ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Grammar Checkers in the ESL Classroom: The Adequacy of Automatic Corrective Feedback
Author: John, Paul
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Feedback (Response),Computer Software,Writing Instruction,Error Correction,Writing (Composition),Accuracy,College Students,Foreign Countries

Our study assessed the performance of two Grammar Checkers (GCs), Grammarly and Virtual Writing Tutor, and the grammar checking function in Microsoft Word on a broad range of grammatical errors. The errors occurred in both authentic English as a Second Language (ESL) compositions and simple sentences we generated ourselves. We verified the performance in terms of (1) coverage (rates of error detection), (2) accuracy of proposed replacement forms, and (3) 'false alarms' (forms mistakenly flagged as incorrect). To the extent GCs provide accurate and comprehensive corrective feedback, they could relieve teachers of the time-consuming task of providing written feedback themselves. While inaccurate replacement forms and false alarms are relatively rare, we found GCs to have poor overall coverage (total error detection rates under 50%). Grammarly and Virtual Writing Tutor, however, outperform Microsoft Word. Coverage is also higher both for certain categories of error and for the sentences rather than the authentic compositions. Finally, although GCs do not provide comprehensive feedback, we suggest designing special activities that target select error types. [For the complete volume of short papers, see ED590612.]
Successful Telecollaboration Exchanges in Primary and Secondary Education: What Are the Challenges?
Author: Jauregi, Kristi
Date: 2018-12-08
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Spanish,Secondary School Students,Elementary School Students,English (Second Language),Electronic Publishing,Computer Mediated Communication,Learning Experience,Intercultural Communication,Foreign Countries,Anxiety,Teacher Attitudes,Student Attitudes,Student Motivation,Video Technology,Cultural Awareness,Program Descriptions,Computer Assisted Instruction

The TeCoLa project promotes telecollaboration to foster meaningful foreign language learning particularly in secondary schools throughout Europe. In 2018, a number of pilot experiences are being conducted. This paper focusses on one of these pilot experiences, where learners from a Dutch secondary school and a Spanish primary school telecollaborated in Spanish and English by carrying out four tasks (creation of vlogs) asynchronously and sharing them in their group's Padlet wall. Different sources of data were gathered (recordings, surveys, and interviews) in order to be able to disentangle the factors that might play a role in successful telecollaboration exchanges and language learning experiences. Overall learners seemed to enjoy the experience, but the Spanish participants found the exchanges much more meaningful than the Dutch ones. This might well be related to the autonomy given to the students, who might have needed further guidance to benefit fully from the exchange. [For the complete volume of short papers, see ED590612.]
Antipodal Communication between Students of German in Finland and in New Zealand via Facebook
Author: Leier, Vera
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Computer Mediated Communication,Video Technology,Audio Equipment,German,Social Media,Technological Literacy,College Students,Second Language Learning,Second Language Instruction,Foreign Countries,Cooperative Learning,Student Attitudes,Cultural Awareness,Outcomes of Education,Writing (Composition),Language Tests,Social Networks,Program Descriptions

This reflective practice paper presents an excerpt of the outcome of a telecollaboration project between two tertiary institutions in New Zealand and Finland. Twenty-six intermediate students of German in the two countries used a Facebook-group to write about given topics which were part of their final assessment. The posts were a combination of video uploads, audio recordings, and writing which is in line with the multimodal meaning-making theory (Kress &amp; van Leeuwen, 2001). The task design was guided by O'Dowd and Ware's (2009) three-layer approach design. The study investigates how students perceive the collaboration using the Facebook group and how the multimodal approach helps the students to develop their digital literacies. The data collected for the study included a mixed-methods approach with pre- and post-questionnaires, semi-structured interviews and Facebook logs. Results show that students learned more about each others' culture and improved their German at the same time. [For the complete volume of short papers, see ED590612.]
Stimulating Task Interest: Human Partners or Chatbots?
Author: Thompson, Andrew
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Computer Mediated Communication,Undergraduate Students,Student Interests,Language Proficiency,Language Teachers,Interpersonal Communication,Foreign Countries,Computer Assisted Instruction,English (Second Language),Artificial Intelligence,Teaching Methods,Student Attitudes

