ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Learning in Developing Phonetic Competence of Future Interpreters
Author: Gurova, Tetiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Linguistics,State Universities,College Faculty,Second Language Learning,Second Language Instruction,English (Second Language),Telecommunications,Translation,Pronunciation,Handheld Devices,Instructional Effectiveness,Language Tests,Competence,Pragmatics,Creativity,Undergraduate Students,Student Attitudes,Foreign Countries

The article considers teaching English phonetics to future interpreters with mobile learning in the light of the competence approach. The authors analyse the possibilities of applying mobile learning as an additional source and demonstrates the feasibility of its implementation in teaching English phonetics. The primary aim of this research is to examine the effectiveness of m-learning on the development of future interpreters' English phonetic competence. Such activities used in mobile learning as &quot;Group Mind Mapping of Key Phonetic Issues&quot;, &quot;Creating Event-Glide Calendar as a Guide of a Coursework&quot;, &quot;E-Presentations on Teaching and Learning Phonetics&quot;, &quot;Real-Time Testing&quot;, &quot;Public Pronunciation Assessment&quot;, &quot;Different Perception&quot; are described and analysed. During the pedagogical experiment, the criteria (cognitive; pragmatic; reflective), indicators, and levels (high, average and low) of the formation of future interpreters' English phonetic competence through mobile learning were determined. 50 students of the Faculty of English philology and methodology of teaching English at Bohdan Khmelnytsky Melitopol State Pedagogical University took part in the experiment. The results prove that applying mobile learning in teaching English phonetics provides an opportunity to increase the level of English phonetic competence of future interpreters as well as encourages them for self-development and creative work.
Black Music Is American Music: Learning Underrepresented Aspects of Black History in College through Critical Race Media Literacy
Author: Mitchell Patterson, Tiffany
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Media Literacy,African American History,College Students,Black Colleges,Whites,Institutional Characteristics,Knowledge Level,Emotional Response,Mass Media Effects,Popular Culture,Pretests Posttests,Disproportionate Representation

The &quot;New York Times 1619 Project&quot; materials on American popular culture were presented to college students at a Historically Black University &amp; College (HBCU) and a Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge and experienced disparate emotional responses to the material. Overall, both HBCU and PWI students' knowledge increased following the study, which highlights the potential of educational media to amplify and engage students in underrepresented histories.
&quot;Counterstory Mapping Our City&quot;: Teachers Reckoning with Latinx Students&apos; Knowledges, Cultures, and Communities
Author: Dyke, Erin
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Middle School Students,Urban Schools,Charter Schools,High School Students,Maps,Faculty Development,High School Teachers,Middle School Teachers,Critical Theory,Race,Media Literacy,Cultural Influences,Misconceptions,Teacher Attitudes,Attitude Change

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students' counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.
Critical Race Media Literacy for These Urgent Times
Author: Yosso, Tara J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Media Literacy,Racial Bias,Racial Discrimination,Mass Media Use,Urban Schools,Hispanic American Students,African American Students,High School Students,Mass Media Effects

Tara J. Yosso reflects on the genealogies of her research on visual microaggressions and the future directions for critical race media literacy scholarship. She identifies a need for sustained attention in three areas: (1) the intentionality of racial imagery, and recognition of media as pedagogy; (2) the role of history and the continuities of racial scripts applied against different groups; and (3) contestations of majoritarian narratives across generations.
Do You SEE the Words Coming out of That Text?: Seeing Whiteness in Digital Text
Author: Matias, Cheryl E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Racial Bias,Critical Theory,Race,Social Media,Films,Whites,Computer Mediated Communication,Metacognition

