ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Views on the Use of L1 in the Foreign Language Classroom
Author: Clancy, Glen
Date: 2018-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,Student Attitudes,Language Usage,Teaching Methods,Language Proficiency,Preferences,English (Second Language),Japanese,College Students,Correlation,Universities,Foreign Countries,Teacher Attitudes,Classroom Communication,Language Teachers,Language Role,Language Tests

The use of first languages (L1) in the English as a Foreign Language (EFL) classroom in Japanese universities is often a source of robust debate. In recent years, there has been an increase in counterarguments against the L2 monolingual EFL classroom and a strengthening of support for L1 usage. This study examines the views of students receiving tertiary English language education on the use of the L1 in English classes. The analysis suggests that students studying English as a second language (L2) in Japanese universities overwhelmingly preferred the use of L1 to aid in the facilitation of learning in EFL classes. Moreover, there were notable trends in attitudes between differing levels of student L2 proficiencies. The results reveal a negative correlation between desired L1 application in EFL classes and the L2 proficiencies of the students, and a discrepancy in the desired objective for L1 application for different student levels of L2 proficiency. These findings suggest the approach adopted for EFL courses in Japanese universities should implement judicious use of L1 and recognize that different levels of L2 proficiency will affect preferences for L1 usage in the EFL classroom.
The Influence of Role Model Affects Teacher Identity Development in English as a Foreign Language Teaching Context
Author: Basalama, Nonny
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Social Influences,Language Teachers,Teacher Attitudes,Foreign Countries,Role Models,Professional Identity,Teaching Methods,High School Students,Learning Motivation,Feedback (Response),Cultural Influences,Family Literacy,Nonverbal Communication

The influence of a role model is critical to the motivation in teaching and learning English and the teacher's identity. This paper explores the factors that influence the teacher identity and beliefs and values of an English teacher who was actively engaged in teaching and was considered a powerful and energetic role model until her death at the age of 83 in Gorontalo, Indonesia. The data for this qualitative study were collected from in-depth interviews with the family members of the exemplary teacher in Gorontalo Province, Sulawesi, Indonesia; and from 10 high school English teachers and colleagues of the said teacher. Two factors are identified in influencing the role model teacher's identity shaping and development: Family culture and Social factor. These two factors are pivotal contributing to EFL teacher's professional beliefs, identity shaping and development which then subsequently impact on motivation in learning and teaching.
Language Shift from English to Mother Tongue: Exploring Language Attitude and Willingness to Teach among Pre-Service Teachers
Author: Alieto, Ericson
Date: 2018-00-00
Type: Journal Articles
Subjects: Language of Instruction,Educational Policy,Multilingualism,Language Attitudes,Teaching Methods,Second Language Learning,Second Language Instruction,Language Teachers,Gender Differences,Foreign Countries,Language Usage,English (Second Language),Correlation,Student Attitudes,Preservice Teachers

Language-in-education policy becomes a recent tendentious concern in the context of the Philippines as it has recently adopted the Mother Tongue-based Multilingual Education (MTB-MLE). Moreover, Baker (1992) claimed that language attitude is a main and vital component of policy and planning. Therefore, this research primarily purposes to determine the language attitude of the respondents and their willingness to teach in the Mother Tongue (MT) as substitute of English as medium of instruction (MoI) in the early stages of education. The study utilized an adapted questionnaire and surveyed 120 would-be mother tongue teachers. The results show that the respondents exhibit an attitude described as &quot;slightly positive&quot;. Furthermore, the respondents were determined to be willing to teach in the MT. Interestingly, there is significant relationship found between the language attitude and willingness to teach in the MT among the respondents. However, contrary to existing trend relative to gender difference on language attitude, the data discounts gender as a factor influencing language attitude and willingness to teach in the MT.
English Vocabulary Improvement of a Young Gamer in Kota Serang (A Case Study Analysis)
Author: Hendra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Vocabulary Development,Video Games,Children,Elementary School Students,Incidental Learning,Context Effect,Multimedia Materials,Motivation,Repetition,Word Recognition,Recall (Psychology),Memorization

