ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Learning Efficacy, Management Difficulties and Improvements in Tertiary CLIL (Content and Language Integrated Learning) Programmes in Taiwan: A Survey of Stakeholder Perspectives
Author: Yang, Wenhsien
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Administration,Second Language Learning,Second Language Instruction,Questionnaires,Student Attitudes,Graduate Students,Undergraduate Students,Language of Instruction,Course Content,Foreign Countries,Program Improvement,Language Proficiency,Interdisciplinary Approach,Focus Groups,Interviews,Administrator Attitudes,Mixed Methods Research,Item Analysis,Feedback (Response),College Faculty,Teacher Attitudes,Outcomes of Education,Likert Scales

In 2011, Taiwan's Ministry of Education conducted a national-scale appraisal of 92 CLIL programmes. However, we lack an effective model for examining by precisely how much improvement in the quality of the CLIL programmes will rise as a consequence of the increased language proficiency and the acquisition of disciplinary knowledge. To gain greater insight into the relationship between the execution and appraisal results of CLIL and the facilitation of content and foreign language acquisition, we researched the stakeholders' perceptions of and attitudes towards CLIL in order to create a reference for the national appraisal results. Our aim was to collect both quantitative and qualitative data on the programme managers, teachers and learners in 12 CLIL programmes nationwide by way of a questionnaire survey and interviews. We assessed these data to answer our main research questions regarding the efficacy and effectiveness of employing CLIL education in higher education in Taiwan. In total, 53 undergraduates and postgraduate CLIL students completed a self-designed questionnaire survey, investigating their perceptions of and attitudes towards CLIL education. In addition, interviews with CLIL programme managers and student focus-groups were also conducted to further probe their opinions on CLIL. The findings mainly revealed that the learners' satisfaction with the CLIL approach is greatly affected by their level of language proficiency. Our findings can significantly advance our understanding of the current situation of CLIL education and the likely effects of changing the curricula and directions of delivering content and foreign language courses at the tertiary level in Taiwan.
Cognate Effect and Lexical Processing in English-Spanish and Spanish-English Bilinguals
Author: McGregor, Meredith Jocelyn Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Processing,Bilingualism,Spanish,English (Second Language),Second Language Learning,Transfer of Training,Task Analysis,Vocabulary Development,Cues,Native Language,Semantics,Form Classes (Languages),Verbs,Nouns,Language Dominance,English,Computational Linguistics,Foreign Countries,Language Proficiency,Participant Characteristics

Cognates have served as a useful tool for investigating the bilingual lexicon in many studies, but very little research has been carried out on different types of cognates, specifically, partial cognates and their role in cross-linguistic effect. The present study examines cognate effect in the speech production and acceptability judgment of two groups of highly proficient, late-onset English-Spanish (n = 12) and Spanish-English (n = 12) bilinguals within a single-language (English) context. The findings of two tasks, a production task, whereby participants were asked to spontaneously produce synonyms to prompt words, and an acceptability judgment task of a variety of sentences including use of false and partial English-Spanish cognates are reported here, framed within non-selective, integrated models of lexical representation. The results suggest a significant cognate effect in both bilingual groups in both tasks compared to their monolingual counterparts with, surprisingly, greater significance demonstrated from L2 to L1 influence, particularly in production. These findings add to the growing support for semantic modulation at the conceptual level of lexical processing in highly proficient bilinguals.
Iranian EFL Teachers' and Learners' Perspectives of Oral Error Correction: Does the Timeline of Correction Matter?
Author: Farahani, Ali Akbar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Error Correction,Time,Language Teachers,Attitude Measures,Language Skills,Feedback (Response),Teaching Methods,Hypothesis Testing,Statistical Analysis,Questionnaires,Adult Learning,Teacher Attitudes,Student Attitudes,Multivariate Analysis

Although the provision of error correction is common in education, there are controversies regarding &quot;when&quot; correction is most effective and why it is effective. This study investigated the differences between Iranian English as a foreign language (EFL) teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined, with the immediate category specifically referring to &quot;very soon&quot; and &quot;after speaking&quot; and the delayed one relating to &quot;after activities&quot; and &quot;end of class&quot; sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda's questionnaire. The data obtained were analysed through multivariate analysis of variance (MANOVA), the results of which showed teachers' preferences for immediate correction while the learners' inclined towards delayed correction. Based on these results, specific properties and circumstances in relation to the timing of feedback are proposed to enhance its efficiency in language classrooms.
Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language
Author: Leal, Johanna P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Second Language Learning,Second Language Instruction,Language Proficiency,Foreign Countries,Bilingual Education Programs,Private Schools,Student Evaluation,Teaching Methods,Grade 3,Elementary School Students,Test Construction,Guidelines,Summative Evaluation,Test Items,Course Content,Educational Objectives,Language of Instruction,Item Analysis,Test Validity,Cognitive Ability,Multiple Choice Tests,Difficulty Level,English (Second Language)

