ethanporcaro/eric-fulltext-meta huggingface dataset:
Validation of a Test Measuring Young Learners&apos; General L2 English Vocabulary Knowledge
Author: Sylvén, Liss Kerstin
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Vocabulary Skills,Vocabulary Development,Language Tests,Program Validation,Second Language Learning,Correlation,Gender Differences,National Competency Tests,Reading Comprehension,Listening Comprehension Tests,Difficulty Level,Interviews,Teacher Attitudes,Student Evaluation,Grade 6,Test Reliability,Test Validity,Foreign Countries

This study aims to present the validation of a test designed to assess young learners' general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1-2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took YLVAT and filled out an evaluation; scores from the national test of English (reading and listening comprehension) were also collected. Four validity measurements were used: the spread of YLVAT scores, correlation with the national test--reading, correlation with the national test--listening, and evaluation responses. YLVAT results point to a sufficient spread of scores (M = 18.9, SD = 6.5). There were significant correlations between YLVAT and (1) reading (r = 0.597**), (2) listening (r = 0.541**), (3) perceived test difficulty (r[subscript s] = -0.538**), and (4) how fun it was to take the test (r[subscript s] = 0.683**). An ANOVA showed that learners who found YLVAT &quot;easy&quot; or &quot;very easy&quot; scored significantly (p = 0.000) higher (26.1) than those who found it &quot;difficult&quot; (18.3) or &quot;very difficult&quot; (12.9). Finally, teachers found YLVAT to correlate with their own assessment of learners' vocabulary.
Appealing to a Broker: Initiating Third-Person Repair in Mundane Second Language Interaction
Author: Greer, Tim
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Communicative Competence (Languages),Study Abroad,Interaction,Error Analysis (Language),Error Correction,Interpersonal Communication,Scaffolding (Teaching Technique)

Interactional repair usually involves one or two primary participants, meaning that either the speaker of a trouble source attempts to deal with it on his or her own or else a recipient initiates the repair and sometimes provides a candidate solution. However, occasionally a third person may also become involved in a form of repair that has been called &quot;brokering&quot;. Such brokers mediate the talk, providing the primary recipient with assistance in dealing with the trouble, particularly in cases where the recipient is an L2 speaker. Brokering therefore momentarily reconstitutes the participant constellation and invokes relevant identity categories and epistemic hierarchies. Adopting a Conversation Analytic approach, I build on this line of inquiry by examining a collection of cases in which a novice speaker of English appeals to a third person for brokering, highlighting sequential, embodied and epistemic features of the talk in both successful and aborted bids for brokering. The data are taken from a corpus of multi-party dinner table talk video-recorded in a homestay context.
Engaging in an Interactional Routine in EFL Classroom: The Development of L2 Interactional Competence over Time
Author: Watanabe, Aya
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,After School Programs,Comparative Analysis,Language Usage,Discourse Analysis,Communicative Competence (Languages),Role,Classroom Communication,Foreign Countries,Longitudinal Studies,Class Activities,Novices,Learner Engagement

This study explores one novice learner's development of interactional competence in English as a foreign language based on data collected over a 4-year period at an after-school English program in Japan. Using conversation analysis (CA), the study focuses on how the learner develops methods to participate in the multiparty classroom interaction in order to achieve and co-construct a specific recurrent communicative activity led by the teacher. The participants in this study are an experienced English instructor and 9 students who attend the class once a week. Naturally occurring classroom interactions were analyzed focusing on how the novice learner engaged in the recurrent communicative event. By comparing data from four different time periods, the analyses reveal changes in how the learner engaged in the recurrent interactional routines and how the learner's competencies evolved. The utilization of appropriate language choice, turn-taking strategies, and taking on different social roles and patterns of participation, demonstrated his increasing L2 interactional competence. These findings echo the results of previous studies that show how learners diversify methods to accomplish particular interactional activity as they advance their L2 competence. The study contributes to the literature on interactional routines as a resource in classroom interaction and their effect on the development of L2 interactional competence.
Lecturers&apos; Views of Curriculum Change at English Language Teaching Departments in Turkey
Author: Uztosun, Mehmet Sercan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Curriculum Development,Teacher Attitudes,English (Second Language),College Second Language Programs,Statistical Analysis,Qualitative Research,Questionnaires,Semi Structured Interviews,Teacher Participation,Teacher Response,Preservice Teacher Education,Instructional Innovation,Curriculum Evaluation,Curriculum Design,Educational Practices,Readiness,Relevance (Education)