In the digital era, some people must use technology to support their works or even their pleasure time. A game is one of the digital applications for some people to spend their leisure time, including children. However, indirectly, a game also can be an educational tool for children, especially for language. Based on the description, the discussion of indirect language acquisition especially occurred outside of the classroom is rare to discuss. This paper investigates the effect of a video game on a young gamer toward English Vocabulary Improvement. As it is a case study, the boy in the study is a ten years old young gamer, named Khalifatul Fajriatil Fattah. Commonly, some young students cannot speak English or even do not have some English vocabularies in their mind. Data taken included vocabulary size and word recognition tests followed by writing vocabularies and translating the meaning test. In addition to this data, qualitative data in the form of interviews were included to support the findings of the vocabulary tests. The data will be taken on how the young gamer can conclude the meaning based on the context and not based on the dictionary. It has resulted that incidental encounters with the same word and phrase may have played a part in the above-mentioned benefits. Then, the child also can know the meaning based on the performance of the game itself. Motivation to play the game was also upheld according to the qualitative data.
Bridging the Gap: Towards Developing a Preparatory English Programme for Chinese Learners Joining the International Education System
Author: Barabas, Cris Delatado
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Global Approach,Advanced Placement Programs,Curriculum Design,Educational Background,Cultural Context,Foreign Countries,High School Students,Active Learning,Study Abroad,Higher Education,Program Descriptions,International Education,Teaching Methods

This paper proposes a curriculum design and suggests some evaluation processes of a bridging preparatory English programme for Chinese learners joining the international education system in a school in southern China. Taking into consideration the contextual educational background of the learners and the desired language and social skills that the programme wants to enrich, this project outlines the possible themes that can be used throughout the programme. Theoretical aspects of general curriculum design are tackled and I attempt to link this to curriculum development in language learning. Moreover, by looking into some arguments on incorporating global citizenship skills in education, I propose themes that may enhance the students' global mindedness. This is important since the target learners will be doing the International Baccalaureate Diploma Programme in high school and will consequently be leaving their home country for overseas university studies. I have also included aspects of active learning approaches that can be utilized in the English classes. Through this proposed curriculum and by exploring the literature, I attempt to present how language learning and acquiring sociocultural awareness skills and other discourse mechanisms can be possibly achieved by prospective learners. In this paper, I have also argued how active learning strategies should be advocated for most especially in language learning classes. Moreover, I generally expect to achieve an understanding on how Chinese learners' linguistic abilities have improved and to what extent and attempt to link how active learning strategies have contributed to this development. However, since this curriculum design has not been implemented yet I will not be able to report an evaluation but rather I attempt to address this stage by presenting some curriculum evaluation mechanisms that involve various stakeholders.
Grammatical Competence of Junior High School Students
Author: Sioco, Estrella C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Junior High School Students,Educational Attainment,Textbooks,Instructional Materials,Books,Television,Student Attitudes,Parent Background,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Material Development,Foreign Countries

The study determined the level of grammatical competence of 177 Junior High School students and on the design and development of a supplementary learning material to enhance the grammatical competence of the students along subject-verb agreement. The study revealed that students favored textbooks as their preferred reading material at home. They are also exposed to various media types, with denser exposure to books and television. The students' parents are generally at par in their highest educational attainment, which vary across cases of being either graduate or undergraduate in College, High School and Elementary School levels. Majority of the students' fathers are High School graduate, parallel to the educational attainment of their mothers. The study concludes that the Junior High School students need to further enhance their level of grammatical competence in subject-verb agreement. The merits and essentials of the findings were drawn and treated as inputs in the development of a supplemental learning material in subject-verb agreement. The study offers a set of recommendations to improve strategies and techniques in instruction and in the development of instructional materials that will complement the goal to develop the relevant competencies of students in the field of English language learning.
Challenges Faced by Thai Tertiary Teachers in Designing and Delivering English Courses in the 21st Century
Author: Wattanavorakijkul, Nitchaya
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Barriers,College Faculty,Instructional Design,Teaching Methods,Teacher Attitudes,21st Century Skills,Language Teachers,Teaching Experience,Nonmajors,College Students

