ethanporcaro/eric-fulltext-meta huggingface dataset:
Lexical Evaluation of Teacher-Made Coursebooks: Thai Case Studies of Foundation English Courses at Tertiary Level
Author: Wan-a-rom, Udorn
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Developed Materials,Second Language Learning,Second Language Instruction,English (Second Language),Course Descriptions,Higher Education,Textbook Evaluation,Teaching Methods,Vocabulary Development,Content Analysis,Syntax,Language Teachers,Publishing Industry,Word Lists,College Students

Coursebooks as one of the major issues of language teaching/learning instruction can relieve the overburden as well as under-prepared teacher of a great deal of stress, time and additional work. Currently, both commercial and teacher-made English language teaching (ELT) coursebooks are available for use and seem flexible at hands. In any respect, however, usefulness of the coursebooks needs to be evaluated as claimed. To this end, the study, proposed as a new approach to lexical evaluation, examines the words occurring in three teacher-made ELT coursebooks used for compulsory foundation English courses in a Thai university as lexical syllabi are required to prepare university students for academic study at tertiary level. The RANGE program was employed to analyze the wordlists of the three teacher-made ELT coursebooks and it was found that those ELT coursebooks provided insufficient vocabulary size of general service words and academic words which were crucial to academic study regardless of syntactic structures. In addition, the three ELT coursebooks were frustrated for learners to survive unassisted reading in and outside the class. Application and suggestions are given for concerns and pedagogical practices.
Learning L2 Vocabulary with American TV Drama &quot;From the Learner's Perspective&quot;
Author: Wang, Yu-Chia
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Vocabulary,Television,Adult Students,Class Activities,Likert Scales,Interviews,Student Attitudes,Instructional Effectiveness,Second Language Instruction

Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners' perspectives. Twenty-eight Taiwanese EFL adult learners participate in the study. Authentic video clips from three different American dramas- &quot;How I Met Your Mother&quot;, &quot;The King of Queens&quot;, and &quot;Reba&quot; are adopted. After three sessions of class activities including clip watching, class discussion, word listing, etc., students complete a 4-Likert scale questionnaire and are individually interviewed by the researcher to give their opinions. The results reveal positive comments on the facilitative role of TV drama in learning new vocabulary as previous studies suggested, but learners' comments point out some crucial factors while learning L2 vocabulary with TV drama. First of all, the interest level and the familiarity of the content is an important factor. In addition, the images, subtitles and repetition help participants to &quot;remember&quot; the target words. Other factors such as the authenticity of the language, the contextual meaning of the words, and the dramatic performances all contribute to the learning of the L2 vocabulary. In the end of the study, working memory system, the context, acquisition-learning hypothesis (Krashen, 1981), and noticing hypothesis (Schmidt, 1990) are further discussed.
Research On: Motivation to Learn English among College Students in Sudan
Author: Humaida, Ibrahim Abdelrahim Ibrahim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Student Motivation,Age Differences,Statistical Analysis,Computer Software,Correlation,Undergraduate Students,Reliability,Validity

This research was conducted to achieve the following objectives: to examine motivation to learn English language among students of faculty of arts, Islamic University-Sudan, to find out if there were significant statistical differences on motivation scores related to both student level and age. To pursue these objectives, the researcher used the descriptive method and a simple random sample consisted of (40) male students was selected. The scale for measuring motivation was administered, the collected data were analyzed by using the following statistical tests on (SPSS): T-test for one sample, One-way analysis of variance, and Pearson correlation coefficient. The results indicated that: motivation scores were higher among students, no significant differences were found on motivation attributed to class level, and there was no correlation between motivation and age. At the end of this research, some recommendations and suggestions for future studies were presented.
Do the Instructors Differ in Their Behavioral Intention to Adopt E-Learning Based on Age, Gender, and Internet Experience?
Author: Altawallbeh, Manal
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,College Faculty,Teacher Attitudes,Age Differences,Gender Differences,Internet,Models,Statistical Analysis,Teacher Surveys,Intention

