ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;That&apos;s Just How We Say It&quot;: Understanding L2 Student Writers&apos; Responses to Written and Negotiated Corrective Feedback through Critical Incidents
Author: Britton, Emma R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Written Language,Error Correction,Feedback (Response),Critical Incidents Method,Writing Teachers,Basic Writing,Revision (Written Composition),College Freshmen,English (Second Language),Second Language Learning,Student Reaction,Student Attitudes,Teacher Student Relationship,Context Effect,Personal Autonomy,Public Colleges,Synchronous Communication

According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh &amp; Lantolf, 1994). Drawing on SCT, this collaborative self-study details the CF experiences of one writing instructor and four L2 students. Focusing on six &quot;critical incidents&quot; occurring within the instructor's teaching context (a developmental writing course in a Northeastern U.S. university), the authors investigate L2 writers' responses to written (WCF) and negotiated oral CF. During these incidents, students engaged with different forms of CF. The authors' analysis of these incidents draws attention to the micro- and macro-contextual features that complicate students' uptake and perceptions about differing forms of CF. Findings reveal the importance of face-to-face negotiation in resolving lexicogrammatical issues. Despite some students' successful uptake of WCF, the paper argues that negotiated feedback provides L2 writers with additional opportunities to develop writing identities and to assert their writerly agency. Pedagogical implications are discussed.
The Amount and Usefulness of Written Corrective Feedback across Different Educational Contexts and Levels
Author: Lira-Gonzales, Maria-Lourdes
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Error Analysis (Language),Error Patterns,Teaching Methods,Revision (Written Composition),Writing Instruction,Language Teachers,Essays,Grammar,Vocabulary,Language Usage,Age Differences,College Students,Elementary School Students,Secondary School Students,Error Correction,Writing Evaluation

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students' ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students' (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students' errors, teachers' feedback, and students' revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students.
Teacher and Student Perspectives on Safe Learning Climate in Gifted Education
Author: Haidari, Sayed Masood
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Academically Gifted,Gifted Education,Secondary School Students,Security (Psychology),Emotional Experience,Self Disclosure (Individuals),Test Anxiety,Teacher Student Relationship,Peer Relationship,Educational Environment,Physical Environment,Crowding,Secondary Schools,Learning Processes,Foreign Countries

This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings.
A Survey of the Speaking Components of an ESP Course: The Students&apos; Mindset
Author: Venkateswara, U.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Skills,Communication Skills,Second Language Learning,English (Second Language),English for Special Purposes,Engineering Education,Undergraduate Students,Oral Language,Listening Comprehension,Student Attitudes,Language Proficiency,Error Patterns,Grammar,Anxiety,Peer Acceptance

This investigation focused on the speaking-skills component of the syllabi of Technical English I and II (Regulation 2013) at Anna University in Chennai, India. It was meant to formulate strategies for effective schemes to develop the English-speaking skills of engineering students in the colleges affiliated to the University. The major research tools consisted of data collected from: (1) A questionnaire for the students' survey, and (2) Focus group interviews with students. The interpretation of the students' survey was sub-divided into: (1) The learners' background and their comprehension of spoken English, (2) The learners' participation in the speaking activities, (3) The learners' problems with the speaking activities, and (4) The learners' expectations of their teachers and teaching. The focus group interviews were conducted after analyzing the responses to the questions in the students' survey. The paper concludes with recommendations to enhance the speaking-skills component of the course.
A Comparative Study of Secondary Mathematics Curricula of Turkey, Estonia, Canada, and Singapore
Author: Serçe, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Education,Comparative Education,Educational Objectives,Learning Processes,Teaching Methods,Student Evaluation,Teacher Responsibility,Elementary Secondary Education,Foreign Countries,Mathematics Achievement,Mathematics Tests,Achievement Tests,International Assessment,Secondary School Students

This study aims to reveal the similarities and differences in the secondary mathematics curricula (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of the comparative education approaches, was used in the study. Secondary mathematics curricula of each country were subjected to content analysis using NVivo 10 qualitative analysis program. Curricula were examined in terms of general characteristics, objectives, content, learning-teaching process, assessment, and teacher's duties and responsibilities dimensions, and comparisons between countries were made. The results revealed that the majority of the learning outcomes in the SMC of Turkey and Estonia are in the knowing cognitive domain while applying is dominant in Canada and reasoning in Singapore SMCs. In addition, the SMC of Singapore provided the most detailed information regarding the assessment. Besides that, the SMC of Singapore was the curriculum that most comprehensively reflects the teacher's duties and responsibilities towards curriculum, teaching and learning process, and evaluation process.
An Investigation of the Use of Specific Problem-Solving Strategies by Mathematics Teachers in Lessons
Author: Aydin Güç, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Mathematics Teachers,Mathematics Instruction,Middle School Teachers,Foreign Countries