The aim of this research project was to examine the impact of chatbots as conversation partners. First and second year Japanese university students (n=120) from a private university in Southwest Japan were randomly assigned to either conduct a speaking task with an Artificial Intelligence (AI) chatbot or human partner. Preliminary analysis of the data suggests that student interest in interacting with the chatbot conversation partners decreased across the experiment period, whilst interest in performing identical tasks with their peers (human partners) remained relatively stable. The findings suggest that educators and administrators should be cautious about relying entirely on AI conversation partners as a substitute to human partners if they wish to stimulate and maintain student interest levels in conversation tasks. Furthermore, teachers should carefully consider students' language proficiency and communicative ability before designing and implementing speaking tasks that involve the use of AI conversation partners. Using chatbots as an extension of human-human conversation activity practice and not a replacement is recommended in order to maintain student interest and engagement across a language program. [For the complete volume of short papers, see ED590612.]
Exploring Visual Attentional Shifts of Language Learners of Japanese
Author: Sikkema, Eline C.
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Japanese,Eye Movements,Television Viewing,Programming (Broadcast),Native Speakers,Visual Stimuli,Attention Control

Familiarity with the television set as a principal news and entertainment medium has allowed for a smooth transition of television programmes into the language classroom (Mishan, 2005). However, in the technology-rich environment we live in today, access to television programmes in foreign languages is not restricted to class. A good understanding of the reception of such authentic material can help inform its appropriate use by learners in different contexts. This study explores the reception of a Japanese variety show that features same-language text on screen by language learners of Japanese and native Japanese speakers through the use of eye-tracking technology and questionnaires (Sikkema, 2017). This paper reports on a section of the findings from the eye-tracking data analysis. Following a brief description of the research project, this paper describes the distribution of visual attention between different stimuli in the video stimulus by taking a closer look at participants' fixation count and total fixation duration. [For the complete volume of short papers, see ED590612.]
Make Words Click! Learning English Vocabulary with Clickers
Author: Sénécal, Anna-Marie
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Grade 8,Pretests Posttests,Audience Response Systems,Computer Software,Control Groups,Experimental Groups,Teaching Methods,High School Students,Foreign Countries,Instructional Effectiveness

This study explored the effects of learner response systems (clickers) on the development of vocabulary knowledge in English (L2). Sixty-one Grade 8 learners divided in two groups participated in the experiment, which followed a pretest-posttest-delayed posttest research design. While the experimental group received a clicker-based treatment via PowerPoint presentations, the control group received identical treatment but without the clickers. Although there was no significant interaction between time and group at the time of the posttest, both groups improved over time, but with a trend favoring the Clicker Group. [For the complete volume of short papers, see ED590612.]
Development of Critical Thinking Skills and Intercultural Awareness in Bilingual Telecollaborative Projects
Author: Vurdien, Ruby
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Thinking Skills,Cultural Awareness,Bilingualism,English (Second Language),Spanish,Second Language Learning,Second Language Instruction,Social Media,Videoconferencing,Learning Experience,Cultural Traits,Task Analysis,Cooperative Learning,Student Attitudes,Intercultural Communication,Teaching Methods,Computer Mediated Communication,Undergraduate Students,Foreign Countries

This reflective practice will examine and report on students' experiences of three different bilingual (English-Spanish) task-based telecollaborative projects. The observations indicate that throughout these different projects the students were able to develop their intercultural awareness and their critical thinking skills via different online tools and learning contexts like a videoconferencing platform and Facebook. This paper employs both a qualitative and quantitative approach and data were collected from various sources, namely, the questionnaires administered at the beginning and end of the projects. As a conclusion, it is argued that the projects helped students to exchange views about cultural aspects and ask and clarify questions that arose during their interactions, which provided them with the opportunity to develop their critical thinking skills. Sharing thoughts and views on Facebook and videoconferencing has been a meaningful learning experience and students have been able to discover and reflect on useful information about each other's cultural traits. [For the complete volume of short papers, see ED590612.]
Learning Outcomes and Learners&apos; Impressions of Parallel and Monolingual Concordancers
Author: Ruivivar, June
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Outcomes of Education,Second Language Learning,Second Language Instruction,Native Language,Indexes,Monolingualism,Comparative Analysis,Computational Linguistics,Phrase Structure,Verbs,Form Classes (Languages),French,Student Attitudes,Grammar,Advanced Courses,English (Second Language),Pretests Posttests,Language Patterns,Metacognition,Teaching Methods