The aim of this research is to examine if there are differences of the age, gender, and internet experience on behavioural intention to adopt e-learning of the instructors in Jordanian universities. The paper takes a social, and technical approach in its investigation by using a research model based on the ANOVA and t-test Analysis to identify if there are differences or not. Stratified random sampling method was used to select instructors. 245 from 360 instructors responded (68.1%) at three public and three private universities in Jordan. The paper presents some findings on e-learning adoption intention determinants. It also discusses some of the implications of the findings.
Mother Tongue Use in Task-Based Language Teaching Model
Author: Hung, Nguyen Viet
Date: 2012-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Task Analysis,Guidelines,Language Usage

Researches of English language teaching (ELT) have focused on using mother tongue (L1) for years. The proliferation of task-based language teaching (TBLT) has been also occurred. Considerable findings have been made in the existing literature of the two fields; however, no mentions have been made in the combination of these two ELT aspects, i.e., the use of L1 in English as a Second and Foreign Language (L2) classrooms in which TBLT is adopted. Hence, this paper is to make an argumentation in the appropriateness of this combination. Firstly, terminologies related to Tasks and TBLT framework are shortly revised. Secondly, the controversies with for and against views in monolingual approach in second and foreign language teaching (L2 teaching) is mentioned. Lastly, the paper makes an argumentation on why and how to use mother tongue in a modern teaching model as TBLT.
A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design
Author: Hamra, Arifuddin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Reading Instruction,Reading Improvement,Cooperative Learning,Models,Needs Assessment,Instructional Effectiveness,Instructional Materials,Reading Teachers,Language Teachers,College Students,Language Tests,Observation

This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The steps of this developmental survey consist of need analysis, design, and model development. This paper conducted need and conceptual analysis among the reading lecturers to generate a model of teaching. In the model development and implementation, instructional materials were designed to try out the teaching model with treatment (X) and observation (O) to see the effectiveness of the model. The instructional materials consider the required and selected reading materials, team-based learning, and weekly reading tasks. The instructional materials were reviewed and validated by the reading lecturers. The instructional design consisting of pre-reading activity outside of the classroom before coming to the class, practice in group of five to seven students in each group in the classroom, and class discussions was based on learning objective, pedagogical aspects, the language competence, self-selected reading materials, and required reading materials. The result of reading test indicated that the teaching model improves the reading comprehension of the students.
An Evaluation of Merits and Demerits of Iranian First Year High School English Textbook
Author: Zohrabi, Mohammad
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Textbook Evaluation,Interviews,Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Student Needs,Student Attitudes,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Check Lists,Questionnaires,Cultural Awareness,Content Analysis,Language Skills,Grammar,Layout (Publications),Learning Activities,Vocabulary Development,Mixed Methods Research

Despite the effects of new technologies, textbooks will certainly continue to play an important role in the process of language teaching and learning. The purpose of this study was to evaluate the English textbook which is taught in Iranian first grade high schools. For this purpose, the weaknesses and strengths of the English textbook are explained using 13 criteria which have been drawn on various checklists. The study was carried out at four schools of Tabriz, Iran. The data were obtained from a total of 126 language students, both female and male. It was collected through a questionnaire with 34 close-ended questions which were related to the seven sections of the book including the layout or physical make-up, vocabulary, topics and content, grammar points and exercises, language skills, pronunciation practice, language function, and social and cultural activities. Quantitative data were analyzed via SPSS. Meanwhile, qualitative data which were obtained through interviews with teachers and students were analyzed interpretatively. The results show that this book cannot meet the Iranian students' and teachers' needs and wants. It can be concluded that the English book 1 is grammar-based. So, the writers of the book had better modify it by employing more communicative tasks in order to motivation both teachers and students.
A Longitudinal Study of Novice-Level Changes in Fluency and Accuracy in Student Monologues
Author: Long, Robert W., III.
Date: 2012-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Language Fluency,Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Verbs,Morphemes,Asians,Student Placement,Language Tests,College Students,Oral Language,Skill Development,Scores,Interviews,Grammar,Video Equipment,Error Analysis (Language),Achievement Gains,Foreign Countries,Discourse Analysis,Pragmatics,Intonation,Case Studies