This study seeks to understand lecturers' views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities. The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006 curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments.
Self-Determination Theory and Day and Bamford&apos;s Principles for Extensive Reading
Author: Türkdogan, Gönül
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Determination,Reading Instruction,Second Language Instruction,English Teachers,Foreign Countries,Mixed Methods Research,Likert Scales,Questionnaires,Interviews,Preservice Teachers,Preservice Teacher Education,Reading Teachers

Day and Bamford's ten principles for promoting second-language (L2) extensive reading (ER) have been commended for their highly applicable practicality. However, for various reasons, assuring successful ER instruction can remain a challenging task. This surprising contrast may in part be clarified by examining the relationship between Day and Bamford's recommendations and the factors highlighted in the Self-Determination Theory (SDT) of motivation. Day and Bamford's ten recommendations incorporate features that can be viewed as exemplifying one or more of the three SDT components--competence, autonomy, and relatedness--which, SDT argues, should all be present in an ideally motivational environment. However, a mixed-method study of 9 adult ESL instructors (Likert scale questionnaires, plus follow-up interviews) suggested that selective adherence to some but not all dimensions of Day and Bamford's guidance may allow SDT constituents to be unwittingly underrepresented. We therefore advise that Day and Bamford's principles for ER instruction should be explicitly associated with the SDT framework, in order to draw practitioners' attention as directly as possible to the full range of motivational resources available. Implications are proposed for pre-service teacher education, institutional planning, and in-service professional development.
Young Learners&apos; Attitudes and Motivation to Learn English
Author: Asmali, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Attitudes,Student Motivation,Mixed Methods Research,Elementary School Students,Student Attitudes,Second Language Learning,Questionnaires,Semi Structured Interviews,Focus Groups,Likert Scales,Learning Motivation,Achievement Need,Foreign Countries

According to recent modifications in Turkish educational system, English language teaching starts in the second grade. Young learners studying in this grade were in the focus in this study. This paper reported on the findings of a mixed method study conducted in three different primary schools in the west of Turkey. The main aim was to represent the views of the second graders regarding their motivation and attitudes toward learning English and their perceptions concerning English language learning and instruction. While quantitative data were gathered via two questionnaires from 192 participants; three personal semi-structured interviews and a focus-group interview were conducted for qualitative data gathering. Quantitative data were analyzed using descriptive statistics. Following data reduction, data display, and conclusion drawing/verification phases, qualitative data were analyzed through interpretive-descriptive analysis technique. The findings indicated that parents, teachers, and favorable learning conditions and activities were important factors in determining young learners' attitudes and motivation to learn English. Students' attitudes were mostly positive toward learning English. Singing songs and playing games were their favorite activities and they had an intrinsic motivation to learn English.
Self-Regulated Learning in the Digital Age: An EFL Perspective
Author: Sahin Kizil, Aysel
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Management,Independent Study,English (Second Language),Active Learning,Nonformal Education,Technology Uses in Education,Intensive Language Courses,College Students,Student Surveys,Likert Scales,Gender Differences,College Second Language Programs,Foreign Countries

Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in which learners take the initiative in their learning experiences. This paper reports on a study which aims to examine English as a Foreign Language (EFL) learners' use of ICT tools to self-regulate their language learning outside the formal instructional setting. A total of 777 university students attending an intensive English language preparatory program participated in the study. Analysis of the data collected through surveys showed that EFL learners were actively engaged in the use of ICT tools for self-regulated language learning, but there were variations both among the students and in aspects of regulating learning through the use of ICT tools.
The Effects of Socio-Economic Status on Prospective English Language Teachers&apos; Academic Achievement
Author: Koban Koç, Didem
Date: 2016-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Preservice Teachers,Preservice Teacher Education,English (Second Language),Academic Achievement,College Second Language Programs,Predictor Variables,Grade Point Average,Parent Background,Family Income,Place of Residence,Correlation,Questionnaires,Prior Learning,Student Surveys,Foreign Countries,Statistical Analysis

Socioeconomic status (SES), which generally involves factors such as parental educational background, occupation and income level, is a strong predictor of student achievement. That is, students with higher parental SES demonstrate increased academic performance when compared to those with lower parental SES. The purpose of the present study is to explore the effects of SES on prospective English language teachers' academic achievement. The sample involved 253 first, second, and third year college students enrolled in an English Language Teaching Department at a government university in Turkey. Data analyses involved examining the relationship between students' recent grade point average (GPA) and several socio-economic variables (i.e., parents' educational background, income levels, and place of residence; students' educational support,and distance travelled from their residence to the university). The results of the correlational analyses showed that the only significant correlation was the one between the students' GPA and the distance travelled from students' residences to the university.
Validating Myself-As-A-Learner Scale (MALS) in the Turkish Context
Author: Erten, Ismail Hakki
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept Measures,Self Concept,Program Validation,Factor Analysis,Factor Structure,Goodness of Fit,English (Second Language),Turkish,Mathematics Achievement,Scores,Test Reliability,Test Validity,Questionnaires,Statistical Analysis,Construct Validity

This study aims to explore the construct structure of the Turkish version of the &quot;Myself-As-A-Learner Scale&quot; (&quot;MALS&quot;), which was designed to measure academic self-concept. A translated version of MALS was administered to 483 participants (mean age = 14.31, SD = 2.08) in six different cities across Turkey. An exploratory factor analysis revealed a five-factor structure, explaining 50.99% of the total variation in MALS scores. A confirmatory factor analysis indicated acceptable levels of goodness of fit for the five-factor model. The instrument appeared to distinguish contrasting groups of students according to their English, Turkish, and Maths scores, with more successful students reporting higher MALS scores. The MALS scores also attained significant moderate correlations with achievement in those courses. Further, the instrument yielded a high internal consistency (a =0.82). The study concludes that MALS can be an effective tool in endeavours to explore academic self-concept in relation to various related constructs.
Making Transitions: The Role of Interaction in Joining a Workplace Community of Practice
Author: Holmes, Janet
Date: 2015-00-00
Type: Journal Articles
Subjects: Interaction,Communities of Practice,Workplace Learning,Group Membership,Participation,Behavior Standards,Social Behavior,Organizational Climate,Organizational Culture,Intercultural Communication,Adjustment (to Environment),Participant Observation,Video Technology,Interviews,College Environment,Social Justice,Barriers,Teacher Attitudes,Foreign Countries,Ethnography

In the process of transitioning from one institution or workplace to another, people often encounter new interactional norms and values. For those moving countries as well as workplaces, the transition may involve different cultural and societal norms and values; but even a move between organisations or workplace teams within a country may present formidable challenges. Focussing on the New Zealand value of egalitarianism, in particular, the analysis in this paper demonstrates the range of ways in which this societal norm is instantiated in New Zealand workplace talk, and discusses the problems this poses for newcomers.
Reflections of Young Language Learners on Diversity Dimensions in EFL Classrooms
Author: Bozdogan, Derya
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Classroom Environment,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Attitudes,Task Analysis,Interviews,Gender Differences,Sex Stereotypes,Class Activities,Cultural Differences,Cultural Pluralism,Grade 4,Grade 5,Foreign Countries,Qualitative Research