This study reports preliminary findings from an ongoing investigation which aims to identify the challenges Thai university teachers face in designing and delivering foundation English courses. It also aims to explore Thai teachers' perceptions of the concept of 21st century skills: (1) how they perceive their readiness as teachers of the 21st century and (2) how they assess their capabilities to incorporate 21st century competencies into classroom materials and activities. The study involves 21 Thai and foreign teachers with different amounts of teaching experience who are teaching a Foundation English course for non-English majors at a Thai university in Bangkok. A mixed-method approach, which includes online questionnaire surveys and focus groups, is used to collect the data. Findings from this study have already found that there are some groups of teachers who are willing to adapt and change themselves to be part of the globalized world. The research data shows that the teachers understand the concept of 21st century skills, that they are capable of incorporating 21st century competencies into the classroom, and these have been reflected in what and how the teachers teach in their real practice. It is hoped that the findings of this study would encourage other teachers in the Thai tertiary context to see the possibility of embedding 21st century skills in the English language classroom as well as methods for designing Foundation English courses for Thai university students who are non-English majors.
Videotaping Students&apos; Perception in a Graduate Program EFL Class
Author: Dollah, Syarifuddin
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Graduate Students,English (Second Language),Second Language Instruction,Foreign Countries,Public Speaking,Student Motivation,Self Efficacy,Criticism,Classroom Techniques,Teamwork,Interpersonal Competence,Student Participation,Group Discussion

The use of videotaping with various purposes and types in the teaching -- learning process is an interesting modality in the digital technology era. This article reports on a study that explored the practices of students' group presentation in an EFL classroom using videotaping. Participants in this study were five groups of 23 second-year English study program students with ages ranging from 22 to 35 years. Videotaping is employed to activate students' motivation in a variety of activities in a group presentation. The videotaping was analyzed based on researchers' observation and assessment. At the end of the group presentation, scores from other groups were collected using scoring matrix in which the members of group gave scores based on some criteria on students' group presentation. The results of the study therefore reveal that students were active to express ideas and thoughts in the classroom discussion which ultimately enhanced their language performance. Some benefits of this learning model are even though the lecturer is absent in the classroom, the learning process runs well, and this model becomes alternative solution for lecturers who have management position at the university, and the students' scores are also from the other students in other groups.
Using Recordings &amp; Brainstorming Board Race for Promoting Students&apos; Aural Phonological Awareness
Author: Kadhim, Anwar Jawad
Date: 2018-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Pronunciation Instruction,Teaching Methods,Second Language Instruction,Second Language Learning,English (Second Language),Speech Communication,Brainstorming,Audio Equipment,Audiovisual Instruction,Learning Processes,Private Colleges,Educational Games,Foreign Countries,Educational Benefits

Pronunciation is important in all spoken communication in English because if we mispronounce a word, people will likely to misunderstand us. This paper is about teaching diphthongs by using recordings and brainstorming board race in Iraqi private colleges as well as how audio-visual media and games are used in learning. The integration of games in the classroom is important as it creates a fun and relaxing situation to students during the learning process, therefore engaging students to answer teacher's questions and to promptly provide suggestions during the class.
Supporting Provisionally-Licensed Teachers Using eCoaching in a Distributed Internship
Author: Weiss, Margaret P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Internship Programs,Teacher Shortage,Alternative Teacher Certification,Coaching (Performance),Educational Technology,Technology Uses in Education,Program Effectiveness,Goal Orientation,Attitudes

There is a critical shortage of special education teachers. To address this shortage, states have allowed alternative licensure paths such as issuing provisional licenses in order for individuals to take teaching positions while they complete coursework for the teaching license. These provisionally-licensed teachers are expected to fill the roles of fully-licensed teachers on day one. In this paper, we describe a pilot program for provisionally-licensed teachers in which we incorporated eCoaching and bug-in-ear coaching in the first semester and second semester of coursework. Results are largely positive. Implications are discussed.
Angling for the Right Result: Students&apos; Conceptualizations of Angles
Author: Mullins, Sara Brooke
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Grade 5,Grade 7,Grade 12,Mathematics Instruction,Geometry,Teaching Methods,Schemata (Cognition),Cognitive Processes,Concept Formation,Misconceptions,Learning Processes