On-going bilingual programs without regard to needs analysis; little research on the actual effects of CLIL in Colombia and vague awareness or knowledge about the necessary considerations for effective CLIL programs, underpin the need to address a particular issue of curriculum as it is summative assessment. This small scale study takes place in a Natural Science class using a CLIL approach with third-grade students at A2 proficiency level who have been progressively immersed in a bilingual program at a private school in Bogotá, Colombia. Regularly scheduled tests were analyzed in order to identify suitable assessment items that simultaneously report on the content and language achievement in order to provide guidelines for test development that are aligned with the teaching goals, consistently measure students' progress, and facilitate teaching practices. This study entails a systematic examination of test items using formal item analysis to depict test validity from an assessment grid that integrates content, at different knowledge levels, CALP functions and cognitive skills. The study concludes that the assessment grid is a helpful tool to discriminate language and content achievement in the results of multiple-choice CLIL tests, by increasing teachers' understanding of the language demands of test items and the level of difficulty of content tasks.
Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context
Author: Lozano Velandia, Sergio Andrés
Date: 2015-00-00
Type: Journal Articles
Subjects: Goal Orientation,English for Special Purposes,Qualitative Research,Action Research,Grounded Theory,Role Playing,Vocabulary Development,Intervention,Teaching Methods,Learning Processes,Air Transportation,Foreign Countries,Self Efficacy,Self Concept,Second Language Learning,Second Language Instruction,Metacognition,Communicative Competence (Languages),Employees,Adult Education,Questionnaires,Observation,Audio Equipment,Instructional Design,Student Attitudes,Adult Students,Coding,Task Analysis

This qualitative action research study explored the interactions of young-adult learners carrying out self-reflection on their learning processes in an ESP (English for special purposes) course at an airline training-center in Bogotá, Colombia. Needs analysis revealed that learners had poor knowledge of technical English, and lacked strong communicative and interactional competences, as well as self-reflection and goal-setting strategies. Accordingly, the pedagogical intervention focused on the use communicative tasks appropriate to their professional context (English for cabin crews) and the development of self-reflection strategies (practiced before and after each communicative task). Data collected through three stages using four instruments was analyzed with the grounded theory approach. Findings suggest that self-set goals and reflection helped learners focus on the specific language functions and vocabulary necessary to complete communicative tasks (role-plays) successfully, and that this led to increased learner awareness, confidence, and positive self-concept. In addition, learners showed progress in development of specific (ESP) language functions and technical vocabulary.
Using Online Translators in the Second Language Classroom: Ideas for Advanced-Level Spanish
Author: Enkin, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Internet,Second Language Learning,Second Language Instruction,Editing,Spanish,Language Teachers,Teaching Methods,Advanced Courses,Student Attitudes,Grammar,College Students,Employment Opportunities,Metalinguistics,Phrase Structure,Form Classes (Languages)

In this paper, we discuss the benefits of using online translators in the foreign language classroom. Specifically, we discuss how faulty online translator output can be used to create activities that help raise metalinguistic awareness of second language grammar and of the differences between grammatical constructions in the first and second language, which can help with the language learning process. Specific structures for advanced-level Spanish that produce faulty online translator output are explained, and then we provide sample editing-type activities for these structures, as well as anecdotal evidence regarding students' reactions to these tasks. Although the activities discussed are specifically designed for Spanish, they may also be used as a model for other languages. Importantly, these activities may prove helpful for Spanish teachers because these structures are covered in many university-level advanced Spanish grammar courses. These types of activities could also ultimately help students who will be seeking translation-oriented jobs.
Culture through Comparison: Creating Audio-Visual Listening Materials for a CLIL Course
Author: Zhyrun, Iryna
Date: 2016-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Second Language Learning,Language of Instruction,Teaching Methods,Course Content,Material Development,Listening Comprehension,Educational Environment,Cultural Context,Second Language Instruction,Student Surveys,Comparative Analysis,Social Media,Undergraduate Students

Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches to creating CLIL materials, gives rationale for recording of CLIL audio- visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students' life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable.
Perceptions of Teacher Candidates about Social Network Usage Levels in Turkey
Author: Koçoglu, Erol
Date: 2017-02-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technology Uses in Education,Educational Technology,Student Attitudes,Student Surveys,Gender Differences,Social Media,Factor Analysis

This study was conducted to determine the perceptions of the teacher candidates in educational faculties in Turkey about social network usage levels in today's globalizing world. The study was performed with 4 separate study groups. The first study group consisted of 657 teacher candidates, the second study group consisted of 364 teacher candidates, the third study group consisted of 121 teacher candidates, and the fourth study group consisted of 676 teacher candidates. This study, designed based on the Scanning Model, is a descriptive study. It is revealed in the study that the teacher candidates in Turkey think that they are different from each other in the use of social networks. Their perceptions are given in a scale, &quot;The perceptions scale of the teacher candidates about social networks&quot;.
Social Problem Solving Levels of Pre-Service Social Studies Teachers
Author: Içen, Mustafa
Date: 2017-02-23
Type: Journal Articles
Subjects: Preservice Teachers,Social Problems,Problem Solving,Social Studies,Foreign Countries,Measures (Individuals),Scores,Gender Differences,Cognitive Style,Statistical Analysis

The purpose of this study is to examine pre-service Social Studies teachers' social problem solving levels based on different variables. A total of 247 preservice Social Studies teachers (103 females (41.7%) and 144 males (58.3%)) from Erzincan University, Faculty of Education, Department of Social Studies Teaching participated in the study. The descriptive model was used in the study. The Social Problem Solving Inventory (SPSI), developed by D'Zurilla and Maydeu-Olivares in 1995 and 1996, revised by D'Zurilla, Nezu and Maydeu-Olivares in 2002 (SPSI-R), and adapted into Turkish by Eskin and Aycan and the &quot;Revised Social Problem Solving Inventory (Tr-SPSI-R)&quot; were used in the study as the data collection instruments. According to the analyses, positive problem orientation (PPO) scores decrease as negative problem orientation (NPO) scores increase; NPO scores decrease as rational problem solving style (RPSS) scores increase; PPO scores decrease as impulsive-careless problem solving style (ICPSS) scores increase; RPSS scores decrease as ICPSS scores increase; PPO scores decrease as APSS scores increase. According to the classroom variable, there is a significant difference. According to this study, there is a significant difference between preservice teachers' NPO and Avoidant Problem Solving Style (APSS) scores based on gender. [This study was presented at the 5th International Symposium on Social Studies Education, which was held between 28-30 April, 2016 at Pamukkale University, Turkey.]
Evaluation of the Changes in the Regulation of Secondary Education Institutions According to Teachers' Viewpoints (Turkey)
Author: Coskun, Mucahit
Date: 2017-02-23
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Educational Change,Secondary Education,Grades (Scholastic),High Schools,Statistical Analysis,Attendance,Gender Differences,Educational Attainment,Vocational High Schools,Experienced Teachers,Teacher Characteristics,Tests

The purpose of this study is to evaluate teachers' viewpoints about the changes made in the regulation of passing lesson at schools, which became active in 2013 to 2014 academic year. The pass grade applied depends on this regulation, common exams, shortening of the absenteeism durations, and assigning students with performance tasks according to some variables. The development and application of the measurement tool of the study were performed with the high school teachers working in Düzce. Quantitative research methods were used in the study, and the screening model was applied. The SPSS 20.0 statistical package program was used in analyzing the data. Frequency values, percentages, and average values were used to analyze the data. One-Way Variance Analysis (ANOVA) and the t-test were used for unrelated sampling. The sampling of the study consisted of 323 teachers who were selected randomly from among those who worked at various high schools in Düzce in 2013 to 2014 academic year. The teachers' viewpoints about the regulation of passing a lesson at schools were evaluated with the statement, &quot;I am indefinite&quot;; the viewpoints on the regulation of the right to absenteeism were evaluated with the statement, &quot;I agree&quot;; and the viewpoints on the assigning performance tasks were evaluated with the statement, &quot;I do not agree&quot;. At the end of the study, no significant differences were found in the data according to gender, educational status, and classroom population variables. Significant difference was detected between the regulation of passing a lesson at school and assigning performance tasks dimensions in favor of the physical sciences and foreign language fields. The teachers who worked at vocational high schools evaluated the regulation of passing a lesson at school in a more positive manner. The teachers' viewpoints on the regulation of passing a lesson at school were determined to differ significantly for those between 20 and over service years in teachers who were assigned in the group &quot;1 to 5 and 20 and over service years&quot;.
Quality of Literature Review and Discussion of Findings in Selected Papers on Integration of ICT in Teaching, Role of Mentors, and Teaching Science through Science, Technology, Engineering, and Mathematics (STEM)
Author: Mudavanhu, Young
Date: 2017-02-23
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,Journal Articles,Periodicals,Information Technology,Technology Integration,Mentors,Science Instruction,STEM Education,Content Analysis,Comparative Analysis,Qualitative Research,Citation Analysis,Audiences