Despite the proclaimed mono-cultural and mono-linguistic profile, in reality, diversity lies at the core of classrooms. This paper outlines the literature on diversity in young learners' classrooms followed by student and teacher reflections on diversity issues in the EFL context. Sixty-two primary school students studying at the 4th and 5th grade in three different cities of Turkey participated in the study. The students completed diversity tasks in their English language classrooms, and language teachers were interviewed about their observations of young learners' perceptions. The findings reveal that boys and girls perceive gender stereotypes with varying differences. It is suggested that the foreign language curriculum and instruction integrate multicultural issues at a deeper level, not only delivering the cultural content, but also reflecting and comparing the cultural practices.
Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students
Author: Ölmezer-Öztürk, Elçin
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Classroom Techniques,English (Second Language),Second Language Instruction,Oral Communication Method,Error Correction,Preferences,Classroom Observation Techniques,Video Technology,Interviews,Recall (Psychology),Focus Groups,Time Perspective,Intervals,Student Attitudes,Elementary School Students,Teaching Methods,Instructional Effectiveness

Oral corrective feedback in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers' practices, and how learners perceive these practices still needs investigation. Based on this, the current study examined the perceptions and preferences of EFL learners regarding the types and timings of oral corrective feedback (OCF). The data were collected through video-recorded observations, stimulated recall interviews and focus group interviews. Corrective feedback moves were identified based on a taxonomy and the data derived from the interviews were analyzed through qualitative content analysis. The results showed that students' perceptions varied considerably according to the types and timings of OCF provided by their teachers. They perceived recasts and clarification requests as ambiguous whereas they thought that meta-linguistic feedback was anxiety-provoking and difficult to comprehend. As for the timing, it was found that students did not feel comfortable when they were corrected with immediate feedback and the consecutive use of it by teachers discouraged students from speaking in a classroom atmosphere. In conclusion, the study put forward several suggestions for practitioners that could be taken into consideration while giving OCF to students.
Turkish EFL Learners&apos; Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers in Higher Education
Author: Karakas, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Native Speakers,English (Second Language),Second Language Instruction,Student Attitudes,College Students,Questionnaires,Likert Scales,Interviews,Attitude Change,Personality Traits,Teacher Characteristics,Teacher Competencies,Pretests Posttests,Content Analysis,Statistical Analysis

The question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students' perceptions of these teachers. The current study aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners' perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students' preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students' perceptions. The findings showed that students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students' perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively.
Aphasic Speech in Interaction: Relearning to Communicate by Gesture When a Word Is Lacking
Author: Colon De Carvajal, Isabel
Date: 2015-00-00
Type: Journal Articles
Subjects: Aphasia,Speech Impairments,Nonverbal Communication,Interpersonal Communication,Language Processing,Outcomes of Treatment,Speech Therapy,Patients,Allied Health Personnel,Discourse Analysis,Foreign Countries,Qualitative Research

Resolving the inability to produce a word through a gestural realization is often a compensatory strategy used with aphasic patients. However, context and interpersonal knowledge between participants are also essential factors for finding or guessing the right word or the right gesture. In the &quot;Interactions between Aphasic people &amp; Caregivers&quot; project, we explore video-recorded interactions between a single patient with aphasia and her caregivers (family or speech therapists). Video recorded data involving this patient in interaction with different caregivers allows us to more accurately analyze the interactional compensatory strategies used by caregivers and patients according to their communicative habits. We will be particularly interested in an interactional situation between a speech therapist (Anna) with her aphasic patient (Aïcha) during a single reeducation session. We will analyze the place of gesture in this conversation. We will show how the interactional skills of the two speakers are constantly called into question, especially when the patient, is engaged in an activity of &quot;gestural repetitions.&quot; We will see that to resolve the lack of a particular word, the patient can perform gestural representations. Through the analysis of three excerpts, we reveal that the gestural retraining of the aphasic patient is as important as her/his speech reeducation and we will show to what extent the speech therapy is essential in relearning to communicate. Our work contributes to existing linguistic and clinical research in that it focuses not only on the patient, but also on the caregiver (the speech therapist).