ethanporcaro/eric-fulltext-meta huggingface dataset:
How Does Australian-Based Digital English Resource Stack Up? Chinese University EFL Teachers' Perceptions
Author: Yuan, Yifeng
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Focus Groups,Interviews,Web Sites,Instructional Design,Educational Technology,Educational Resources,Teaching Methods,Outcomes of Education,Student Centered Learning,College Students,College Faculty,Instructional Materials

For a long time, Australian English and culture have not been viewed in China as an equal to its American and British counterpart. This is reflected in teachers' choice of destination when it comes to English teaching and learning resources. This paper examines Chinese English as a foreign language (EFL) teachers' perceptions of the contents and pedagogical design of Australian-based digital English learning resources through an interactive process. The teachers' beliefs regarding language teaching and learning as well as materials selection were challenged due to the application of current technologies in the language education. A total of 24 EFL teachers from different universities across China participated in focus group interviews. The teachers worked with website designers and content writers to refine the design of the English language learning (ELL) website and digital English resources. Data showed that respondent teachers were highly receptive towards the newly designed ELL website as well as its content that were developed by incorporating the key features of a popular ELL website proposed by previous studies (Kettle, Yuan, Luke, Ewing &amp; Shen, 2012; Shen, Yuan &amp; Ewing, 2015; Yuan &amp; Shen, 2013, 2014). In the interactive process of this study, participating teachers learned to appreciate Australian-based digital English resources, particularly the Australian culture, language and pedagogy embedded. A reflective process was also triggered in which Chinese EFL teachers showed willingness to re-examine their instructional practices and utilize the digital resources by adopting a more learner-centered pedagogy for optimal learning outcomes.
While Curiosity Killed the Cat...Wasn't It Satisfaction That Brought It Back?--EAPQuest as a Modified Version of WebQuest in the Context of University Teaching
Author: Burzynska, Kamila
Date: 2012-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Instructional Materials,Web Based Instruction,Teaching Methods,Language Research,Higher Education,Learning Motivation,Essays,Writing (Composition),Language Skills,Material Development,Writing Instruction,Computer Assisted Instruction,Web Sites

The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one's language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one's own learning environment.
The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students
Author: Karakas, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Cartoons,Animation,Vocabulary Development,English (Second Language),Second Language Learning,Foreign Countries,Pretests Posttests,Randomized Controlled Trials,College Students,Visual Aids,Teaching Methods,Statistical Analysis

This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target words were integrated into the scale. The pre-test and post-test group design was selected for the administration. After subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group), they were given the same pre- and post-tests. The findings of study did not support the assumption that the subtitle group would outperform the no-subtitle group, since there were no significant differences between two groups according to t-test results. However, there was significant improvement in both of the groups from pre-test to post-test scores. This progress was attributed to the presentation of target words in cartoons. In this way, the target words were contextualized and it became easy for participants to elicit the meanings of the words.
The Net Generation in Japan: A Survey of Internet Behaviours of Students Aged 13-21
Author: Taynton, Keith
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Student Behavior,Adolescents,Young Adults,Ownership,Technology Uses in Education,Incidence,Ability,Self Efficacy,Use Studies,Web Sites,Educational Technology,Middle School Students,High School Students,College Students,Student Surveys

Evidence from research into the &quot;net generation&quot; has shown it is not certain that there is a homogenous group of young people whose abilities to use technology are different from any other age group. With tools like blogs and online research becoming more popular in educational contexts research needs to provide a picture of what kinds of abilities and preferences students have so that appropriate teaching can be provided. This study examines the Japanese context in three areas: 1) Technology ownership, frequency of use, and perceptions of ability; 2) Frequency and type of use of the Internet; 3) Use and perceptions of institution Websites. Students at two universities and one middle and high school (193 male, 197 female, ages 13 to 21) responded and the analysis seems to confirm other studies' results. They tend to own a lot of Internet-connected technology, especially mobile devices, are familiar with and frequently use the Internet, and perceive themselves competent to do so. However, their use is mostly for entertainment and not for learning or content creation. In conclusion, young people do not seem to be especially proficient at using technology for learning and may need technical or pedagogical support for sophisticated online educational tasks such as research or blogging.
Attitudes of Students at Saudi Arabia's Industrial Colleges toward Computer-Assisted Language Learning (CALL)
Author: Arishi, Sultan A. M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Industrial Education,College Students,Computer Assisted Instruction,Teaching Methods,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Observation,Correlation,Computers,Time on Task,Language Usage,Ownership,Likert Scales,Scores,Questionnaires,Statistical Analysis