Monolingual and parallel concordancers have both been found to benefit second-language (L2) grammatical development. However, the relative benefits of these two concordancer types remains unclear. The present study compares learning outcomes and learners' perceptions of a monolingual English (Corpus of Contemporary American English, COCA) and a French-English parallel concordancer (Tradooit), using verb-preposition collocations as a target feature. Students in an advanced English as a second language (ESL) course completed three concordancing activities where they used either Tradooit (for French L1 speakers) or COCA (for other L1s) to formulate rules for challenging verb-preposition collocations (e.g. &quot;arrive in/at&quot;). Pre- and post-tests showed significant learning gains for both groups, which were maintained in delayed post-tests; however, perception questionnaires showed that Tradooit was perceived as easier and more useful for language learning. We suggest that these differences may be due to the type of cognitive work involved in L1-L2 comparison versus L2 pattern-finding, but that these two processes may both lead to noticing and learning. [For the complete volume of short papers, see ED590612.]
Automatic Scaffolding for L2 Listeners by Leveraging Natural Language Processing
Author: Mirzaei, Maryam Sadat
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Scaffolding (Teaching Technique),Listening Comprehension,Cues,Ambiguity (Semantics),Layout (Publications),Audio Equipment,Difficulty Level,Definitions,Natural Language Processing,Scores,Feedback (Response),Speech Communication,English (Second Language),Graduate Students,Undergraduate Students,Computer Assisted Instruction

This paper introduces a new captioning tool, Partial and Synchronized Caption with Hints (PSCH), as a means to facilitate second language (L2) listening by providing cues for ambiguous and difficult words/phrases in the caption while filtering out the easy words. Each word in the caption is synchronized to the corresponding audio to enable text-to-speech mapping. The words to be shown in the caption are carefully selected by defining the features that lead to listening difficulty. The hints are generated in the form of short explanations/definitions of the words to allow for meaning construction and resolving difficulties on-the-fly. With the use of Natural Language Processing (NLP) tools and word sense disambiguation, we tried to generate appropriate hints for the selected words to provide instantaneous and minimally intrusive assistance. Experimental results revealed that learners' scores significantly increased when they used PSCH compared to having no hints. Furthermore, PSCH received positive learner feedback in providing appropriate and useful hints for improving listening comprehension. [For the complete volume of short papers, see ED590612.]
Foreign Language Anxiety and Self-Disclosure Analysis as Personality Traits for Online Synchronous Intercultural Exchange Practice
Author: Fondo, Marta
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Second Language Learning,Second Language Instruction,Anxiety,Communication (Thought Transfer),Self Disclosure (Individuals),Intercultural Communication,Undergraduate Students,Business Administration Education,Student Attitudes,Foreign Countries,Personality Traits,Learning Experience,Computer Mediated Communication,Correlation,Oral Language,Spanish,English (Second Language),Factor Analysis,Program Descriptions

Videoconferences are a perfect scenario for autonomous Foreign Language (FL) and intercultural speaking practices. However, it is also a threatening context as learners communicate in an FL, often with a stranger and about personal information and experiences. That may lead to increase Foreign Language Anxiety (FLA) among participants, affecting students' learning experiences and even provoking drop-outs (Bailey, Onwuegbuzie, &amp; Daley, 2003). This study aims to explore the relationship between FLA and Self-Disclosure (SD) as personality traits. The first indicators of the potential relationship between FLA and SD in online speaking practice were found by Fondo and Erdocia (2018) in which anxious learners showed a tendency to self-disclose as a means to manage their discomfort using the FL. Data was gathered in the first stage of a nine-week-synchronous oral Online Intercultural Exchange (OIE) project between undergraduate business students from the United States, Ireland, Mexico, and Spain. [For the complete volume of short papers, see ED590612.]
How Much Vocabulary Is Needed for Comprehension of Research Publications in Education?
Author: Hendry, Clinton
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Academic Discourse,Teaching Methods,Word Lists,Computational Linguistics,Second Language Learning,Second Language Instruction,Reading Comprehension,Research Reports

The American Education Research Association (AERA) is one of the largest education conferences in the world. Using the AERA Open Access Repository, we created a 5,000,000 word corpus of over 18,000 abstracts. We explored the coverages of the New General Service List (NGSL), the New Academic Word List (NAWL), and the Social Science Word List (SSWL). We found that the NGSL and NAWL provide approximately 90% coverage for abstracts from all 12 of the AERA's subject matter divisions. The SSWL showed little additional coverage. Our discussion highlights the research and pedagogical implications of our findings and the AERA abstract corpus. [For the complete volume of short papers, see ED590612.]
Futurism in Education in Indonesia
Author: Fajrina, Suci
Date: 2018-12-30
Type: Reports - Evaluative
Subjects: Futures (of Society),Foreign Countries,Educational Philosophy,Values,Educational Theories