The concept of angles is important for future geometric knowledge (Arslan et al., 2016; Moore, 2013; Yigit, 2014). However, although Piaget (1948) suggests angles lead to the discovery of lines, angles are typically taught later in schools, after points, lines, and planes (Charles, 2011). Therefore, the way in which angles are taught can affect how students conceptualize angles. This study investigates such phenomena by using APOS theory and a preliminary genetic decomposition. Data was collected from a fifth grade student, a seventh grade student, and a twelfth grade student. Results show: the fifth grader developed a 2- and 1-line schema for angles; the seventh grader developed a 2-line schema; and the twelfth grader developed a 2-, 1-, and 0-line schema. Overall, the students contradicted the genetic decomposition model due to the fluidity of their thinking. This study provides teaching implications as well as areas for future research.
How Is English Assessed at Thai Schools?
Author: Todd, Richard Watson
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Multiple Choice Tests,Evaluation,Formative Evaluation,National Competency Tests,Language Tests,Testing Problems,Student Evaluation,Elementary Secondary Education,Evaluation Methods,English Teachers

In the test-centric Thai education system, results on national exams are often viewed as indicators of educational success. These exams use multiple-choice which can have detrimental effects on students' attitudes and learning. If school assessments also rely on multiple-choice exams, the situation would be worrying, yet there is little data available on how English language courses at Thai schools are evaluated. This paper presents the initial results of a large-scale survey of the assessment practices of several hundred Thai teachers. On average, exams and quizzes account for 64% of marks for a course, and 60% of exam scores come from multiple-choice (meaning that multiple-choice accounts for 27% of marks). Furthermore, a high proportion of teachers use some innovative and creative assessment practices, providing chances for further positive developments. To promote more positive impacts from assessment, a greater proportion of the overall scores should be assigned to innovative formative assessment.
Generic Structure of an Important, but Neglected, Academic Genre, Undergraduate Thesis Defence Examination, and Its Pedagogic Implications. A Collective Case Study at Four Universities in Aceh and North Sumatra Provinces, Indonesia
Author: Samad, Iskandar Abdul
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Theses,Academic Degrees,Creativity,Video Technology,Notetaking,Student Attitudes,Evaluators,Foreign Countries,Case Studies,Teaching Methods,English for Academic Purposes,Second Language Learning,Second Language Instruction,Departments,Oral Language

Thesis defence examination (TDE) is an important event for students to complete to pursue their degree in many countries. Following Swales (1990, 2004) TDE can be considered as a class of communicative events, which has its own genre that has elements (or parts). Understanding the genre of an event could help students to perform competently. One major element of the TDE genre is its generic structure. Mastering this structure is important as it can give a frame which can guide learners in preparing for and performing in the TDE. Although a few researchers have argued that the structure could limit the creativity of students, the authors of this article adopt the positive position of other researchers who found that the structure is beneficial at least for beginners because the structure gives them an idea of the overal form of the TDE, which can provide them with a direction to follow with some degree of creativity to exercise, and when they have acquired the common structure, they can exercise their creativity as they like. Without a common structure as a model, at least some, if not all, students would struggle as found in our interviews with our research participants. As in many other countries, in Indonesia, the TDE is an activity that university students have to pass in order to graduate in all degrees including undergraduate degrees. However, there is no research-based information on the genre has been found. This issue has been questioned by academic communities not only in the country but also overseas. This study, which is part of a broader study, is an attempt to fill the gap. The data for this research were collected using qualitative methods, which include direct and indirect observations, video recordings, note taking, and interviews with students and examiners. The field research was carried out in Aceh and North Sumatera provinces, Indonesia, for eight months. This article reports the results of the study.
Technology-Enhanced Performance-Based Feedback in Teacher Preparation
Author: McCorkle, Laura S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Feedback (Response),Teacher Education,Preservice Teachers,Student Teaching,Student Teacher Supervisors,Technology,Electronic Mail,Telecommunications,Video Technology,Synchronous Communication

Quality supervision of teacher candidates during field placements can be a challenge for many university supervisors, particularly given time required for travel, locating an appropriate setting, and identifying effective ways to support teacher candidates in their implementation of evidence-based practices. One effective way to support teacher candidates in their use of evidence-based practices is technology-enhanced performance-based feedback. University supervisors have a range of knowledge and experience in implementing performance-based feedback and using technology to deliver feedback. The purpose of this article is to describe how university supervisors can deliver technology-enhanced performance-based feedback to support teacher candidates' use of evidence-based practices within authentic education environments. Specifically, we identify different modes of technology, which university supervisors can use to deliver performance-based feedback (e.g., email, text messaging, bug-in-ear, and video-based feedback). Additionally, we include logistical and practical suggestions for university supervisors to consider when implementing technology-enhanced performance-based feedback to support teacher candidates during field placements.