The purposes of this study were to examine the extent to which literature was used to discuss findings in selected papers from Zimbabwe Journal, and to compare the quality of reviews in this journal with other international journals. The study was largely qualitative in nature and used convenient sampling. In the study, the Zimbabwe Journal was chosen because of easy access. Three papers were conveniently selected based on personal interest and areas previously studied. Content analysis was used to compare the quality of discussion of literature in the sampled papers. Findings suggest that authors cite relevant literature extensively in the background to the study but use the same literature sparingly in the discussion of their results. Further, in the discussion of findings, the use of literature was limited to confirming what was already known, and does not show how the new studies reported contribute to knowledge. The study concluded that the journal studied was failing to attract authors who write high quality papers. Perhaps the journal should broaden its brief and target an international audience, because at present as evident in the three cases cited, the journal can only reach out to practitioners within (Southern) Africa.
A Glimpse of Challenges and Benefits Associated with Collaborative Postgraduate Programmes in Sub-Saharan African Universities
Author: Mundia, Lisho C.
Date: 2017-02-23
Type: Journal Articles
Subjects: Educational Benefits,Accreditation (Institutions),Financial Support,Universities,Institutional Cooperation,College Administration,Administrative Organization,Graduate Study,Earth Science,Geographic Information Systems,Interdisciplinary Approach,Foreign Countries,Qualitative Research

The paper presents empirical findings on the potential benefits and challenges associated with collaborative postgraduate programs between African universities. It reflects the empirical benefits and challenges towards a collaborative master in the fields of Earth Observation, Geographical Information Science (GIS) and Remote Sensing. The research applied a combination of approaches that include desktop study, consultative meetings and round table meetings with experts in universities operating partnership. Positive and negative effects of collaborative degree programs were equally collected and the results were verified. The research established that although collaborative degree programs are more favorable around the world, a number of administrative issues hamper the system. These are lack of funding and inconsistent accreditations among country universities. Key recommendations include inclusive administration, proper funding for higher institutions and consistent accreditations among universities. This paper presents a glimpse of the challenges and benefits associated with collaborative postgraduate programs between African universities.
Improving Primary Students' Mathematical Literacy through Problem Based Learning and Direct Instruction
Author: Firdaus, Fery Muhamad
Date: 2017-02-23
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Grade 5,Mathematics Skills,Numeracy,Problem Based Learning,Problem Solving,Direct Instruction,Primary Education,Urban Education,Rural Education,Geographic Location,Experimental Groups,Comparative Analysis,Quasiexperimental Design,Pretests Posttests,Instructional Effectiveness,Statistical Analysis

This research was done on primary school students who are able to understand mathematical concepts, but unable to apply them in solving real life problems. Therefore, this study aims to improve primary school students' mathematical literacy through problem-based learning and direct instruction. In addition, the research was conducted to determine whether there are differences in the increase in literacy mathematical among students who received problem-based learning and direct instruction in primary schools located in urban areas, transition, and villages, as well as whether there is an interaction effect between the model of learning by location category of the school toward mathematical literacy skills of primary school students. The study was conducted in the academic year 2015 to 2016 in the fifth grade public primary schools in Bandung with three categories of school location (rural, city and county transition). During the research, one experimental group was treated by problem based learning, while the second experimental group was treated by direct instruction. The research approach used was a quantitative approach with quasi experimental method nonequivalent groups design pretest-posttests. The results showed that: there was a significant difference between the increase in mathematical literacy of students who received a model of problem-based learning (PBL) and direct instruction (DI) model; PBL model was more effective in improving students' mathematical literacy model than the DI; There were no significant differences regarding an increase in students' mathematical literacy by category location of the school; there is no interaction effect between the model of learning by school location factors to the increase in students' mathematical literacy.