ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Iranian EFL Teachers' and Learners' Perceptions toward Authentic Listening Materials at University Level
Author: Zhafarghandi, Amir Mahdavi
Date: 2014-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Language Teachers,English (Second Language),College Students,College Faculty,Second Language Instruction,Standardized Tests,Foreign Countries,Randomized Controlled Trials,Teaching Methods,Instructional Materials,Questionnaires,Listening Skills,Relevance (Education),Surveys,Language Proficiency,Interviews

This study intends to deal with attitudes of teachers and learners toward authentic listening materials at pre-intermediate level. Studies have indicated the positive effect of authentic listening materials on motivation and listening comprehension ability in learners of English as a foreign language (Nuttall, 1996; Peacock, 1997; Miller, 2005; Field, 2008). It focused on EFL teachers and students at pre intermediate proficiency level. Participants included 60 students, from both gender; male and female university students studying at Rodaki Higher Institute Education in the fields of: Accounting, Computer Engineering and Commercial Management and also 30 teachers who taught listening at Rodaki Higher Institute Education. The students were randomly selected and assigned to two groups. Then, Oxford Placement test as a standard test was administered to the participant in order to determine their proficiency level. Then, the participants were divided into two groups of control and experiment. The experiment group received the listening materials taken from UK radio program whereas the other group received simplified listening materials taken from the authentic listening materials. Afterwards, to be sure that they know what authentic materials are, they were exposed to both of related materials, then the questionnaire was distributed among them, the results taken from the questionnaire showed that the participants of this study prefer authentic materials and have positive attitudes toward using them. By the same token, the analysis of teachers' questionnaire also showed their satisfaction with authentic listening materials. These findings can have implications for language learning/teaching, and curriculum development paving the way for educational policy makers, teachers and learners to introduce authentic listening materials to EFL learners at pre-intermediate proficiency level.
Students Can Control Their Emotions
Author: Harati, Saba
Date: 2014-08-00
Type: Journal Articles
Subjects: Emotional Intelligence,Psychological Patterns,Self Control,Skill Development,Empathy,Humanism,Humanistic Education,Learner Engagement,Language Acquisition,Praxis

As emotional intelligence contributes extensively in people's lives, it can also find some significance in language teaching. From this perspective, it is inevitable for teachers to know how to improve students' emotional intelligence. This paper made an effort to provide procedures to develop emotional intelligence. Although success has various definitions from one theory to other, in this presented theory--emotional intelligence-- success will be achieved when students can control their emotions. This paper attempts to mark a common perception of behaviors that the teachers can employ to enhance students' control over their emotions.
The Comparative Power of &quot;Type/Token&quot; and &quot;Hapax Legomena/Type&quot; Ratios: A Corpus-Based Study of Authorial Differentiation
Author: Ali, Sundus Muhsin
Date: 2014-06-00
Type: Journal Articles
Subjects: Computational Linguistics,Novels,Authors,Comparative Analysis,Statistical Analysis,Language Styles,Discourse Analysis

This paper presents an attempt to verify the comparative power of two statistical features: Type/Token, and Hapax legomena/Token ratios (henceforth TTR and HTR). A corpus of ten novels is compiled. Then sixteen samples (each is 5,000 tokens in length) are taken randomly out of these novels as representative blocks. The researchers observe the way TTR and HTR behave in discriminating four novelists: Joyce, Woolf, Faulkner and Hemingway. When compared to the traditional statistical features (e.g. word length average, Sentence length average, etc.), TTR and HTR are by far more competent in comparing the distinctive quantitative behavior of each novelist. It turns out that TTR and HTR contribute more or less in creating a sort of statistical identity which can be used in giving a vivid comparison and discrimination of the four novelists involved in this paper. Nevertheless, HTR sounds more viable in achieving the discriminating task than TTR.
The Comparative Effect of Using Competitive and Cooperative Learning on the Reading Comprehension of Introvert and Extrovert EFL Learners
Author: Ahour, Touran
Date: 2014-08-00
Type: Journal Articles
Subjects: Reading Comprehension,Cooperative Learning,English (Second Language),Second Language Learning,Second Language Instruction,Extraversion Introversion,Neurosis,Personality Measures,Competition,Statistical Analysis,Teaching Methods,Pretests Posttests,Comparative Analysis,Language Tests,Foreign Countries

