ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Strategy Instruction on Iraqi EFL Learners&apos; Listening Comprehension and Metacognitive Strategy Use
Author: Al-Shammari, Hussein Ghanim
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Learning Strategies,Metacognition,Direct Instruction,Teaching Methods,Undergraduate Students,Preservice Teachers,Late Adolescents,Listening Comprehension,Foreign Countries

This study examined the impact of process-based listening strategy instruction on Iraqi EFL learners' listening comprehension and their metacognitive awareness of listening strategies. The study also investigated the differences in all of the five factors of the &quot;Metacognitive Awareness of Listening Questionnaire&quot; (MALQ) offered by Vandergrift et al. (2006). The study was a quasi-experimental with a pretest-posttest design using intact classes. The participants were 60 sophomore EFL learners in Iraq came from two intact classes. One intact class was assigned as the intervention (n=30) and the other as the control group (n=30). The intervention group received a process-based listening strategy instruction based on Siegel's (2015) model. The control group received the conventional teaching of listening without any strategy training. Both groups completed the listening section of the Preliminary English Test (PET) and the (MALQ) at the beginning and the end of the study. Results indicated that listening strategy instruction had generally a positive impact on learners' listening comprehension and metacognitive awareness of strategy use. More specifically, the intervention group outperformed the control group on the listening proficiency post-test and the MALQ. The examination of the MALQ factors showed significant increases in problem-solving, mental translation, and planning-evaluation strategies but decreases in directed attention and person knowledge for the intervention group. The findings suggest a positive effect of explicit instruction of listening strategies on listening comprehension.
Resume Writing in English: Comparing the Beliefs and Practices of Mexican University Students with Conventions in English-Speaking Countries
Author: Campbell, Edward V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Resumes (Personal),Writing Assignments,Knowledge Level,Student Attitudes,Undergraduate Students,Young Adults,Job Search Methods,English (Second Language),Second Language Learning,Spanish Speaking,Information Sources,Standards,Public Colleges,Foreign Countries

This study compares the beliefs and practices of Mexican university students with conventions of resume writing in English. Due to the nonexistence of a single definitive source on resume writing and the differences between conventions in English-speaking countries and in Mexico, students may make incorrect assumptions. Forty up-to-date, credible sources were surveyed to establish these conventions. A questionnaire on student beliefs and practices was given, and two student resumes were analyzed, one collected before a presentation of the conventions, and one after. The results show a lack of knowledge as to what constitutes an effective resume in English. The students were taught in school wrong elements and included them on their first resumes. However, these results must be interpreted according to the survey of forty sources, which revealed that English resume conventions are not as straightforward or uniform as one might expect. Students should not only be taught common conventions, but also conflicting viewpoints and the importance of tailoring their resumes to specific job offers. In this way, students can understand that there is no catch-all prescription for a resume, and that their own best judgement should be used for its composition.
A Framework for an Inclusive Education Professional Development Program
Author: Ali, Amira Desouky
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Faculty Development,Special Needs Students,Public Schools,Special Education,Public School Teachers,Program Development,Foreign Countries,Teacher Attitudes,Needs Assessment,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Impairments,Identification,Speech Impairments,Individualized Education Programs,Clinical Diagnosis,Educational Needs,Elementary Secondary Education

With the inclusion of Special Education Needs (SEN) students in public schools in many countries, there are increasing demands for designing professional development (PD) programs that meet the needs of in-service teachers in inclusive education settings. This paper proposes a framework for creating a PD program for in-service teachers who are teaching SEN students. Based on the results of a need assessment questionnaire and interviews administered to a group of in-service teachers in Egypt, the researcher suggests some guidelines for designing PD programs for in-service-teachers in inclusive contexts. The framework describes the program objectives, content and materials, assessment tools, timing, and duration, and the potential challenges and ways to overcome them.
Metaphoric Perceptions of Preservice Teachers Regarding Technological Change
Author: Aydin, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Concept Formation,Figurative Language,Technological Advancement,Influence of Technology,Intellectual Disciplines,Foreign Countries