This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at industrial colleges in Saudi Arabia. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data. The results of the study revealed that students had positive attitudes toward CALL. Looking at the daily hours students spend using a computer, a slight correlation was found between this variable and the students' attitudes toward CALL. Other variables, such as students' background knowledge of English, ownership of a computer, and their computer knowledge, were found to be irrelevant to their attitudes toward CALL. These results were in line with previous research conducted by Al-Shammari (2007), Alrumaih (2004), and Almekhlafi (2006). The results reinforced conclusions about CALL revealed by researchers, such as Chen (2003), Chikamatsu (2003), Egbert (2005) and Levy (2005), who found that it helps students learn better and more independently, and gives them the ability to have more control of their learning and to have more opportunities to practice English.
A Pilot Study on the Potential Use of Tomatis Method to Improve L2 Reading Fluency
Author: Chou, Peter Tze-Ming
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Fluency,Pilot Projects,Second Language Instruction,Second Language Learning,Teaching Methods,Pretests Posttests,Reading Improvement,Instructional Effectiveness,English (Second Language),College Second Language Programs,Listening Comprehension,Foreign Countries

This was a pilot study that used the Tomatis Method to see the effects it had on L2 reading fluency in a group of Taiwanese learners. Eight volunteers participated in this study undertaking 40-hours of before-and-after-experimental treatments. The results from the analysis showed that the participants had significant improvements in the areas of fluency, tone, stress, and intelligibility. However, there was not a significant improvement in pronunciation. This study concludes that the Tomatis Method seemed to help participants improve their reading fluency as well as increase the levels of confidence and motivation when learning the target language.
Best Practices in Using Video Technology to Promote Second Language Acquisition
Author: McNulty, Anastassia
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Technology Uses in Education,Second Language Learning,English (Second Language),Teaching Methods,High School Students,Student Motivation,Pronunciation,Elementary Secondary Education,Student Projects

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.
The Effect of Error Correction Feedback on the Collocation Competence of Iranian EFL Learners
Author: Jafarpour, Ali Akbar
Date: 2012-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Phrase Structure,Language Proficiency,English (Second Language),Second Language Learning,Models,Teaching Methods,Second Language Instruction,Foreign Countries,Translation,College Students,Majors (Students),Computational Linguistics,Grammar,Control Groups,Experimental Groups,Comparative Analysis,Scores,Pretests Posttests

Collocations are one of the most important elements in language proficiency but the effect of error correction feedback of collocations has not been thoroughly examined. Some researchers report the usefulness and importance of error correction (Hyland, 1990; Bartram &amp; Walton, 1991; Ferris, 1999; Chandler, 2003), while others showed that error correction was of little or no use (Leki, 1990; Truscott, 1996). However, teachers use error correction feedback of collocations most of the time in teaching even though it has not been proven whether there was effect on the improvement of collocation competence of EFL students or not. The researcher tried to investigate the effect of error correction feedback on various categories of lexical collocations (V+N, Adj.+N, N+N), and grammatical collocations (Adj.+Prep.,V+Prep., N) in this study based on Benson, Benson and Ilson's (1986) collocations model. The results revealed that error correction feedback was significant and had a positive effect on the collocation competence at advanced and intermediate levels, but not at the elementary level.
ESL@Facebook: A Teacher's Diary on Using Facebook
Author: Simpson, Monique N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Diaries,Social Media,Teaching Methods,Educational Technology,Technology Uses in Education,College Students,College Faculty,Action Research,Journal Writing,Language Teachers

This study investigates whether Facebook would be an &quot;effective and easy&quot; teaching tool in ESL classes in South Korean universities. Using a teacher's diary, action research was conducted. The study indicated that Facebook is not different from other new teaching tools; the teacher must familiarize him/herself with the tool to use it confidently. Second, a student's &quot;lazy factor&quot; is quite problematic in the learning process. Lastly, action research and a teacher's journal can increase teacher's self-accountability.
Soft Assembling Project-Based Learning and Leadership in Japan
Author: Knight, Kevin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Teaching Methods,Seminars,Leadership Training,Undergraduate Students,English for Special Purposes,Creative Activities,Second Language Learning,Systems Approach,Classroom Communication,Video Technology,Empathy,Caring,Intercultural Communication,Majors (Students)

In this article, we initially focus on how the conceptualization of leadership by Knight (2013a) in his leadership seminars became the basis for choosing a project-based learning (PBL) approach. We then consider how soft assembling can enhance the leadership project activities of student teams and group-work in general classes. Soft assembling refers to the assembling of elements during a process that is likely to be useful in conducting the process and achieving a goal. To be effective in soft assembling, students need to be able to adjust their &quot;interactive sensitivities&quot; in what Murphey (1990, 1996a, 2013a) refers to as zones of proximal adjusting (ZPAs). We conclude that instruction in soft assembling can facilitate the communications in student teams necessary to do what Knight (2013a) describes as the &quot;leadership process&quot;; that is, the creating of a vision and the achieving of that vision.
An Econometrics Analysis on the Effect of Satisfaction for Foreign Graduate Students' Academic Performance in Taiwan
Author: Shih, Cheng Ping
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,Academic Achievement,Student Satisfaction,Student Adjustment,Performance Factors,Statistical Analysis,Case Studies,Questionnaires,Student Surveys,Intervention,Needs Assessment,Student Needs,Change Strategies,Multiple Regression Analysis,Predictor Variables

