ethanporcaro/eric-fulltext-meta huggingface dataset:
Differential Allocation of Attention to Meaning and Form in Reading Comprehension for Monolingual and Bilingual Learners of English
Author: Karimi, Mohammad Nabi
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Bilingualism,Monolingualism,Attention,Learning Processes,English (Second Language),Second Language Learning,Second Language Instruction,Indo European Languages,Protocol Analysis,Comparative Analysis,Language Proficiency,Language Tests,Reading Tests,Scores,Native Language,Language Processing,College Students,College Entrance Examinations,Engineering Education,Foreign Countries

In the light of evidence that attention can facilitate and enhance learning, this study attempts to investigate the allocation of attention to meaning and form simultaneously in reading comprehension in the foreign language among monolingual and bilingual learners of English. To this end, three groups of learners namely, bilingual (knowing Kurdish, Persian), monolingual (knowing Persian) learners of English and mixed (equal number of bilingual and monolingual learners) as the control group were selected based on the results of a language proficiency test (MTELP). The learners in the two experimental groups were asked to read a written text for meaning and circle a designated lexical form. The learners in the control group were only required to read the text for meaning and answer the follow-up questions. To examine whether the type of attentional condition and bilinguality, as the two independent variables of the study, have any significant effect on comprehension scores, a two-way ANOVA was run. Think aloud technique was also employed to elicit the learners' targeted thought processes from the groups which had to circle the targeted lexical form. The results indicated that the experimental group who paid simultaneous attention to form and meaning and processed the targeted item for both form and meaning gained better comprehension scores regardless of the number of languages they knew. Moreover, it was shown that deeper levels of processing are associated with better comprehension ability. Therefore, we may conclude focus on the lexical form might improve comprehension as indicated by comprehension scores and may be an effective way to make texts more comprehensible.
Development of Mathematical Module-Problem Solving Approach to Train Student&apos;s Reflective Thinking
Author: Ramdani, Rezki
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Reflection,Learning Modules,Problem Solving,Thinking Skills,Junior High School Teachers,Secondary School Mathematics,Junior High School Students

This research paper aims to produce a mathematical module with a problem-solving approach to train student's reflective thinking. To find out how to develop modules, there are three criteria must be fulfilled, namely validity, practicality, and effectiveness. Development of module used four stages, namely the initial situation analysis, design development, preparation of the initial product and evaluation. The module developed was assessed by 4 validators, namely 2 lecturers and 2 junior high school teachers. After that, the module was tested twice, the first one is tested on 5 students and then tested on 7 students for testing empirical validity toward the developed modules. Based on the results of the validation of the expert validator on the aspects of subject matter, performance, language and concept evaluation in the module, it can be concluded that the module developed were practical and valid with the average of assessment results validator of 3.31. While the results of the first and second stages of the trial of module, it can be concluded that the module display was interesting for students. In addition, the results of the evaluation of the trial subjects met the minimal completeness criteria so that it could be said that each of the subjects could understand the content presented in the module. From these results it was known that the module was effective. It can be seen in the results of the subject's assessment of the modules were valid and effective with the average of subject's assessment was 3.342.
Teaching Physics within a Next Generation Science Standards Perspective
Author: Calmer, Joseph Malcolm
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Academic Standards,Scientific Principles,Elementary Secondary Education,Scientific Concepts,Engineering,Teaching Methods

The Next Generation Science Standards (NGSS) are an explicit document that articulates our pedagogical practices in K-12 science instruction for the United States. The document is an excellent work that describes pedagogy and road maps for building coherence of science principles and student understanding of the Nature of Science. The prescient thing about the current NGSS is that physics teachers have practiced the ideas and tenets prescribed in the NGSS decades ago. Also, the ideas espoused in the NGSS Framework can easily be transferred to other disciplines, especially Math, through specific, articulated lesson building.
Anatomical Education Using Marine Products for Elementary School Students
Author: Omura, Ayano
Date: 2019-00-00
Type: Journal Articles
Subjects: Anatomy,Curriculum,Marine Biology,Animals,Teaching Methods,Elementary School Science,Foreign Countries,Science Instruction,Student Attitudes

