: 2021-00-00
Type: Journal Articles
Subjects: Eye Movements,Man Machine Systems,Interaction,Automation,Electronic Learning,Multimedia Instruction,Multimedia Materials,Cognitive Processes,Difficulty Level,Hypermedia,Reading Rate,Measurement Techniques,Navigation,Motor Reactions,Metacognition

As intelligent systems demand for human-automation interaction increases, the need for learners' cognitive traits adaptation in adaptive educational hypermedia systems (AEHS) has dramatically increased. AEHS utilize learners' cognitive processes to attain fair human-automation interaction for their adaptive processes. However, obtaining accurate cognitive trait for the AEHS adaptation process has been a challenge due to the fact that it is difficult to determine what extent such traits can comprehend system functionalities. Hence, this study has explored correlation among learners' pupil size dilation, learners' reading time and endogenous blinking rate when using AEHS so as to enable cognitive load estimation in support of AEHS adaptive process. An eye-tracking sensor was used and the study found correlation among learners' pupil size dilation, reading time and learners' endogenous blinking rate. Thus, the results show that endogenous blinking rate, pupil size and reading time are not only AEHS reliable parameters for cognitive load measurement but can also support human-automation interaction at large.
Effects of a Dutch Family Literacy Program: The Role of Implementation
Author: de la Rie, Sanneke
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Literacy,Literacy Education,Family Programs,Kindergarten,Pretests Posttests,Socioeconomic Status,Minority Groups,Ethnicity,Native Language,Indo European Languages,Child Language,Scores,Self Efficacy,Parent Attitudes,Child Development,Foreign Countries,Program Implementation,Program Effectiveness,Intervention,Family Environment

It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children's literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children's development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.
Teaching Writing to Junior High School Students: A Focus on Challenges and Solutions
Author: Amalia, Hilma
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Junior High School Students,Foreign Countries,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Student Motivation,Grammar,Time Management,Collaborative Writing,Teacher Attitudes,Barriers,Writing Processes

Writing has been considered as a highly demanding skill and a complex recursive process involving multifaceted knowledge (e.g. grammar, genre, vocabulary and metacognitive competencies). Hence, it has been documented in miscellaneous studies in the past few decades. However, the issue of challenges and solutions to teaching English writing to junior high school students remains under-researched. Therefore, this study addressed this issue, notably in Indonesian EFL context. Three English teachers from a junior high school in Tasikmalaya, West Java, Indonesia were recruited as the participants. The data were collected through semi-structured interviews and analysed with Thematic Analysis (TA) (Braun &amp; Clarke, 2006). On the one hand, the findings reported that there were seven challenges encountered by teachers when teaching English writing, namely (1) students' poor English grammatical competence, (2) students' incapability of developing ideas for English writing, (3) students' inadequate English vocabulary knowledge, (4) students' demotivation to learn English writing, (5) insufficient time management to teach English writing, (6) limited sources of English writing materials and (7) limited facilities to teach English writing. On the other hand, teachers promoted several solutions to cope with such challenges, namely (1) explicit teaching English vocabulary, (2) collaborative English writing activities, and (3) exercises of English writing. Pedagogically speaking, this study offers practical contributions for the TESOL practitioners to teach English writing effectively to junior high school students, particularly in the Indonesian EFL landscape.
From Wiping out of the Meaning to Over-Interpretation: The Translator as Covert Co-Author in the Rewriting of Istanbul
Author: Tuna, Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Translation,Authors,Signs,Western Civilization,Novels,Asian Culture,Semiotics,Language Processing,Language Usage,Semantics,Contrastive Linguistics,Teaching Methods,Decision Making,Foreign Countries

In &quot;The Light of Day,&quot; Eric Ambler creates a dysphoric Istanbul through the opposition of East and West. However, its Turkish translation &quot;Gün Isigi&quot; by Adnan Semih Yazicioglu tends to create a very different narrative by transforming signs related to Istanbul and some Orientalist clichés. In this study, the image of the East as constructed by the West is analyzed through Edward Said's concept of &quot;Orientalism&quot; (1979). The novel is divided into segments to highlight the parts taking place in Istanbul, and the clash between East and West is analyzed through the concept of isotopy and the semiotic square (Greimas &amp; Courtés, 1982). The author's perception of the city is treated through Sündüz Öztürk Kasar's (2012) concept of &quot;watermark translation&quot;, defining the representations of Istanbul as a translation executed in the author's mind (p. 267). To highlight the traces of the translator as covert co-author and evaluate the consequences of this interference, the meaning transformations in the target text are analyzed using the &quot;Systematics of Designification in Translation&quot; by Öztürk Kasar (2020a, p. 160). In connection with this, the importance of placing semiotics in the instruction of literary translation is stressed, with an emphasis on the function of the comparative analysis of the source and target texts, which may provide translation and interpretation students with an awareness that can enable them to avoid unintended meaning transformations, as well as stand behind their translation decisions of all kinds, including intended meaning transformations.
Will College Promise Programs Improve or Reduce Equity? Understanding the Contextual Conditions That Influence Program Implementation
Author: Perna, Laura W.
Date: 2021-03-08
Type: Journal Articles
Subjects: Community Colleges,College Programs,Equal Education,Program Implementation,Fidelity,Educational Finance,Tuition,Eligibility,Objectives,Data Collection,Program Evaluation

Although &quot;free tuition&quot; programs are politically popular, some worry that these programs will exacerbate inequity. Scholars note that program outcomes depend on implementation, but few have probed the contextual conditions that contribute to differences in implementation or the consequences of implementation for equity. To address this knowledge gap, we draw on conceptual models of implementation fidelity and case studies of last-dollar, free tuition programs at four community colleges. The consequences of an implemented program for equity depend on program content and coverage and are moderated by programmatic and organizational conditions. For the studied programs, implemented content includes the financial award and non-financial academic supports. Coverage is determined by eligibility requirements. Program content and coverage are moderated by programmatic characteristics, including program goals and placement in the organizational structure, program staffing, and recruitment strategies. Organizational conditions, including sources and availability of funding, availability of synergistic programs, capacity for data collection and evaluation, and perceptions of the community college also moderate implementation. The results inform understanding of how to implement programs at community colleges that increase equity in particular contexts.