Taiwan has proven and continues to prove its economic prowess as a fast and well developed nation. One theory to account for this accomplishment is its continued success in developing its best natural resource--its people--through education. A continuum of this practice is the implementation of Higher Education and then International Higher Education. Since early 1990s, foreign students have been studying in Taiwan obtaining degrees in various academic disciplines at both undergraduate and graduate levels. However, a foreign student, like any other expatriate, may have problems adjusting to a new country. Therefore, this study examines the factors that cause foreign students' satisfaction or dissatisfaction in adapting and adjusting to life in Taiwan and how those factors may further affect their academic performance. The research method used for data collection is a quantitative case study using the Student Satisfaction Questionnaire that was developed and piloted by the researchers. The population is ICDF higher education students who have been studying for at least one year in Taiwan and are doing courses in English. The response rate was 73.1%. The results indicate that a majority of the international students are satisfied (M = 3.63, SD = 0.66) where 60.5% could be described satisfied to very satisfied and only 7% as dissatisfied. Students' nationalities, age and gender have no statistical significance to their performance. The main findings of this research should assist ICDF, the education institutions, and the Ministry of Education in making the transition and life of foreign students smoother. It may also assist future foreign students in preparation for adjusting and adapting to Taiwan. Finally, the study offers recommendations for all the parties involved and the researchers provide suggestions for future research that could aid in learning about the lives of foreign students in Taiwan.
From Online Student to Online Instructor: Assistive Strategies
Author: McKnight, Jodi
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Graduate Students,Student Experience,Learning Problems,Change Strategies,Barriers,Online Courses,Usability,Teaching Guides,Teaching Skills,Qualitative Research,Participatory Research,Interpersonal Communication,Misconceptions,Emotional Experience,Case Studies

With the influx of online learning opportunities, online students and instructors are faced with a variety of challenges. Online students face the same challenges as do face-to-face learners, but by facing them in an online context, the interpretations of those challenges can lead to the success or failure of their overall educational experience. Similarly, online instructors must use the experience they accumulate and transform that into an online environment. This study used the participatory case study methodology to document a female graduate student's experience with the challenges for online students, and then used those challenges to develop virtual implementation strategies for online instructors.
Using Action Research to Examine Teacher Strategy Effectiveness
Author: Cox, Becky J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Graduate Students,Teaching Methods,Teaching Models,Educational Strategies,Academic Achievement,Middle School Teachers,Student Research,Student Projects,Attitude Change,Scientific Attitudes,Reading Ability,Instructional Innovation,Constructivism (Learning),Intermode Differences,Instructional Effectiveness,Physical Education

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects analyzing student achievement. Three middle school teachers conducted the action research projects with their assigned students. This article has two purposes: 1) to share experiences encountered while creating an action research project and implementing the plan; and 2) to share summaries of graduate students' action research.
Using Statistical Process Control to Enhance Student Progression
Author: Hanna, Mark D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Instructional Improvement,Undergraduate Study,Quality Assurance,Quality Control,Statistical Analysis,Performance Factors,Needs Assessment,Total Quality Management,Models

Public interest in educational outcomes has markedly increased in the most recent decade; however, quality management and statistical process control have not deeply penetrated the management of academic institutions. This paper presents results of an attempt to use Statistical Process Control (SPC) to identify a key impediment to continuous improvement in the academic setting and to facilitate continual improvement of instructional performance. An illustration from an undergraduate degree program in business administration is provided.
Strategic Plan for Enhancing Online Learning
Author: Samman, Elfreda
Date: 2013-04-00
Type: Journal Articles
Subjects: Strategic Planning,Online Courses,Electronic Learning,Student Attitudes,Teacher Attitudes,Achievement Gains,Instructional Improvement,Change Strategies,Intermode Differences,Teaching Methods,Likert Scales,Progress Monitoring,College Freshmen,Educational Technology,Student Surveys,Teacher Surveys

E-learning has evolved over the past years with many universities following the growing trend of incorporating online courses into their institutions. This four year public institution has not been left behind in its quality enhancement plan (QEP). QEP is designed to enhance online learning resulting in an E-focused environment. Surveys of faculty and students at the institution, however, show the potential difficulties faced in online learning. Inadequate training, lack of motivation, and poor time management are some of the major factors affecting student performance. This study assesses and investigates the progression of online learning and proposes approaches to enhance online learning. Data was collected to compare campus-based and online courses and monitor their progression over the years. Campus-based courses still have a higher pass rate than online courses, with an increase in passing rates over a three year period. The results serve as a baseline for improving online learning procedures and outcomes over the next five years.