Anatomical education is very important in understanding the internal structure of the body and the mechanism of life, especially for the medical profession, including nursing. However, in Japan, students have a few opportunities of getting anatomical education using animals before they enter university. The different step-by-step anatomical curriculum needs to be created for elementary school, junior high school, high school, and university students. However, it is difficult to perform anatomical education widely, particularly with bioethics problems and students who often have an aversion to dissected animals. Therefore, it is considered very useful to introduce anatomical education using marine products, which are more familiar. In particular, fish have the same basic structure as vertebrates, so they are useful for understanding the bodies of vertebrate animals, including the human body. Also, the use of marine products other than fish can deepen students' understanding of the structure of organisms of various systems. Therefore, in this study, we conducted anatomical lectures from functional morphology and ecological point of view, using marine products as teaching materials for elementary school children. To prevent students' aversion, the marine products were wrapped, which also reduced the smell. Students actively learned the internal structure of fishes, cephalopods, and shellfish, without aversion. According to our questionnaire survey, most participants reported that their impression and comprehension of the course was excellent or good. The use of &quot;seafood&quot; as teaching material for young learners was found to be very useful for anatomical education.
Comparing Input and Output Tasks in EFL Learners&apos; Vocabulary Acquisition
Author: Bao, Gui
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Vocabulary Development,Teaching Methods,Sentences,Reading Assignments,Definitions,Language Proficiency,Knowledge Level,Attention,Reading Processes,College Students,Foreign Countries

Task-based vocabulary learning has recently attracted lots of attention in the field of second language (L2) vocabulary acquisition. This article compares the effects of input and output tasks on English as a Foreign Language (EFL) learners' acquisition of vocabulary knowledge. Four intact classes of EFL learners were randomly assigned to one of four tasks of learning 18 target words through sentence reading exercises, i.e., matching, definition, choice, and combining. The definition task was found to be more effective than the other tasks in EFL vocabulary knowledge, irrespective of EFL proficiency. At each level of EFL proficiency, the matching and combining tasks performed equally well. The choice task had a small advantage over the matching and combining tasks at the learners' low EFL proficiency level, but not at the intermediate or high EFL proficiency level. Differential processing and division of attention may well affect task effectiveness.
Multilingual, Middle-Eastern Students&apos; Varied Responses to Directive and Non-Directive Strategies in Peer Tutoring
Author: Eleftheriou, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Peer Teaching,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Recall (Psychology),Tutoring,Teaching Methods,Instructional Effectiveness,Student Characteristics,Writing (Composition),Laboratories,Semitic Languages,Native Language,Arabs,Foreign Students,College Students,Foreign Countries,Student Attitudes,Teacher Attitudes

This article presents the findings of a qualitative study examining the tutorial experiences of English as an additional language (EAL) tutees and their peer writing tutors in a Middle-Eastern university where the language of instruction is English. Data from stimulated recall activities, written observations, and interviews were analyzed to answer the following research questions: (1) Which type of tutoring approach (e.g. non-directive vs. directive) do EAL tutees find most effective?; and (2) Which type of tutoring approach (e.g. non-directive vs. directive) do tutors of EAL tutees find most effective? The findings revealed that both tutors and tutees preferred the directive approach for lower order concerns (LOCs) and a non-directive approach for higher order concerns (HOCs). This study shows that diverse tutoring models that accommodate the background and experiences of Middle Eastern students, and their particular strengths and weaknesses, should be considered. Based on these findings, the author recommends tutorial training that emphasizes flexibility and recognizes the unique nature of each tutorial situation. These findings may signal a direction for the development of writing center pedagogy that focuses on the linguistically and culturally diverse students in the Middle East.
Profiling Performances of L2 Listenership: Examining the Effects of Individual Differences in the Japanese EFL Context
Author: Cutrone, Pino
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Listening Comprehension,College Freshmen,Student Behavior,Intercultural Communication,Student Attitudes,Correlation,Language Proficiency,Individual Differences,Personality Traits,Behavior Patterns

