ethanporcaro/eric-fulltext-meta huggingface dataset:
English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation
Author: Phaiboonnugulkij, Malinee
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Teaching Methods,English for Special Purposes,Grade 11,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Tourism,Guides,Pretests Posttests,Youth,Scores,High School Students,Speech Communication,Foreign Countries

This study aims to compare the youth guides' speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks' mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components' scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
Oral Corrective Feedback on Pronunciation Errors: The Mediating Effects of Learners&apos; Engagement with Feedback
Author: Saeli, Hooman
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Language,Error Correction,Pretests Posttests,Accuracy,Feedback (Response),Student Attitudes,Pronunciation Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Proficiency,Teaching Methods,Positive Attitudes,Tutoring,Learner Engagement,Familiarity,Student Characteristics,Phonemes,Difficulty Level,Pronunciation

This study examined low-proficiency Iranian EFL students' affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /?/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners' positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students' perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.
The Challenges Facing English Language Teachers in Turkey
Author: Valizadeh, Mohammadreza
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Language Teachers,English (Second Language),Second Language Instruction,Foreign Countries,Teaching Conditions,Teacher Administrator Relationship,Faculty Development,Psychological Patterns,Teacher Student Relationship,Teacher Attitudes

This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers' perceptions of challenges in terms of school environment, students, community and parents, teachers' skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers' age, years of teaching experience, and teaching sector did not significantly affect the teachers' perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.
The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo
Author: Goyi, Nalmon
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Foreign Countries,Second Language Learning,Indonesian Languages,Ethnic Groups,Secondary School Students,Metacognition,Regression (Statistics),Vocabulary Development

The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from Kudat Sikuati II Government Secondary School. The study used an ex-post facto research design. The researchers employed cognitive and metacognitive strategy questionnaires and two reading comprehension tests on L2 textual content and vocabulary. The researchers applied Cronbach alpha reliability statistics, paired sample test, and regression analysis. The study indicates that the L2 reading comprehension test on textual content and cognitive strategy were linearly related. Also, the factors related to L2 vocabulary in the reading comprehension test and metacognitive strategy are statistically significant. There is a very substantial relationship between past knowledge and reading comprehension among the participants. This study found that the use of cognitive strategies facilitates L2 reading comprehension with first language translation. The participants use translation strategies at a high level. However, they often use the metacognitive strategy more than the cognitive strategy. There is a significant positive relationship between metacognitive awareness and high-skilled readers' performance. Low-level skilled readers choose the cognitive strategy. Meanwhile, the regression analysis between the L2 reading comprehension test on textual content and cognitive strategy revealed a positive association ([Beta]=0.435) that is statistically significant (p&lt;0.05). The regression analysis between the L2 reading comprehension test on vocabulary and metacognitive strategy indicated a positive association ([Beta]=0.440) and statistically significant (p&lt;0.05). Reading strategies facilitate students to understand the text, thereby improving their reading comprehension tasks. In addition to demonstrating positive implications on teaching students to read a second language, the findings are essential for teaching Malay language vocabulary. The schema theory employed in the study implicates that reading comprehension performance is generated from the interaction between top-down strategy (metacognitive) and bottom-up strategy (cognitive). A large-scale study could potentially reveal the use of translation strategy as a strategic trait associated with high-achievement readers or is, in fact, a bilingual additive.
Assessing the Impact of Dynamic Software Environments (MATLAB) on Rural-Based Pre-Service Teachers&apos; Spatial-Visualisation Skills
Author: Amevor, G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Visual Aids,Spatial Ability,Rural Schools,Socioeconomic Status,Thinking Skills,Cognitive Ability,College Students,Calculus,Mathematics Instruction,Teaching Methods,Program Effectiveness,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Visualization,Computer Software