This study was an attempt to investigate the effect of two types of learning, competitive and cooperative, on the reading comprehension of introvert and extrovert EFL learners. To this end, 120 learners studying at Marefat English Language Institute in Tehran, Iran were selected, after taking a Preliminary English Test (PET), to participate in this quasi-experimental research. The participants also answered the Eysenck Personality Inventory (EPI) to categorize them into two personality types of introverts and extroverts. Therefore, there were four subgroups: 30 introverts and 30 extroverts undergoing the cooperative learning treatment, and 30 introverts and 30 extroverts experiencing the competitive learning treatment. The reading part of the PET was administered as the posttest of the study after each group was exposed to the treatment for 18 sessions in seven weeks. A two-way ANOVA was run on the collected data in the posttest of four groups. The results revealed that while learners generally outperformed in the competitive setting compared to the cooperative one, the extrovert was better off receiving cooperative instruction. Moreover, introverts excelled extroverts in the competitive group. However, there was no difference between the two personality groups in the cooperative situation.
The Validity of Likeability as a New Construct of ESL Pronunciation
Author: Alotaibi, Hmoud
Date: 2014-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation,Evaluators,Questionnaires,Video Technology,Interviews,North Americans,Presidents,Public Officials,Political Attitudes,Conflict,Native Language,Second Language Instruction,Pronunciation Instruction,Teaching Methods,Ethnicity,Statistical Analysis

The most significant constructs of ESL pronunciation models are &quot;accentedness,&quot; &quot;intelligibility,&quot; and &quot;comprehensibility&quot; (Derwing &amp; Munro 2005; Jenkins, 2000; Pickering, 2006). It is clear though that the assessment of these characteristics shows no consideration for the potential affection of the assessor towards the speaker. Thus, the study presented here proposes a notion named &quot;likeability&quot; (L) to examine whether the ratings of listeners are determined in part by the esteem in which they hold the speaker. A questionnaire compiled by Murphy (2014) was given to 11 US and 11 ELLs. Participants were provided with three YouTube links of interviews of Nelson Mandela, a former President of South Africa, Ban Ki-Moon, the current Secretary-General of the United Nations, and Bandar Bin Sultan, the former Saudi ambassador to the United States. The first hypothesis of the study is that the American raters would be harsher in their judgments of Ban Ki-moon and Bin Sultan due to the political conflict and the dramatic events that have been associated with them in the past but this would not be the case with Mandela who has many ardent admirers in the U.S.A. The second hypothesis is that the participants among the international group who share the language background of the speaker would rate that speaker more highly than the others. Unexpectedly, however, both US and ELL listeners rated Mandela the lowest in terms of comprehensibility and Bin Sultan the most comprehensible. All the participants in the international group provided similar ratings regardless of whether they share the language background of the speaker or not. The paper concludes with a suggestion for more thorough investigation of the concept of &quot;likeability&quot; in selecting ESL speech models, particularly with assigning speakers with different professional fields, ethnicity, and language background. This investigation is crucial in finding the most suitable models for pronunciation teaching.
The Usage of Language Learning Strategies in Malaysian Private Secondary Schools
Author: Subramaniam, Bathuma
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Private Schools,Second Language Learning,English (Second Language),Learning Strategies,Hypothesis Testing,Student Surveys,Likert Scales,Statistical Analysis,Measures (Individuals),Study Habits,Gender Differences