The flow of futurism believes that everything we think about and do today is for the future. So, all the actions we will take must have an impact on the welfare of the future. Therefore, fostering a healthy intellectual and spiritual power through proper education will rebuild human beings with the right values and norms for the sake of the present generation and future generations, \ As an effort to achieve the ultimate goal, futurism seeks agreement among fellow humans in order to regulate the order of human life in an order and the whole environment by preparing themselves for the needs of the times in the future. Then the educational processes and institutions in futurism's viewpoint need to overhaul the old structure and build a new structure of living culture. Then cooperation between humans is needed. Social sciences, such as anthropology, economics, sociology, political science, and psychology are curricular foundations that greatly help futurism to identify the scope of the main issues of controversy, conflict and inconsistency. The role of education is to reveal the scope of the problem of human culture and to build as broad an agreement as possible about the main objectives that will organize humanity in the world cultural order to be able to adapt life to the future. Futurism learning theory is theories that state that students themselves must personally accompany and balance cultural shifts, find and apply complex information, check new information compared to old rules and correct those rules if they are no longer appropriate. Then regarding the dimensions of futurism learning is interpreted by helping to prepare citizens in this case the younger generation to respond to change and make smart choices considering that humanity moves into the future that has more than one configuration. So that futurism philosophy aims to develop a more pleasant future through education. A brief bibliography is included.
The Ironic Interplay of Free Speech and Silencing: Does Workplace Bullying Compromise Free Speech in Higher Education?
Author: Hollis, Leah P.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Freedom of Speech,Bullying,Higher Education,Academic Freedom,Diversity (Institutional),Computer Mediated Communication,Work Environment,College Faculty,Educational Environment

Free speech is one of the cornerstones of higher education. Professors and other knowledge workers should have the freedom to speak reasonably and collegially about a wide range of topics, even if their ideas are controversial or unpopular. However, just like any other tool, if misused, free speech can have results very different from those intended, restricting speech by silencing others. Workplace bullying, harassment, and hostile speech chill the environment and motivate those facing abuse to withhold valuable contributions. Stating that bullying and coercing others is one's right as free speech is an excuse to sidestep the actions of the bully, instead of addressing the impact of bullying on the educational environment. This essay explores the right to free speech and its interplay with aggressive bullying speech. The discussion also reflects on how abusive free speech, whether in person or in cyberspace, hurts the academic environment and suppresses the expression of those it is meant to support. A bibliography is included.
Effects of Web-Based HVPT on EFL Learners&apos; Recognition and Production of L2 Sounds
Author: Iino, Atsushi
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phonetics,Teaching Methods,Auditory Perception,Computer Assisted Instruction,Pronunciation Instruction,Phonemes,Foreign Countries,Pretests Posttests,Phonology,Skill Development,College Students

In English as a Foreign Language (EFL) situations, it is important for educators to improve learners' sound recognition skill due to the variation of English found in the world. Furthermore, perceptual skill is a foundation leading to intelligibility in production. This study examined the effects of using High Variability Phonetic Training (HVPT) in computer assisted pronunciation training on the recognition and production of English phonemes, which are challenging for Japanese learners of English. Between pre-, mid-, and post-tests, the learners completed training sessions three times a week in two sound environments. The results demonstrated improvement in recognition skill with larger effects immediately after training. For production skill, however, the effects were not large, with a mixed outcome against the improvement in perception. Further research is suggested under a condition in which articulation practice immediately follows identification of individual training items. [For the complete volume of short papers, see ED590612.]
Students&apos; Attitudes toward High-Immersion Virtual Reality Assisted Language Learning
Author: Kaplan-Rakowski, Regina
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Computer Simulation,Visualization,Learning Processes,Pilot Projects,College Students,Urban Areas,Foreign Countries,Teaching Methods,English (Second Language),Fatigue (Biology),Psychological Patterns

This pilot study delivers a preliminary report on students' attitudes toward Virtual Reality Assisted Language Learning (VRALL). Learners (N=22) participated in a VRALL lesson and then completed a post-experience survey. Virtual Reality (VR) technology allows for learning experiences that increasingly remove geographic limitations to foreign language learners. Thanks to multisensory features of VR, including 360-degree, three-dimensional visualizations, students' experiences are highly immersive. Descriptive statistics provide preliminary evidence that VR technology is engaging and immersive for learners. Moreover, VR could play a role in Computer Assisted Language Learning (CALL), especially when pitfalls such as cybersickness are overcome. [For the complete volume of short papers, see ED590612.]