The purposes of this study were to determine metaphoric perception of preservice teachers from different fields regarding technological change and to examine the differences and similarities between perceptions of preservice teachers (1st and 4th grades). This study employed single case (holistic) study as a qualitative approach. Participants consisted of 445 preservice teachers who have continued their education in different programs in 2019-2020 academic year in Faculty of Education. After informing participants about metaphor technique and its applications, each participant was asked to fill out a structured form. The structured form included a prompt: &quot;Technological change is like ......, because......&quot;. Content analysis technique was employed to analyze the data. Content analysis included developing conceptual categorization and themes based on the reasoning of metaphors. Results showed that most of the participants had similar metaphoric perception regarding technological change, considering &quot;metaphoric categories&quot; and &quot;conceptual categories.&quot; However, &quot;metaphoric categories&quot; and &quot;metaphoric concepts&quot; had similarities and differences by year. And, &quot;technological change as societal/cultural interaction&quot; theme emerged from the analysis. This theme consisted of two categories (influencer and influenced) and these two categories were grouped in three subcategories. Overall, the results indicate that preservice teachers? perceptions of &quot;technological change&quot; concept had some variations.
Changing Identities: From Troubled Youth to Educated Citizen
Author: Orozco, Ricardo Alfonso Zepeda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Juvenile Gangs,Language Teachers,English (Second Language),Cultural Differences,Adjustment (to Environment),Acculturation,Cultural Capital,Second Language Learning,Life Style,Violence,Role of Education,Coping

In this paper, I report on research about the experience of a group of English teachers who returned from the violent gang culture of Southern California to Mexico, seeking a means of changing their identities from gang members into productive, educated members of society. On returning to Mexico, the teachers had to negotiate their otherness and differences stemming from the customs and traditions they learned to perceive as normal. They learned to adapt to and blend the culture and values they had in Southern California with those of Mexico, using their English as capital to join a new community of practice, English Teaching. Through teaching they were able to gain cultural capital and bring meaning and purpose to their lives as they adapted and their identities changed through time and space. This paper offers insight into the struggle of transnational youth and how they adapt to different communities. This is especially important in a country like Mexico, where Mexican youth often grow up in the United States and have to come back to Mexico, a country they often do not feel they belong to.
Attitudes and Expectations of Teacher Trainees Regarding a Pre-Service Program
Author: Karim, Barzan Hadi Hama
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary Secondary Education,English (Second Language),Second Language Instruction,Observation,Pedagogical Content Knowledge,Undergraduate Students,Student Satisfaction,Expectation,Foreign Countries

After the Iraqi Operation Freedom in 2003 and the removal of Saddam Hussein's regime from power by the USA, an increasing number of teacher education programs have been opened in public universities in Iraqi Kurdistan to train specialized teachers, including English teachers, to teach in the basic and senior high schools. An important program that is offered is called Observation and Teaching. The objective of the Observation and Teaching Program is to prepare high quality teachers with thorough knowledge of both content and pedagogy. The goal of this paper is to examine circumstantial considerations regarding how the program was offered as well as to investigate the attitudes of the students towards the program. The researcher designed and distributed a questionnaire to 250 students. The descriptive analysis shows that the participants have positive attitudes towards the Observation and Teaching Program as an educational mean to support their learning experiences. The results also demonstrate that the program has several strengths, such as helping students gain practical teaching experience, as well as aiding them in developing knowledge about learning theories and approaches related to language teaching. Due to the lack of research studies on the attitudes and expectations of students regarding the Observation and Teaching Program, the results of the study may be useful for policy-makers within teacher education programs to improve the current situation of their programs.
Reflections on Kumaravadivelu&apos;s Post-Method Pedagogy: Juxtaposing Perceptions and Practices
Author: Al-Kadi, Abdu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teaching Methods,College Faculty,Instructional Improvement,Language Teachers,Second Language Instruction,English (Second Language),Teaching Experience

Departing from Kumaravadivelu's (2006) post-method principles (PMPs), this study set out to explore the relationships between teachers' beliefs about PMPs and their teaching practices at the collegiate level in Yemen. Data were collected through a survey of perceptions of 57 university teachers during the academic year 2019-2020. Out of this initial sample, nine informants who claimed to be post-method teachers were singled out for classroom observations. Results show that the majority were less sanguine about the post-method practices, regardless of the magnitude of their teaching experiences. Besides questioning the existing practices, this paper brings to the fore some suggestions to liberate teachers from restrictions of conventional method-based teaching. Teachers are encouraged to shape and reshape their teaching relying on their own experiences to develop useful teaching ideas for their contexts. Instead of searching for a 'best' method to follow, they should find effective teaching strategies to enhance their teaching repertoire.
Reconceptualizing Blended Learning as a Teaching Strategy for English Language Learners
Author: Wilson-Armour, Carole
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Conventional Instruction,Barriers,COVID-19,Pandemics,School Closing,Student Centered Learning,Student Needs,Curriculum