Though texts are commonly perceived as merely written, this article explores texts in a more complex manner: in digital form. First, the paper posits the importance of &quot;reading&quot; digital texts (e.g., social media, films, memes, etc.) and demonstrates how such texts transmit hegemonic ideas about race and whiteness, which ultimately reifies white supremacy in society. Using a variety of critical theories such as critical studies of whiteness and critical theories of race, this article deconstructs digital texts (particularly film and social media) to demonstrate how whiteness gets embedded in digital text in almost invisible ways. Additionally, this article employs Yosso's (2002) critical race media literacy (CRML) not only to divulge racial stereotypes in digital texts but also to demonstrate how CRML can be pedagogically and metacognitively applied to reveal how whiteness also gets embedded in digital texts. This article serves as a metacognitive model as to how readers can learn to read whiteness within digital texts.
Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates
Author: Do, Hieu Manh
Date: 2021-03-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Foreign Countries,Reading Comprehension,Gender Differences,Student Attitudes,Problem Solving,Reading Tests,Language Tests,Classification,Teaching Methods,Undergraduate Students

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students' metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners' proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.
Motivation toward English Language Learning among Students of Different Fields of Study: A Case of Iraqi University Students
Author: Ugla, Raed Latif
Date: 2021-03-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,English (Second Language),Learning Activities,Preferences,College Seniors,Late Adolescents,Majors (Students),Science Education,Foreign Countries

This study aims at identifying motivation toward English language learning among students of different fields of study. More specifically, it tries to identify the two types of motivation (integrative/ instrumental) among those students and also the preferred activities used by them. This study is qualitative and quantitative, which uses two types of instruments: a questionnaire and a semi-structured interview. In the survey, there are 150 responses collected from the participants who answered the questionnaire questions. In the interview, the researcher interviewed three participants. The results of this study show that the students of different fields of study were motivated instrumentally rather than integratively. Finally, the results also indicate that the participants identified different learning activities.
Universal Grammar: Arguments for Its Existence
Author: Hanoon Umarlebbe, Jameela
Date: 2021-04-00
Type: Journal Articles
Subjects: Grammar,Language Universals,Native Language,Language Acquisition,Linguistic Theory,Psycholinguistics

The first part of this paper discusses the rationale for universal grammar (UG) theory to explain first language acquisition. It also illustrates the issues of language acquisition Chomsky argued which could not be supported by behaviourist theories and shows how Chomsky proposed a solution to this problem through his theoretical model of universal grammar. The next part outlines this theory's key tenets, arguing that these principles must be an innate endowment of the human mind. Moreover, the study illustrates specific examples of grammatical phenomena that universal grammar seeks to explain. Lastly, it shows that certain distinct grammatical features are linked and that these connections can be explained within the Universal Grammar theoretical framework. The only reasonable explanation for the first language learning needs only limited linguistic exposure to activate them and set criteria for the language being learned for children whose minds have already been wired with essential language concepts.
The Nonverbal Means of Communication in Mongolian Using the Word &quot;Tolgoi (&apos;Head&apos; in English)&quot;
Author: Onon, Tsulbaatar
Date: 2021-04-00
Type: Journal Articles
Subjects: Language Usage,Nonverbal Communication,Languages,Literature,Grammar,Life Style,Cultural Traits,Negative Attitudes,Psychological Patterns,Human Body,Foreign Countries

One of the most important activities in which we engage, is communication. It plays a vital role in our lifestyles, careers and demeanors. This paper, which can be considered a continuation of early observations and then a study, touches upon the types of nonverbal means of communication in the modern Mongolian language, based on examples that have used the word &quot;tolgoi ('head' in English)&quot; and cited modern Mongolian literature. In modern Mongolia, nonverbal means of communication have their own special types, forms and grammar, which all use real words and expressions related to Mongolian culture, customs and lifestyle. For this research paper, 23 nonverbal means of communication using the word &quot;tolgoi&quot; were recorded, and most of them expressed ignorance, sadness or regret, which indicated a negative attitude.
The Study of the Effectiveness of Coaching Program for Pre-Service Teachers to Communicative Listening-Speaking Skills
Author: Songsiengchai, Saifon
Date: 2021-04-00
Type: Journal Articles
Subjects: Program Effectiveness,Coaching (Performance),Preservice Teachers,Listening Skills,Speech Skills,English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,Communicative Competence (Languages),Practicums