This paper describes a study designed to profile performances of L2 listenership. The writer examines the listenership behavior of 23 Japanese EFL learners, who were all freshmen students at a national university in Japan (16 females and 5 males) at the time the study was conducted, in an attempt to identify some of the features associated with different levels of performance concerning listenership behavior. Specifically, this study sought to identify some of the common characteristics of Japanese EFL participants who exhibited competent backchannel behavior compared to those who did not. Assessments involved having each student participate in an intercultural conversation, complete a questionnaire, and be interviewed. Quantitative and qualitative data analysis methods were used to investigate the relationships between variables (i.e., whether various performances in sub-categories of listenership are interrelated, as well as how individual performances in sub-categories of listenership may be related to L2 proficiency, personality dimensions, willingness to communicate, etc.). Besides helping to provide researchers with a more detailed description of the dynamics of listenership/backchannel behavior, the results of this study will have practical implications for Japanese EFL practitioners.
English Language Teacher Agency in Classroom-Based Empirical Studies: A Research Synthesis
Author: Weng, Zhenjie
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Classroom Research,Professional Autonomy,Ethics,Bilingual Teachers,Teacher Role,Bilingual Education,Teaching Methods

This research synthesis analyzes a selection of classroom-based empirical studies on language teacher agency within ESL/EFL/bilingual contexts. Comprehensive analyses of the selected research center on several respects: theoretical frameworks, contexts, methodologies, major findings, methodological and ethical issues as well as implications. In doing this, this paper aims to present ESL/EFL/bilingual teachers' roles as legitimate and agentive actors in their contexts of work, to offer pedagogical implications for teachers and teacher educators, to better inform researchers of current literature and future research directions, and to support possible collaborations among different educational stakeholders.
Utilizing Textbook Adaptation Strategies: Experiences and Challenges of Novice and Experienced EFL Instructors
Author: Mede, Enisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Lesson Plans,Language Teachers,Teacher Attitudes,Textbooks,Comparative Analysis,Decision Making,Reflection,Essays,Positive Attitudes,Student Attitudes,Foreign Countries,Case Studies,Beginning Teachers,Experienced Teachers,Barriers

The purpose of this study was to investigate the utilization of textbook adaptation strategies by novice and experienced EFL instructors working in a language preparatory program at a foundation (non-profit, private) university in Turkey. Specifically, the study investigated the self-reported beliefs of the two groups of instructors about textbook adaptation and explored which adaptation strategies were most frequently implemented in their classroom. The study also attempted to compare whether there were differences between the two groups of instructors related to their use of adaptation strategies in their courses and find out the reasons behind their adaptive decisions. The participants were 14 Turkish EFL instructors (7 novices and 7 experienced) offering English courses in an intermediate level English classroom. Data were collected from reflective essays, lesson plans, and semi-structured interviews. The findings revealed that both groups of instructors shared highly positive beliefs about the implementation of adaptation strategies in their courses apart from some differences related to types of strategies and their frequencies. Besides, the adaptive decisions of the participating instructors were closely related to their students, tasks, context, time, and their own beliefs. Based on the obtained findings, the researchers provided some pedagogical implications and suggestions regarding the effective use of textbook adaptation strategies in language preparatory programs.
Demographic, Psychological Factors and English Proficiency of ESL Students
Author: Serquina, Evelyn A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Gender Differences,Parents,Occupations,Comparative Analysis,Educational Attainment,Anxiety,Learning Motivation,Psychological Patterns,Low Income,Family Environment,Socioeconomic Influences,Family Income,Intellectual Development,Student Characteristics,Student Attitudes,College Students,Art Education,Law Enforcement,Foreign Countries,Measures (Individuals),Likert Scales,Communication (Thought Transfer),Scores

Difficulty in expressing oneself using the International language is a continuing issue in classroom situations. The descriptive research design using correlational method was employed in this study. Point-biserial correlation was used to determine the degree of relationship between sex and nature of parents' occupation and psychological and English proficiency. Considering the many factors that affect learners especially in the affective and cognitive domains, it is vital to consider researches that may be helpful for the development of instruction. In order to find the significant relationship between respondent's age, sex, nature of curriculum, household average years of schooling, anxiety, motivation and English Proficiency, the relationship between respondents' demographics and psychological factors, and the respondent's age, sex, curriculum and psychological factors, the researcher conducted a study among 95 students. Results of this study showed that age, sex, curriculum, household average years of schooling, nature of occupation of parents and motivation have no effect on students' English proficiency, but household aggregate income has a significant relationship to students' EP, and household aggregate income affects anxiety of students. Age, gender, curriculum, household average years of schooling, nature of occupation of parents, and motivation to have no effect on respondents English Proficiency, simply because respondents were not engaged in intellectual activities at home which could have fostered their performance. Household aggregate income is related to their English Proficiency. Respondents have divided attention, it is their basic needs not education which was given priorities, since most of them come from low-income groups. Anxiety is a consequence of low-SES. Focused attention to learning is impossible for learners who are trying to make both ends meet.
Students&apos; Perceptual Learning Styles and Attitudes toward Communicative Language Teaching
Author: Natividad, Mary Rose A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Student Attitudes,Grammar,Teaching Methods,Communicative Competence (Languages),Student Characteristics,Age Differences,Gender Differences,Ethnicity,Profiles,Correlation,Foreign Countries