Dynamic visual tools such as MATLAB have inbuilt features which are believed to be able to empower students to learn through the visualisation of three-dimensional objects. While student learning through MATLAB has been investigated regarding students in urban settings, only a handful of studies have investigated how MATLAB can assist students in rural settings. Spatial visualisation (SV) as a measure or reflection of one's cognitive reasoning is affected by family social economic status (SES). For instance, it is argued that SES in combination with other components, do enhance cognitive development in different ways. What is meant is that components such as but not exclusively, economic and occupational components of SES may vary and hence provide opportunities for generating better understanding of education (cognition). In this study, we randomly selected 100 second-year rural-based pre-service teachers in a vector calculus class at University of Zululand (UNIZULU). Students need SV skills to learn vector calculus and the Purdue spatial-visualization test/rotations (PSVT/R) is well established for measuring individuals' spatial reasoning. In this study, spatial reasoning skills were assessed through a vector calculus pre-test and through a post-test using the Purdue spatial-visualization test/rotations (PSVT/R). The experimental group of students learned the vector calculus topics supported by activities and investigations using MATLAB. Duval's Theory of Register of Semiotic Representation (TRSR) was employed to comprehend the impact of MATLAB on rural-based pre-service teachers' spatial-visualisation skills. From using an independent sample t-test, our findings indicated that, for participants in this study, using MATLAB had positive impact on the rural-based pre-service teachers' SV skills.
The Translator as a Communicator: Bracketed Insertions Eliciting Mutual Cooperation with Receptors
Author: Hawamdeh, Mohammad Amin
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Language Processing,Second Languages,Islam,English,Language Usage,Semitic Languages,Written Language,Correlation,Authors,Contrastive Linguistics,Surveys,Prior Learning

The present study aims at observing how bracketed insertions in translation elicit mutual cooperation with receptors. As a survey-based study applying to an officially approved English interpretation of the Quran, it seeks to examine whether any insertions in brackets hinder the SL message from being well-conveyed and for what reasons they may be left out of it. Methodically, a multifaceted, self-administered questionnaire including two text-types of the Quran with an identical set of questions per each was completed by 73 potential English-speaking readers. Found to be generally cooperative, the subject insertions were agreed to be true (78.8%) and informative (74.7%) in favor of the Madani text but not to be relevant (72.6%) nor perspicuous (76.9%) in favor of the Makki one. They were helping to those having any knowledge of Arabic, translating and the Quran yet hindering to those having no knowledge of Arabic, translating or the Quran. The technical insertions depending on the translator's view of an appropriate relationship between the author's text and the TL version were the most frequent ones to be left out in favor of the Madani text for 'saying irrelevant, unimportant things'. Eventually, an improved interpretation is recommended as many TAiPs could be included, adapted, modified or excluded.
The Use of English Articles in Adjective-Modified Contexts
Author: Alzamil, Abdulrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Semitic Languages,Nouns,Phrase Structure,Form Classes (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Morphemes,Foreign Countries,Native Speakers,Native Language,Task Analysis,Contrastive Linguistics,Transfer of Training,Language Tests,Undergraduate Students,Majors (Students)

English articles are thought to be complex, ambiguous and not salient in spoken language, which is why second language (L2) learners of English exhibit usage variability. Much of the L2 acquisition literature seems to agree that L2 learners are affected, one way or another, by their first language (L1). However, the debatable and controversial issue is whether there are other factors that affect article use, independent of potential L1 effects. The present study examines whether the presence or absence of adjectives in noun phrases influences article choice among Saudi Arabic learners of English. Both Arabic and English have articles, but Arabic adjectives are different from English adjectives to the extent that they agree with nouns in definiteness, case and gender. The study was conducted with 24 L1 Saudi Arabic speakers and 6 native English speakers. A 42-item fill-in-the-blanks task was administered. The results showed that a) native speakers of English outperformed L2 Arabic speakers in all contexts except indefinite plural contexts not modified by adjectives; and b) L2 Arabic speakers were more accurate in indefinite contexts that were not modified by adjectives than those that were. These findings show that L1 Arabic speakers are sensitive to the presence or absence of adjectives in noun phrases.
Effects of Motivational Adaptive Instruction on Student Motivation towards Mathematics in a Technology-Enhanced Learning Classroom
Author: Wong, Shu Ling
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Education,Technology Uses in Education,Foreign Countries,Motivation Techniques,Mathematics Achievement,Computer Software,Secondary School Students

This quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students' motivation towards mathematics in a technology-enhanced learning classroom. Geometer's Sketchpad is used in the study to foster a technology-enhanced learning environment. The motivationally adaptive instructions were designed following the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. The study adopted a non-equivalent control group design with pre-and posttest with two weeks of treatments. Two intact Form Two classrooms were randomly assigned to an experimental group and a comparison group -- each with 20 students. The findings showed that Malaysian students had a slightly above-average level of motivation towards mathematics. The ANCOVA results showed that the intervention did not significantly improve the experimental group's students' motivation towards mathematics learning, despite having their motivation mean scores improve from Time 1 to Time 2. The results also showed that motivation and mathematics performance were not strongly correlated for this group of students. The weak relationship between motivation and mathematics performance among Malaysian students may be explained by the culture and value of East Asian towards education, which is discussed in this paper.
Safe and Responsible Internet Use in a Connected World: Promoting Cyber-Wellness
Author: Lewin, Cathy
Date: 2021-00-00
Type: Journal Articles
Subjects: Responsibility,Safety,Risk,Internet,Wellness,Information Literacy,Media Literacy,Citizen Participation,Influence of Technology,Skill Development,Knowledge Level,Resilience (Psychology),Youth,Social Media,Educational Policy,Policy Formation,Global Approach,Computer Use

Cyber-wellness concerns positive wellbeing in online spaces, including awareness of how to behave appropriately and protect oneself. We explain and illustrate the complex nature of cyber-wellness, focusing on four key aspects. Firstly, developing students' information and media literacy skills is essential for promoting cyber-wellbeing. Such skills are also required for supporting democratic participation. Secondly, we identify and discuss the threats and challenges to young people's cyber-wellbeing, arguing for the need to develop digital resilience. Thirdly, we discuss the role of policy at macro, meso and micro levels and how policy and educational practitioners can promote cyber-wellness awareness, knowledge and strategies. Finally we review the limited scholarship on cyber-wellness education and highlight the need to address this gap in the future. We conclude the article with consideration of the issues faced and opportunities for overcoming these. It is imperative that further work is undertaken on the conceptualisation of cyber-wellness and that consensus is developed. There are issues relating to the continual rapid developments of technologies and their uses; it is important to develop a shared understanding of the mutual relationship between technology and humans. Finally, there is a lack of guidance and good practice exemplars for cyber-wellness education.
How International Students in Chinese Medical Schools Perceive Distant Learning during the COVID-19 Pandemic
Author: Al-Gerafi, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Foreign Countries,Medical Students,Student Attitudes,Distance Education,COVID-19,Pandemics,Electronic Learning,Computer Simulation

Purpose: The aim of this study is to assess the perception of international medical students of e-learning in China, since medical teaching during the COVID-19 pandemic had to adapt to challenges, and students had to cope with the new teaching modality, more so international students. Therefore, the opinion of students with their first contact to a fully virtual education will be helpful to modify e-teaching to better suit the students' needs. Method: Four hundred seven medical students, in China, were recruited via social media and were asked to complete structured questionnaires, regarding technical and content aspects of their e-courses. Findings: Most issues reported were of technical nature, especially for students attending the school distantly and network instability/unavailability was frequently (52.48%). Moreover, the audio was less helpful than texts/images and the senior students were less satisfied with the technical (0.005) and content (p=0.001) aspects. They also were more critical of their teachers' performance (p=0.042). Clinical cases and scenarios also received the lowest score. Implications for research and practice: Overall students did not feel confident with the e-learning, comfortable implementing it to patients and were reluctant to embrace it. Both technical difficulties and understanding issues impeded international students from embracing e-learning medical teaching, in China and efforts need to be made to acclimatize them to this new reality.
Technology Integration through Evidence-Based Multimodal Reflective Professional Training
Author: Kaya, Mehmet Haldun
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Evidence Based Practice,Faculty Development,Language Teachers,Second Language Instruction,English (Second Language),Integrated Learning Systems,Postsecondary Education,Reflection

For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peer-reflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the in-service English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.