This study aimed to investigate the effectiveness of the coaching program in communicative listening-speaking skills for pre-service teachers. The subjects for the study were 20 pre-service teachers. They were coached for 18 hours (3 consecutive days). The instruments were coaching plans, a pre-post evaluation to test the pre-service teachers' knowledge on communicative listening-speaking skills, an evaluation form to assess the pre-service teachers' performance and a questionnaire on the effectiveness of the coaching program. The data gathered was statistically analyzed by mean and t-test. The findings of this study revealed that: 1) The pre-service teachers' knowledge and understanding of listening-speaking skills through Communicative language teaching activities were significantly increased at 0.01 level. 2) The pre-service teachers' performance in teaching listening-speaking skills got an increased rate at 4.52 level. 3) The quality of the coaching program garnered an effectiveness rate at 4.70 level. 4) The satisfaction questionnaire was at the highest increase rate at the 4.74 level. The coaching program was a viable process. The coach keenly directed the program with a well-thought-out plan about the objectives and goals. The program's substance and exercises outfitted the pre-service teachers' information and comprehension of the hypothesis and practice that brought pre-service teachers' execution in educating listening-speaking aptitudes. At long last, a compelling coach who has a ton of involvement in educator professional advancement can break the ice between the coach and pre-service teachers to accomplish informative Listening-Speaking educating abilities during teaching practicum before the pre-service teachers can genuinely be professional teachers in the future.
A Learning Analytics Approach to Identify Factors Influencing Enrolment in Open and Distance Learning in India
Author: Yasmin
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Enrollment Influences,Open Universities,Distance Education,Student Recruitment,Student Diversity,Socioeconomic Influences,Student Motivation,College Students,Foreign Countries

Knowing insights as to why learners from diverse social and demographic profile choose to enroll in distance education can be a useful tool for Open and Distance Learning (ODL) Institutions to understand the requirements of their target segment, help in fine-tuning service offerings for attracting potential students and finally retaining them throughout the course duration. Conducted in the Indian context and deploying a learning analytics approach using primary data, this study attempts to identify the dominating factors that can potentially affect the enrollment of students of diverse sociodemographic profile to distance education. The study finds that significant differences in perceptions exist across various demographic and social segments towards various factors influencing enrollment in ODL system such as affordable course fees, nearness of study centre, personal satisfaction etc. The study concludes that depending upon their social and demographic profile, ODL learners are likely to have highly diverse motivations to join distance courses and thus they cannot be considered as a homogenous group.
Critical Factors Which Impact on Students&apos; Satisfaction. A Study of E-Learning Institutes of Pakistan
Author: Aftab, Junaid
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Electronic Learning,Foreign Countries,Virtual Universities,Technology Uses in Education,Predictor Variables,College Students

E-learning is the rising phenomenon of delivering education to far off areas through the use of internet technology. This study was carried out on e-learning institutes of Pakistan to find out the influence of critical factors has on students' satisfaction? This research conducted by utilizing thirteen predictor variables under six dimensions (students', teachers,' technology, design, environmental and course) and their effect on criterion variable (Perceived e-learner satisfaction) -- the data collected through a self-administered questionnaire. An aggregate of 250 questionnaires distributed among the students of e-learning institutes of Pakistan. The internal reliability of collected data checked through Cronbach alpha, and multiple regression analysis was utilized to test the hypotheses. The findings confirm that critical factors do influence learners' satisfaction in e-learning institutes of Pakistan as the outcomes of the research demonstrate that eleven out of thirteen predictor variables had a significant impact on the criterion variable perceived e-learner satisfaction. The discoveries of current research would help the e-learning institutes of Pakistan in improving the standard of education and in launching new associated programs because, at the moment, they are offering minimal degree programs in the e-learning environment.
Education of Deaf Learners through Open Schooling System in India
Author: Singh, Rajiv Kumar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Inclusion,Deafness,Open Education,Equal Education,Educational Quality,Educational Technology,Technology Uses in Education,Sign Language,Elementary Secondary Education,Dictionaries,Advocacy,Cooperative Planning,Agency Cooperation,Hearing Impairments,Educational Legislation,Secondary Education