This study investigated the perceptual learning styles and attitudes of students towards the communicative language teaching approach of Isabela State University freshmen as ESL students. This was done to probe the following subjects' data: profiles (age, gender, course and ethnicity); their perceptual learning styles and attitudes in line with their profiles; the significant differences of their styles and attitudes across profiles, and; the significant relationship among different perceptual learning styles such as visual, tactile and auditory, among others. Results of the study revealed that late adolescents preferred auditory, kinesthetic, group, tactile and visual, whereas the early adulthood subjects favored auditory; that gender played a role in determining their learning styles; that there is a variety of preferences across courses; that learning styles vary across ethnic groups; that Filipino learners learn best through spoken language; that grammar is not a preferred subject of study and CLT, favored, and, among others; that students learn best by using the six sensory modes.
Evaluation of Second Language Learners&apos; Syntactic Errors in ESL Writing
Author: Talosa, Arlene D.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Syntax,Error Patterns,Writing Evaluation,Writing Instruction,Accuracy,Undergraduate Students,Morphemes,Form Classes (Languages),Teacher Education Programs,Student Characteristics,Foreign Countries,Age Differences,Native Language,Writing Skills,Correlation

Writing is considered varied with context and cannot be distilled down to a set of abstract cognitive or technical abilities. It always involve a combination of talent and skill and that makes it complex yet writing becomes more complex for ESL learner when they write using the second language in the academic context. With the growing interest in linguistic accuracy in relation to L2 writing pedagogy, this study generally aimed to evaluate the second language learners' syntactic errors in ESL writing. Data extracted from the fifty-four (54) third year and fourth year ESL students reveal that the ESL learners are seldom exposed in writing. Their predominant errors along syntactic structures are on tense, pronoun-antecedent agreement and faulty parallelism. Those who are in the higher year level tend to commit lesser syntactic errors. Furthermore, year level and writing exposure highly relates to their incidence or occurrence of syntactic errors in ESL writing.
Gricean Maxims Revisited in FB Conversation Posts: Its Pedagogical Implications
Author: Ayunon, Chirbet
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Linguistic Theory,Discourse Analysis,Interpersonal Communication,Language Usage,Friendship,Authors,Pragmatics

Grice's Cooperative Principle has remained in the limelight especially when it comes to analyzing utterances in a conversation. Although numerous studies have looked into the violation of conversations, real or imagined, on the Gricean maxims, none has explored conversations that are posted on Facebook. This paper then attempted to revisit the observance or violation of the Gricean maxims in FB conversation posts. FB nowadays is a good source of data for linguistic analysis and exploration. The author intends to investigate FB conversation posts and how participants in the conversations of this generation violate the Gricean maxims and the possible implicatures generated from the utterances. The analysis clearly reflected speakers' attempts to cooperate in the conversation by providing answers that observe the maxims of quantity, quality, relevance and manner. In the same manner, evidence also suggests that the interlocutors in most cases tend to violate Grice's maxims. Of the four maxims, the maxim of quantity was frequently violated. However, it must be stressed that speakers disobey the maxims in order to achieve certain purposes. Among the purposes identified was to inject humor in the conversation and blend sarcasm in their statements. The analysis of the FB conversations posts clearly shows that the message people intend to convey is not wholly contained in the words they use but may depend on the hearer's interpretation inconsideration of the context and implicated meaning. Generation of implicature comes out smoothly when interlocutors share a common background assumption. When this background assumption does not come into play, this may result to an implicature failure. While the data used in this study are real conversations, the posting was done by the sharers; hence the researcher didn't have any hand in transforming the real conversations into a written conversation. Analysis was focused only on the utterances that were already posted on Facebook by random sharers. Further studies may look into actual conversations of people from various ages to see if violation varies depending on the age and sex of interlocutors, or maybe some other factors.