The aim of this study was to determine the strategies teachers offer to provide students with experience solving problems in the classroom. A total of 15 secondary school teachers serving in secondary schools were observed through 10 classes each, with no emphasis on the topics covered and grade levels taught. The researcher observing the classes performed a descriptive analysis of the problem-solving processes employed by the teachers through the lens of a series of known problem-solving strategies. The study revealed that the teachers employed a number of strategies as part of the problem-solving process. However, it was observed that the rate of application of strategies was rather low, even though specific strategies were nominally employed by the teachers. The study revealed that the strategy most frequently employed by the teachers during the problem-solving process was &quot;adopting a different point of view,&quot; while the strategy of &quot;making a drawing&quot; was also frequently applied. Moreover, the teachers employed the strategies of &quot;intelligent guessing and testing,&quot; &quot;working backwards,&quot; &quot;finding a pattern,&quot; &quot;solving a simpler analogous problem,&quot; and &quot;considering extreme cases,&quot; but with lesser frequency. On the other hand, the strategy of &quot;organizing data&quot; was not used by any of the teachers.
A Professional Development Analysis for Turkish Language Teachers: What Did They Expect? What Have They Found?
Author: Yurtseven Yilmaz, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Language Teachers,Turkish,Teacher Attitudes,Expectation,Government Role,Educational Needs,Program Effectiveness,Foreign Countries

Professional development studies have contributed to teachers' professional motivation and student success. Therefore, professional development activities must take into account the needs and interests of the stakeholders involved in education circles. The current study aims to examine Turkish language teachers? past experiences with professional development and determine their perceptions of and expectations from professional development. The study adopted a phenomenological approach. The data were collected from interviews conducted with 38 Turkish language teachers working in Bursa. The data were analyzed qualitatively using content analysis. Findings showed that the Turkish language teachers were keen to participate in the professional development activities held by the Ministry of National Education (MONE) in Turkey, but that their past experiences were not satisfactory. The study investigates professional development considering many aspects and proposes suggestions based on the findings.
Subjective Well-Being and Social-Emotional Loneliness of University Students: The Mediating Effect of the Meaning of Life
Author: Özdogan, Ahmet Çaglar
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Psychological Patterns,Interpersonal Relationship,Life Satisfaction,Young Adults,Undergraduate Students,Schools of Education,Correlation,Affective Measures,Foreign Countries

This study examines the relationship between subjective well-being and social and emotional loneliness of university students through the meaning and purpose of life. The participants of the study consisted of the 477 university students, who study at the Faculty of Education. Three hundred and seven of them were females and 170 of them were males. The age of the participants ranged between 18 and 33. The data used in the study were collected using the satisfaction with life scale, the positive and negative affect scale, the meaning and purpose of life scale, and the social and emotional loneliness scale. Data were analyzed using correlation and path analyses. The results of the correlation analyses showed that there were significant relationships between the variables of subjective well-being, social and emotional loneliness and the meaning and purpose of life. Likewise, the findings of path analyses revealed that social and emotional loneliness significantly predicted subjective well-being through the meaning and purpose of life.
Global, Local, or Glocal Identity of EFL Learners as ELF Users
Author: Nabilla, Noor Vatha
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Self Concept,English (Second Language),Second Language Learning,Language Variation,Pronunciation,Classification,Global Approach,Correlation,Institutional Mission,Informal Education,Prior Learning,Language of Instruction,College Students,Universities,Language Role,Educational History,Foreign Countries,Language Attitudes,Student Attitudes,Institutional Characteristics

English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communication. However, there is still a lack of exploration of EFL learners' identities in the ELF context. This study aims to find out how EFL learners' identities are categorized based on global, local and glocal identities. The study falls into critical applied linguistics as it combines Norton's identity theory and Walshaw's subject position's notion to reveal participants' subjectivities. This research is categorized as a case study as it explores participants' identity positioning towards ELF. The results indicate that respondents' identity options resonate with global, local or glocal identity. Global identity is shown by the tendency of the Inner Circle accent, progress, modernity, and daily activity. Local identity is indicated by maintaining the local accent, and Glocal identity is pointed out by the tendency to blend two identities at the same time. Two of the participants have shown dual identities, while the last two participants only depicted one identity. Respondents' identity options as the projection of their subject positions and subjectivities appeared in some way to be constructed by universities' curriculum document policy, university vision and missions, regulation or English exposures in the former school including the curriculum, and informal learning experiences.
Indirect Learning Strategies in University Students&apos; EFL Development
Author: Garita, Cinthya Olivares
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,College Students,English (Second Language),Second Language Learning,Foreign Countries,Affective Behavior,Student Motivation