This study explores the usage of language learning strategies in private secondary Schools in Malaysia. Hypothesis was made that most of the students do not practice the language learning strategies completely and accurately. The purpose of this study was to analyze the relationship between language learning strategies and practices of the students of private school. Survey Instruments included the dependent and independent variables of gender, age, form and level. About 60 students (n = 60) responded to a survey instrument. Likert scale was used as data collection strategies. Quantitative data analyzed quantitatively through SPSS. The convenience sampling technique was used to collect data because of the time and cost constraints. Participants were the students of 5 different forms. The instrument used in the study contained 50 items with closed ended responses which was previously pilot tested with many other reviewers to establish content validity. Survey information was obtained through the use of questionnaire and all responses remained confidential. Generally, the survey results indicate that students did not use language learning strategies regularly and completely. Most of the students have to face difficulties due to lack of practices of language learning strategies.
English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia
Author: Min, Lau Sing
Date: 2014-08-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Writing Skills,Anxiety,Gender Differences,Racial Differences,Ethnic Groups,Foreign Countries,Student Surveys,Statistical Analysis,College Students

Second Language Writing Anxiety (SLWA) is considered one of the most crucial factors affecting all second language learning. This study focused on a group of final year Engineering students' English Language writing anxiety (N = 93) in relation to their gender, race and MUET results. The findings showed that the male gender, Chinese and MUET band 4 participants faced higher levels of anxiety as compared to the other groups respectively. Somatic anxiety was recorded to be the highest subscale of anxiety faced by most of the participants. The findings of this study can help in making suitable amendments in the engineering programme course structure, especially in determining the suitable English papers to be offered to the students.
Migration, Trauma, PTSD: A Gender Study in Morrison's Jazz
Author: Motlagh, Leila Tafreshi
Date: 2014-06-00
Type: Journal Articles
Subjects: Immigrants,Novels,Posttraumatic Stress Disorder,Trauma,Social Bias,African American Community,Disadvantaged,Coping,Mental Health,Blacks,Social Isolation,Self Concept,Females,Immigration,Interdisciplinary Approach,Gender Differences

Toni Morrison is an acknowledged master of trauma literature, however trauma theory and a gender response to trauma remain largely unaccounted for her migration literature, specifically &quot;Jazz&quot; (1992). In her novel, two migrant women are affected by the same trauma, a crime of passion. But they choose different reactions and coping strategies. This causes a fundamental change to their mental health. Morrison's migrant women are not only faced with migration stress factors, but also exposed to trauma. Managing migration stress factors in the receiving society and dealing with trauma within the migrant community demand appropriate coping strategies. Migration and segregation dissociate the black migrant community from the receiving society. Trauma and stigma, on the other hand, marginalize migrant women within the African-American community. Consequently, migration, segregation, trauma and stigma lead to isolation. Lack of social ties and social identity is associated with different mental health problems, including post-traumatic stress disorder (PTSD). The present study aims to identify major elements of trauma theory in Morrison's &quot;Jazz.&quot; Furthermore, this article explores the coping strategies that female characters use to deal with trauma. Although extensive studies have been carried out on &quot;Jazz,&quot; no single study exists which adequately covers the effects of migration, trauma, coping strategies on the female characters. The novelty of this paper lies in its inter-disciplinary approach to gender and mental health with reference to migration literature.
Partnerships in Teacher Education--Going beyond the Rhetoric, with Reference to the Norwegian Context
Author: Smith, Kari
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Teacher Education,Stakeholders,College School Cooperation,Student School Relationship,Definitions,Teacher Collaboration,Agency Cooperation,Student Teachers,Field Experience Programs,Professional Development Schools,Schools of Education

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of &quot;partnership&quot; is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.
The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland
Author: Harford, Judith
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Preservice Teachers,Preservice Teacher Education,Beginning Teacher Induction,Educational Change,Educational Policy,Educational Planning,Organizational Culture,Educational Practices,Educational Development

Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers' full recognition and membership of the profession, to principals and colleagues. This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.
The Effect of Learner-Generated Illustrations on the Immediate and Delayed Recall of English Idioms
Author: Aeineh, Afrouz
Date: 2014-06-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Statistical Analysis,Recall (Psychology),Student Placement,Language Tests,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Females,Foreign Countries,Freehand Drawing,Teaching Methods,Instructional Effectiveness,Adolescents,Late Adolescents

