ethanporcaro/eric-fulltext-meta huggingface dataset:
Core Features of Content and Language Integrated Learning (CLIL): An Exploratory Study in Indonesian Primary Schools
Author: Setyaningrum, Rina Wahyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Elementary School Students,Teacher Competencies,Pedagogical Content Knowledge,Elementary School Teachers,Foreign Countries,English (Second Language),Municipalities,Teacher Attitudes,Active Learning,Teaching Methods,Scaffolding (Teaching Technique),Cooperative Learning,Teacher Collaboration,Learning Processes,Educational Improvement,Language Teachers,Faculty Development,Teacher Improvement,Educational Practices

This study explores the implementation of an adapted form of Content and Language Integrated Learning (CLIL) in primary schools as it is utilized to support the teaching of English to young learners (TEYL) in Indonesia. Three teachers of well-established public primary schools in one of the municipalities of East Java province participated in the study due to their experiences in integrating subject content and English in day-to-day classes. The data collection was conducted using classroom observations, in-depth interviews, lesson plan analyses, and a questionnaire about how CLIL core features were integrated into the class. The results revealed that the teachers performed some core features of CLIL, as defined by Mehisto et al. (2008), such as multiple foci, active learning, scaffolding, and cooperation. However, the teachers reflected that cooperation between content and language teachers should be enhanced to improve CLIL materials. In addition, the teachers argued that they needed more training to improve their competence to conduct effective CLIL practices. The practical application of the current study is summarized in the presentation of some pedagogical suggestions to offer a more efficacious learning process, especially in TEYL practice. Hence, the emerging outcomes of the study should serve as practical guidance for the improvement of TEYL activities by adapting CLIL in the primary schools of Indonesia.
Form-Focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (A Conceptual Replication Study)
Author: Jahangard, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Vocabulary Development,Second Language Learning,Second Language Instruction,Translation,Contrastive Linguistics,Comparative Analysis,Teaching Methods,Language Role,Native Language,Criticism,Instructional Effectiveness,Instructional Materials,Language Tests,Retention (Psychology),English (Second Language),Foreign Countries,Test Items,Scores,Reading Tests,Writing Tests,Syntax,Morphology (Languages)

One of the most interesting studies on the role of L1 and contrastive analysis in vocabulary teaching is by Laufer and Girsai (2008). However, due to some methodological issues, their research findings are open to criticism and controversy. The current study aimed to replicate the research with a more rigorous design to re-investigate the efficiency of three different methods of teaching new vocabularies to EFL learners. To meet this end, 105 intermediate adult participants were randomly assigned to three groups, each receiving instruction in a specific method. Sixteen target words, later embedded into a reading text, were used as instructional materials. Group 1 received non-contrastive Meaning Focused Instruction (MFI); Group 2 was exposed to non-contrastive Form Focused Instruction (FFI), and Group 3 was instructed using the Contrastive Analysis and Translation (CAT) method. Then, immediate and delayed post-tests were administered to examine the retention of the target words. The tests were designed so that the results were less affected by the compatibility between the instruction and the testing method. Nevertheless, the results indicated that each method lead to differential amounts of retention and that the compatibility between the method of treatment and the testing method might affect the results.
Institutional Monitoring and Feedback in Developing and Delivering Online EFL Courses: A Case Study
Author: Huda, Shamsi Ara
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Administrator Attitudes,COVID-19,Pandemics,Distance Education,Sustainability,Educational Change,Educational Quality,Private Colleges,Foreign Countries,Feedback (Response),Teaching Methods,Learning Processes,Scoring Rubrics,Policy Formation,School Policy,Decision Making,Professional Autonomy,Course Evaluation,Case Studies

The sudden outbreak of the COVID-19 pandemic necessitated a paradigm shift from face-to-face to online teaching of English as a Foreign Language (EFL) courses through widely recognized virtual platforms. The suddenness of the movement did not give enough time for the tertiary-level EFL teachers in Bangladesh to be prepared. In consequence, the sustainability of higher educational institutions was at stake since ensuring English education to the students of all majors is one of the crucial demands of the respective stakeholders. The academic harmonization of these higher educational institutions requires institutional intervention in terms of monitoring the quality of education and giving feedback to the teachers. This study investigates the role that an institutional monitoring and feedback system played in developing and delivering online EFL courses in a private university in Bangladesh, which is relatively unexplored by international and local research. A mixed methods research design was used: a questionnaire survey and two focus group discussions. Participants were EFL teachers and administrative officers involved in the process of central monitoring and feedback system of the institution. The analysis critically seeks to discover the perceptions of the participants on three issues: (i) the impact of institutional monitoring and feedback; (ii) areas of teaching-learning pedagogy that the process addressed; and (iii) challenges and suggestions. The results show that the teachers benefitted greatly from this system in general, but it did not address specific issues related to EFL courses. The system lacked the involvement of the stakeholders in policymaking and assessment rubric formation. The study suggests that EFL courses should be monitored differently than other courses and EFL teachers should be empowered and involved directly with the decision-making process of central monitoring and feedback system.
Literature Circles in EFL Classrooms: The Impact on College Students in the Amazon Region from the Students&apos; Perspective
Author: Espinosa-Cevallos, Ligia Fernanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Appreciation,Student Attitudes,Group Discussion,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Likert Scales,State Universities,Language Teachers,Undergraduate Students,Electronic Publishing,Books,Reading Assignments,English Literature,Instructional Effectiveness,Critical Thinking,Language Skills,Cooperative Learning,Independent Study,Outcomes of Education,Foreign Countries,Educational Benefits