The main challenges for education of disabled learners are identifying and serving these learners in India and raising the quality of education for them. While inclusion of children with disabilities into mainstream education has been challenging due to various policy constraints and gaps in implementation, the paper discusses how National Institute of Open Schooling (NIOS), India has designed various educational programmes to achieve the three important principles of education policy viz., access, equity and quality. Apart from it's in-built flexibilities offered by NIOS, wherein learners are provided with due flexibilities and opportunities to learn at their own pace and place to every group of learners through use of Media and ICT support both in academic and evaluation system, NIOS has also developed mechanism of providing learning material in Indian Sign Language at secondary level (10th class) and orienting parents and learners through Indian Sign language dictionary. The paper also raises the debate of importance of advocacy and collaboration with various deaf enabled organisation to promote the education of deaf and hard-of-hearing learners in the country.
The Utilization of Animation in the Theory of Procedure Text Writing for VI-Grade SD Methodist-2 Medan Students
Author: Maya, Yuniarti
Date: 2021-04-00
Type: Journal Articles
Subjects: Animation,Teaching Methods,Writing Instruction,Student Motivation,Action Research,Learning Theories,Video Technology,Instructional Effectiveness,Indonesian,Grades (Scholastic),Foreign Countries,Elementary School Students

This study was motivated by the lack of animation utilization by VI-grade teachers in teaching the theory of procedure text writing. Students are not motivated by the absence of animated media. Therefore, the animation is needed in learning the theory of procedure text writing. This study was included in research and development type and two cycle's classroom action research. This study was carried out in SD Methodist 2 Medan from July 2020 to August 2020. In small group testing, the subjects were 10 random VI-grade from VI A, VI B, VI C, VI D, and VI E. In large group testing, the subjects were 20 random VI-grade students from VI A, VI B, VI C, VI D, and VI E. In classroom action research, the subjects were 29 VI E students. Several tests on material feasibility, media feasibility, and student responses were carried out. The results showed 89.32% (very feasible) which means animated video as the learning media was very effective for the learning process. After very feasible category was obtained in large group testing, then product dissemination in classroom action research was carried out. Based on the results, in Cycle I, 13 students (44.82%) met the passing grade, while 16 students (55.18%) failed. The average grade was 70.52 while the passing grade was 76, then Cycle II was needed. In Cycle II, 25 students (86.20%) met the passing grade, while 4 students (13.80%) failed. The average grade was 85.69. This means animated video as learning media innovation had a significant influence in learning the theory of procedure text writing on Indonesian language subject. In accordance with these results, as a learning medium, the findings in this study reveal that animated videos are able to develop effective learning patterns in the classroom.
A Comparative Study of Boosters between Genders in the Introduction Section
Author: Mokhtar, Mazlin Mohamed
Date: 2021-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Gender Differences,Language Styles,Language Usage,Content Analysis,Writing (Composition),Linguistics

Although there are several studies conducted by linguistics researchers on the differences between the linguistic styles of female and male writers, there are not many studies conducted on the use of boosters in academic writing. Boosters are used to convince and emphasize statements made. This study analyzes the regularity of boosters used in the Introduction section of Ten Research Articles (RAs). The influence of gender differences in the use of specific boosters will also be looked at. A document analysis method was chosen as the 10 RAs were analyzed as the corpus in this study. The findings showed that male writers used more boosters than female writers. Even though the number of words for the female writers was more than the male writers, it did not affect the number of boosters used in the Introduction section of those articles. In conclusion, it can be deduced from the analysis that both the female and male writers used boosters to highlight their claims or their beliefs regardless of their gender, while the use of boosters was more evident among the male RAs as the male writers seemed to be more direct in illustrating and mentioning their claims.