This article explores the efficacy of blended learning in English language classrooms. Many schools all over the world have decided to employ various online and blended courses in their courses, especially during the COVID-19 pandemic. Corporations that build learning management systems (LMS) for blended learning, as well as &quot;boxed&quot; curricula, have presented their materials as a means of student-centered learning, but what about those students who really need peer-to-peer and student-to-teacher interactions to further develop fluency, and cannot get enough of that interaction in a blended learning environment? Instructors should not only take a more active role in blended learning environments to make sure all students are thriving, but they should also design their own blended learning curricula or modify existing &quot;boxed&quot; curricula to more appropriately help their students succeed.
Pre-Service Teachers&apos; Experiences of Dialogical and Reflective Supervision through Digital Technology
Author: Paksuniemi, Merja
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Supervision,Practicums,Reflection,Videoconferencing,Computer Mediated Communication,Foreign Countries

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers' teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers' experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microsoft Teams enhanced pre-service teachers' written dialogue, increased peer support, and enabled and deepened collective group dialogue, leading to increased understanding of teaching and learning through analyzing, interpreting, evaluating, producing, and creating knowledge.
Social Media Usage Experiences of Young Adults during the COVID-19 Pandemic through Social Cognitive Approach to Uses and Gratifications
Author: Onat Kocabiyik, Oya
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,COVID-19,Pandemics,Young Adults,College Students,Motivation,Access to Information,Computer Mediated Communication,Interpersonal Relationship,Peer Influence,Self Control,Addictive Behavior,Foreign Countries

Since social media is a powerful information transfer and sharing tool in this modern world, it has become more used especially during the pandemic. It may be important to examine the use experiences of individuals in order to understand the impact of social media on individuals during the pandemic period. For this reason, the aim of the study is to examine the experiences of social media use in the pandemic of young adults who use social media actively in detail with thematic analysis. The study group of the research consists of 52 young adults between the ages of 20 and 25 studying at the university. In line with the thematic analysis, four main themes are found: &quot;reasons for using social media&quot;, &quot;shares&quot;, &quot;social comparison&quot;, &quot;self-regulation and addiction&quot;. Each theme is explained in the context of the relevant literature.
Teaching Pronunciation to Adult Speakers of Spanish in Business English Lessons: Two Aspects to Consider
Author: Orlando, Maximiliano E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Second Language Learning,Second Language Instruction,English (Second Language),English for Special Purposes,Contrastive Linguistics,Teaching Methods,Business English,Spanish,Native Language,Correlation,Error Analysis (Language),Interlanguage,Research Reports,Difficulty Level,Vowels,Phonology,Adult Students,Linguistic Theory,Computational Linguistics,Interference (Language)

Knowledge of the target specialized language should be of use to English for specific purposes teachers who teach pronunciation. Knowledge of the target learners' first language (L1) should also be useful when these teachers use contrastive analysis, error analysis or interlanguage theory. However, as far as teaching the pronunciation of the language of Business English (BE) to speakers of Spanish is concerned, the researcher observed that the study of the interrelationship between these two types of knowledge may be somewhat unexplored after surveying 1,452 abstracts or introductions from four specialized journals. Owing to this, to differences between English pronunciation and Spanish pronunciation, and to previous research showing that adult speakers of L1 Spanish may have difficulty in pronouncing English vowels, the researcher has explored two aspects of the language of BE (word length and word transparency) and discussed the implications of both aspects for teaching two pronunciation features (vowel sound sequences and word stress) in BE lessons. This has been done by referring to previous research and corpus data, and by contrasting the pronunciation of English with the pronunciation of Spanish. This exploratory study provides some reflections that it is hoped will be useful for teachers who use any of the three above-mentioned theories and want to know more about differences between the pronunciation of English and Spanish to teach the pronunciation of the language of BE to adult speakers of L1 Spanish.
The Development of Pragmatic Competence in CLIL Classrooms
Author: Dack, Tammy Fajardo
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Language of Instruction,Course Content,Pragmatics,Language Skills,Teaching Methods,Foreign Countries