Detailed research concerning the issue fluency, specifically relating to pauses, mean length runs, and fluency rates in Japanese EFL learners, is limited. Furthermore, the issue of tracking fluency gains has often been ignored, misunderstood or minimized in EFL educational research. The present study, which is based on six monologues conducted over a school year (2010-2011), focuses on changes in fluency and accuracy concerning students' use of the simple past and present perfect, present perfect progressive, and past perfect verb tenses. Based on the results of a university placement exam, twenty students were selected. Two groups of ten students with the highest and lowest scores were interviewed for period of six months, three times in each school semester. Research aims focus on whether or not there are changes in pausing (duration and frequency), mean length runs, fluency rates and grammatical accuracy between the two groups over the school year. Students were then videotaped concerning how they responded to different questions, which concerned students' past experiences, and views. Results, based on the transcripts of the student monologues, indicated that there was significant improvement relating to the mean length runs, and on one fluency rate, but there were no significant differences in grammatical errors either in percentage of error free clauses or in errors per 100 words between the two groups. The findings help to further our understanding of specific language gains as it relates to fluency and grammatical accuracy in students' unrehearsed speech over a school year.
A Feasibility Study of Task-Based Teaching of College English Writing in Chinese EFL Context
Author: Cao, Linying
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Feasibility Studies,Second Language Instruction,Writing Instruction,College Second Language Programs,Teaching Methods,Mixed Methods Research,College Students,Writing Improvement,Instructional Effectiveness,Problem Solving,Quasiexperimental Design,Pretests Posttests

In this study the author draws on Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence when such a framework is applied to college writing classrooms in Chinese EFL settings, and thus tentatively explores the feasibility of the task-based approach to the teaching of EFL writing. Results of this study are derived from discussion concerned with qualitative data and quantitative data yielded from a quasi-experiment designed for this research, and reveal that the application of Willis' framework for TBL to Chinese writing classrooms will have some positive influences upon college EFL learners' understanding of a good piece of English writing, greatly help them to solve some problems related to composing, and thereby significantly improve their writing competence. This study attempts to provide the teaching of EFL writing or even the discipline of teaching writing a feasible and effective approach.
Prevalence, Types and Determinants of Complementary and Alternative Medications among Health Clinic Clients
Author: Almousa, H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medicine,Incidence,Surveys,Patients,Adults,Clinics,Statistical Significance,Age Differences,Gender Differences,Religious Factors,Smoking,Stress Variables,Income,Individual Characteristics,Demography

Complementary and Alternative Medicine (CAM) covers a wide range of over 100 healing approaches, philosophies and therapeutic modalities that are not provided by conventional medicine. Objectives: The study was aimed at identifying the prevalence, types and determinants of CAM use, sources of information about CAM that patients usually depend upon and reasons of using CAM. Methods: A cross-sectional survey was used to collect data from random consecutive patients attending two PHC centres out of ten which was selected randomly in Abha city. All the patients more than 18 years attended to the clinic during two months (March &amp; April 2014) was included in the study. Results: The present study included 504 patients attending the PHC centres. The mean age of the participants was 47.6 ± 10.2 years. 232 (46.0%) were Males and 272 (54.0%) were females. The majority of participants were Saudi ((88.7%)) and Muslims (96.4%). Most of the participants were Illiterate or school level (82.1%) and less than half of them (42.9%) had enough family income &gt; 10,000 SR. About three fourths of the participants were born in city, most of them were non- smokers (81.9%) and about one third of them had self-perceived stress level more than 5. About one third (36.9%) of participants reported using CAM during the 12 months preceded the study. About half of the participants used CAM due to the personal and family beliefs and because of friend's advice (63.4% &amp; 46.8%) respectively. More than half of CAM users used it regularly. 58.6% of CAM users felt physically &amp; psychologically better after using it and most of them did not report any side effects after using CAM. Conclusions: Use of CAM is prevalent among patients attending health clinics in Abha City. CAM is commonly used by all age groups. The significant factors found to increase the likelihood of CAM use were Saudi nationality, Illiteracy and the place of birth. There were a statistical significant increase of using CAM among participants born in village. However, factors like age, gender, income, religion, smoking and perceived stress level did not prove to be statistically significant and thus did not affect CAM prevalence significantly. Most families has strong personal belief on CAM because of the belief that CAM builds up the body's own defenses and promotes self-healing and has less side effects.
Higher Education Institutions without Foreign Language Continuity
Author: Cepon, Slavica
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Languages for Special Purposes,College Instruction,College Faculty,Teacher Attitudes,Student Attrition,Interviews,Higher Education,Grammar,Language Teachers,Teacher Characteristics,Articulation (Education)