This article aims at raising awareness of the need to implement indirect strategies in the language learning process to maximize results. Although there is a comprehensive classification of indirect learning strategies, a great deal of research and practices in the EFL classroom have been devoted to encouraging and polishing the students' memory, cognitive, and compensation strategies only (Oxford, 1990). Indeed, metacognitive, affective, social learning strategies in English language development have been overlooked and unexplored without recognizing their essential role in language success. The present study explores quantitative and qualitative data and is developed through a case study analysis. The sample population was comprised of 50 students who were either studying English Teaching or pursuing an Associate degree in English along with six teachers from the English Teaching faculty, all from Universidad Nacional, Pérez Zeledón Regional Campus in Costa Rica. A student and a teacher questionnaire allowed the researchers to collect and analyze the data. The results revealed the types of indirect learning strategies least used and most encouraged by both learners and teachers respectively. In light of this, researchers recommend several ways to implement MAS strategies, promote an enriched vision to teach a language class using a broader array of techniques and activities, and enable both teachers and students to become more effective stakeholders of the teaching-learning process.
Integration of Audiovisual Input via TED-ED Videos and Language Skills to Enhance Vocabulary Learning
Author: Rashtchi, Mojgan
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Input,Speeches,Video Technology,Comparative Analysis,Pretests Posttests,Language Skills,Measures (Individuals),Task Analysis,Audiovisual Instruction,Films,Word Frequency,Teaching Methods,Foreign Countries

Vocabulary knowledge plays a primary role in the ability to communicate in a second/foreign language. The present study examined how different input or output modalities combined with audiovisual input provided by TED-ED videos could foster vocabulary learning. In doing so, some written tasks and exercises were used to facilitate the process. Participants were 56 upper-intermediate EFL learners in four classes who were selected based on convenience sampling. They were randomly assigned to one control and three experimental groups. Audiovisual input was employed in the experimental groups and was followed by speaking (n=13), listening (n=14), and reading (n=15) activities. The control group (n=14) practiced the same materials via reading and listening to control the audiovisual input effect. A Vocabulary Knowledge Scale (VKS) administered at the outset helped in selecting 60 unknown words. After the instruction treatment, the participants took immediate and delayed post-tests. Multivariate analysis of variance (MANOVA) showed that audiovisual input, followed by speaking activities was more effective than other types of classroom practices. The frequency of target words in the tasks and the results of statistical analysis (mixed between within-subjects analysis of variance) on the exercises confirmed the MANOVA results. The retrospective questionnaire underlined the role of the films in vocabulary learning. The researchers concluded that audiovisual input followed by spoken output was more useful than audiovisual input followed by listening or reading. In addition, although facilitative, written tasks and exercises did not have a differential role in the results. The study has implications for SLA researchers, language teachers, and practitioners.
Iranian EFL Teachers&apos; Perceptions about the Most Serious Types of Written Errors and the Most Effective Feedback Types to Treat Them
Author: Goldouz, Elnaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Error Correction,Error Patterns,Feedback (Response),Teacher Attitudes,Verbs,Word Order,Written Language,Adolescents,Foreign Countries

This study was conducted to identify Iranian EFL teachers' perceptions regarding the most serious written errors made by young adult EFL learners, along with the most effective types of written corrective feedback to deal with them. Data were collected from 253 Iranian EFL teachers through a questionnaire made by the researchers and were analyzed using descriptive statistics. The results showed that the most serious errors perceived by the teachers were verb form and verb tense, and word order driven by psychological verbs. The most effective feedback types to treat these errors were (a) direct, non-negotiated feedback and (b) indirect, negotiated. The findings contribute to the research concerning the most frequently noticed errors by EFL teachers along with the most frequently employed corrective feedback strategies to address them.
Level up Your Pronunciation: Impact of a Mobile Game
Author: Berry, David Malcolm
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Teaching Methods,Comparative Analysis,Instructional Effectiveness,Telecommunications,Handheld Devices,Pretests Posttests,Video Games,Second Language Learning,Second Language Instruction,English (Second Language),Educational Benefits,Language Tests,Student Attitudes,Undergraduate Students,Foreign Countries,Pronunciation

This paper investigates the effectiveness of students playing the &quot;Spaceteam ESL&quot; video game to enhance their pronunciation of English words and sentences. To achieve this goal, the researcher conducted a quasi-experimental pretest-posttest research design. The formation of the experimental group and control group employed the practice of convenience sampling. The experimental group experienced playing the selected mobile game during a weekly EFL class while the control group did not implement any mobile game during class time. Instead, the other students engaged in analog pronunciation games that paralleled the mobile games in terms of opportunities for language and pronunciation, but just in a different medium. The student participants in both the control and experimental groups were given a pretest before the treatment and a posttest after the treatment. These tests, along with qualitative measures, namely an interview and a questionnaire, revealed relevant results. The data illustrated that the experimental group showed significant improvements in their pronunciation skill. Thus, the students' participating in the digital experimental group significantly benefitted from playing the mobile game, Thus, mobile gameplay can be considered an effective instructional tool, which can be used as an alternative resource in the EFL class where pronunciation is being taught as a learning objective.