One of the most important conditions needed to acquire pragmatic competence--knowing the rules of a language and how to apply them to communicate--is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language (FL), bilingual, immersion, and content and language integrated learning (CLIL) programmes. This review focuses on how existing research has approached the development of pragmatic competence in CLIL classrooms. CLIL is an educational approach in which content subjects are taught through a foreign language. Its objective is to develop students' language skills without risking their knowledge of curriculum content. In CLIL classrooms, learners are exposed to natural occurring language that more than likely will lead them to acquiring pragmatic competence. A well-developed CLIL programme will integrate language learning and subject learning through the development of intercultural understanding.
Students&apos; Preferences and Perspectives towards the Use of Their Mother Tongue as a Means of Instruction and a Language Learning Aid
Author: Rosales, Verónica Pimienta
Date: 2020-00-00
Type: Journal Articles
Subjects: Preferences,Undergraduate Students,Late Adolescents,Native Language,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Instructional Effectiveness,Bilingualism,Monolingualism,Foreign Countries

One of the main controversial issues in the field of teaching English as a foreign language in México is the decision to use students' mother tongue as a means and an aid for language teaching instruction. On these grounds, the purpose of this study was to explore undergraduate students' preferences and perspectives towards the use of their mother tongue as part of their teaching practice of English as a foreign language. Data obtained from the study favored the English-only language policy known as the monolingual approach. On the other hand, those students who exhibited preference towards the use of their native language reported that L1 is a useful learning tool used by instructors to establish class rapport, help convey meaning, and clarify task instructions. Results may provide useful insights to orient both language educators and language policymakers who are looking for answers on this regard.
Perspectives, Practices, and Insights on the Teaching of Literature: A Reflective Narrative
Author: Nanquil, Luisito M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Standards,Teaching Experience,Personal Narratives,Socioeconomic Status,Language Usage,Family Environment,Work Experience,Student Centered Learning,Foreign Countries,Catholic Schools,Religious Education,English (Second Language),Metacognition,English Literature,Universities,Language of Instruction,Undergraduate Students,Educational Background

This reflective-narrative essay ponders and explains effective strategies employed by the author in his own second language classroom. He cultivated the skills, talents, and ideas of his own students by blending various strategies and methods that clearly define the standards and meet the demands of modern literature education. All situations and practices were taken from over a decade of experience as a language and literature teacher. Regarding the practices he mentions in his narration, most of them were carried out in the Philippine setting where language and literature teaching is very challenging due to factors faced by teachers, such as socio-economic status, the language used at home, and the learning climate. Most of the thoughts shared and explored by the teacher-writer were supported by his personal reflection and interpersonal interactions with others, be it in the classroom or in the community where he lives. He narrates his professional experiences in the teaching of literature and cites related literature to support his views. Readers of this article can learn helpful tips and strategies on how they can transform their classrooms into meaningful, innovative, and reflective environment that will benefit their learners. The main goal of this article-essay is to share and describe the most suitable and learner-centered practices in teaching literature in the second language classrooms in the Philippine educational setting.
Meaningful Literacy and Agentive Writer Identity
Author: Yang, Shizhou
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Self Concept,Literacy Education,Writing Instruction,Teaching Methods,Biographies,Story Telling,Writing Attitudes,Creative Writing,College Students

Studies on learner identity and studies on meaningful literacy seem to have gone on parallel tracks with little intersection between the two, leading to a lack of understanding regarding the impact of meaningful literacy on learners' identities, particularly as writers in a foreign language environment. In this context, this article reports on a study in which the teacher examines how meaningful literacy in the form of life writing shapes his English as a foreign language (EFL) writers' identity. The study used students' writing samples and written reflections as the primary data and through the lens of a poststructuralist theory of learner and writer identity. The author found that extensive investment in life writing in a supportive social milieu, including both story writing outside class and free writing in class enabled EFL learners to achieve agentive writer identities, i.e., forming a new habit of writing, gaining confidence as a writer, and taking life writing as a craft. This positively and actively invested relationship with writing in a foreign language suggests that life writing should be made an option in English literacy education to promote L2 writers' identity development.