This article attempts to fill a research gap in the literature where there is no research in the available literature on the general foreign language/foreign-language-for-specific-purposes discontinuity at the secondary/tertiary interface. The article reports on the findings of a study that aimed to acquire the opinions of the teachers of foreign languages for specific purposes regarding various approaches to managing a general foreign language/foreign-language-for-specific-purposes transition period. Namely, at some European, including Slovenian, institutions of higher education there is no foreign language instruction for first-year students. As a consequence, discontinuity at this crucial secondary/tertiary interface may give rise to general foreign language attrition - an obstacle to subsequent foreign-language-for-specific-purposes learning in higher education. The results of in-depth interviews with 29 teachers point towards grammar in the second year as a factor interconnecting interrupted general foreign language instruction with foreign languages for specific purposes.
Challenges for Open and Distance Learning (ODL) Students: Experiences from Students of the Zimbabwe Open University
Author: Musingafi, Maxwell C. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Open Education,Distance Education,Student Experience,Qualitative Research,Statistical Analysis,Questionnaires,Semi Structured Interviews,Barriers,Time Factors (Learning),Access to Computers,Technological Literacy,Feedback (Response),Educational Resources,Mixed Methods Research,Instructional Effectiveness,Institutional Characteristics,Student Attitudes,Performance Factors

The purpose of this study was to investigate the challenges facing Open and Distance Learning students at the Zimbabwe Open University (ZOU). The study was conducted at ZOU Masvingo Regional Campus. The study employed both qualitative and quantitative approaches. The main data collection techniques were questionnaires and structured interviews, supplemented by documentary review. Tables, frequencies and percentages were the key descriptive statistics used to analyze and present the findings. The results showed that ODL learners were challenged with a range of obstacles in their course of studies. The most reported challenges were lack of sufficient time for study, difficulties in access and use of ICT, ineffective feedback and lack of study materials. It was recommended that ZOU should strive to achieve effective and balanced teaching and learning system that satisfies the desire of the learners to the extent that they would wish to come back to the institution for further studies and feel proud to recommend the institution to others who are seeking for knowledge.
Impact of E-Learning and Digitalization in Primary and Secondary Schools
Author: Tunmibi, Sunday
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Technology Uses in Education,Questionnaires,Case Studies,Statistical Analysis,Student Attitudes,Teacher Attitudes,Electronic Learning,Virtual Classrooms,Relevance (Education),Educational Practices,Foreign Countries

This study examines into the impact of e-learning and digitalization in primary and secondary schools, using Greensprings School in Lagos State, Nigeria as a case study. Questionnaire was used as a data collection instrument, and descriptive statistical method was adopted for analysis. Responses from students and teachers reveal that application of e-learning technology in schools will help to promote an efficient, effective and productive way of teaching. More so, e-learning promotes better communication and helps teachers and students to share accountability for learning and achievements. The study shows that most students agreed that e-learning help students to have access to unlimited source of information; reveals connection between subjects; promotes critical thinking; and encourages students' way of learning. The study further shows that majority of the teachers agreed that e-learning is easier and effective; helps to further develop teachers' computer skills; and brings out the best in students. Interestingly, the two parties agreed that e-learning helps teachers and students to share accountability for learning and achievements.