The present study investigated the effect of learner generated illustrations on the immediate and delayed idiom recall of Iranian EFL (English as a foreign language) learners. To accomplish this end, 40 female students participated in this study. A placement test (Quick Placement Test, Version 2) was administered to the participants to ascertain that they were all at intermediate level of proficiency. Since the design of the study was quasi experimental, they were randomly assigned to control (N: 20) and experimental (N: 20) groups. A pretest of idioms was given to the participants to ensure that they were homogeneous in terms of their knowledge of idioms. Both groups were provided with the clarification of idioms through definitions and examples. However the experimental group was required to draw their own mental image of the idioms on a paper. At the end of the treatment, students took an immediate posttest of idioms. After an interval of 2 weeks, a similar posttest was given to the students to examine the delayed recall ability of the learners. The obtained results through an independent samples t-test indicated that the experimental group slightly outperformed the control group on immediate posttest, but the difference was not statistically significant. However the results on the delayed posttest suggested that there was a significant difference between the two groups and the participants in the experimental group had stronger delayed recall ability.
Ideological Manipulations: The Persian Translation of &quot;The Gadfly&quot;
Author: Khadem-Nabi, Mir Mohammad
Date: 2014-06-00
Type: Journal Articles
Subjects: Translation,Indo European Languages,Novels,Political Attitudes,Ideology,Vocabulary,Discourse Analysis,Foreign Countries

This paper discusses the lexical choices made by the translator of a novel. The novel, &quot;The Gadfly,&quot; has a political significance for the pre-revolutionary Iran. Lexical choices were discussed in light of the methodology provided by Leuven-Zwart who introduces three taxonomies of modulation, modification and mutation for translation shifts. This is supplemented with Venuti's metonymic intertextuality in which the translation text is linked to the dominant discourses of time. The research revealed that the translator has made a novel more political by opting for more ideological lexical items in Persian.
Scenarios of Mentor Education in Romania--Towards Improving Teacher Induction
Author: Stîngu, Mihaela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teacher Induction,Comparative Analysis,Comparative Education,Models,Mentors,Training Methods,Faculty Development,Educational Policy,Policy Analysis,Content Analysis,Research Reports,Educational Legislation,Change Strategies,Sustainability,Context Effect,Educational Practices,Inservice Teacher Education

The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has only been mandatory since 2011 (&quot;National Law of Education&quot; 1/2011). The specifics of mentor professional development within the Romanian induction framework have yet to be explicated. This paper proposes two possible scenarios suitable for the Romanian system: 1) long-term regulated academic education (part of master or doctoral level studies), and 2) flexible short-term in-service education. The advantages and disadvantages of both models are examined and ways to overcome some of the disadvantages are identified. Ultimately, the paper proposes that a flexible, needs-driven system which encompasses a degree of choice will best fulfil the professional development needs of teachers who wish to become mentors.
The Effect of Dynamic Assessment on Iranian EFL Learners' Reading Comprehension
Author: Amirian, Mohammad Reza
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reading Comprehension,Evaluation Methods,Alternative Assessment,Males,Randomized Controlled Trials,Comparative Analysis,Pretests Posttests,Teaching Methods,Late Adolescents,Reading Tests,Language Tests,Second Language Learning

Dynamic Assessment (DA), is grounded in Vygotsky's idea on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor; scaffolding. This study examined the effects of dynamic assessment on improving reading comprehension of Iranian intermediate students who were learning English as a foreign language. The participants, a group of Iranian male intermediate EFL learners ranging in age from 17 to 20, were randomly assigned to two groups of 14. In this study, the experimental and control groups' performances on pretests and post-tests were compared through paired-samples and independent-samples t-tests. The treatment period lasted for 2 months (16 sessions). The results showed that the experimental group, which was instructed through DA, outperformed the control group which was instructed in a non-dynamic way.