This study aims to explore the effects of implementing the literature circles strategy for teaching English as a Foreign Language (EFL) in levels 2, 3, 4, 5, and 6 of a public university in the Amazon Region of Ecuador. For this purpose, three English language teachers conducted some action research. Two hundred fourteen students of English Arts made up the sample. Teachers formed groups of students in each classroom and provided them with hard copies of classic readers and free online books. Students were assigned to read one or more chapters per week and were asked to prepare for group discussions according to different roles: summarizer, predictor, connector, vocabulary manager, illustrator, and questioner. Then, the students had to present their parts and discuss the content of the chapter in groups. To analyze the impact of this strategy on students, teachers systematically collected information by using Likert scale questionnaires and interviews. Despite some challenges to be overcome, results from data collected showed that this was a positive experience that enhanced not only the students' language abilities, but also other skills such as critical thinking, cooperative work, and autonomous learning.
Meaning-Focused Output and Meaning-Focused Input Instruction and Willingness to Communicate: Effects and Perceptions
Author: Dehqan, Mahmood
Date: 2022-00-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Communication (Thought Transfer),Language Tests,Comparative Analysis,Student Attitudes,Reading Instruction,Teaching Methods,Instructional Effectiveness,Positive Attitudes,Native Language,Indo European Languages,Foreign Countries

The present study sought to investigate the effects of meaning-focused input (MFI) and meaning-focused output (MFO) activities on willingness to communicate (WTC) of English as a Foreign Language (EFL) learners. The study aimed at exploring learners' perceptions towards the efficacy of MFO and MFI activities for developing WTC. The participants of study were 70 learners homogenized via an Oxford Placement Test, who were then randomly divided into two groups of 35. The WTC questionnaire, adopted from MacIntyre et al. (2001), was used both as pretest and posttest, and a semi-structured interview was used to probe participants' perceptions towards MFI and MFO. The first experimental group received MFO activities and were given a reading text and asked to present a summary in spoken form based on the notes they took during the reading. In experimental group two, the reading activities were administered in an input mode. The learners were asked to read the texts and answer some reading comprehension questions. The results of statistical analyses indicated that the MFO group outperformed the MFI group for WTC. The content analysis of the interview also revealed students receiving MFO had more positive perception and found it more useful in enhancing WTC than those receiving MFI. Pedagogical implications are offered to teachers and material developers.
English Teaching in Private Language Institutes: An Analysis of Teachers&apos; Experiences, Challenges, and Needs
Author: AlKadi, Abdu M.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Private Schools,Teaching Experience,Language Teachers,Teacher Student Relationship,Instructional Materials,Teacher Education,Technology Integration,Time Management,Foreign Countries,Teacher Attitudes

Although private education is no longer a subsidiary mode of learning, it has been an area of little interest to English Language Teaching (ELT) researchers. This study touches on the English language teaching in private language institutes (PLIs) in Yemen with a particular reference to teachers' experiences, challenges, and needs. Forty-five classroom observational forms and subsequent interviews with fifteen teachers in three major PLIs were used to find information about teachers' classes in terms of presentation, teacher-student interaction, and teaching materials. Over six months, teachers' practices in the classroom and beliefs about their teaching situations were detected and analysed. The classroom observations, tied with the qualitative data came from the interviews, and related the teachers' challenges. Findings showed that teachers are in need of training on how to plan their teaching more accurately, integrate technology into their classes properly, and manage their teaching time. In tandem with workshops and refresher courses on the purpose, the training should include ethics of the profession, recent trends and practices, learner autonomy, and innovative teaching-- elements deemed necessary for language teachers in the twenty-first century.
A Comparative Corpus-Based Analysis of Boosters in NESs and NNESs&apos; Academic Articles
Author: Öz, Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Reports,English (Second Language),Second Language Learning,Turkish,Native Language,Academic Language,Language Usage,Journal Articles,Writing for Publication,Language Teachers,Teacher Education,Second Language Instruction,Contrastive Linguistics,Computational Linguistics,Discourse Analysis

The purpose of the current study was to examine the frequently used boosters in academic articles written by Native (NESs) and Non-native (NNESs) Speakers of English (Turkish researchers) in the field of English Language Teaching. Investigating whether differences exist in the use of these markers between NESs and NNESs' academic articles was another aim of the study. Within this purpose, data was collected from one hundred academic articles (NESs= 50, NNESs= 50 articles) published between 2016 and 2021 in two different international journals indexed in ERIC by using the keyword 'English Language Teacher Education', and the data were analysed using AntConc concordance tool. Log-likelihood statistics were run to find out whether any significant difference exists between NESs and NNESs' use of boosters in terms of frequency. The analysis revealed that statistically significant underuse of boosters by NESs writers in terms of their use of types of boosters was found.
Exploring the Relationship between EFL Learners&apos; Personality Types and Writing Anxiety
Author: Khabooshan, Hanieh Soltani
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Personality Traits,Writing Apprehension,College Students,Student Attitudes,Foreign Countries,Personality Measures

This study investigated the relationship between four different types of personality, namely extroversion versus introversion, sensing versus intuition, thinking versus feeling, judging versus perceiving and writing anxiety. To collect the data, 325 English as a Foreign Language (EFL) students were randomly selected from several universities to answer the questionnaires. The results revealed that extroversion, intuition, feeling, and judging types had a significant negative correlation with writing anxiety. Furthermore, introversion, sensing, and thinking personality types had a significant positive correlation with writing anxiety. Among all personality types, only the perceiving type did not have a significant correlation with writing anxiety. Moreover, the results of the study showed that the extroversion versus introversion category could predict writing anxiety.
Songs for EFL/ESL Class: How to Teach Listening Skill through Music
Author: Tasnim, Zarin
Date: 2022-00-00
Type: Journal Articles
Subjects: Music,Listening Skills,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Teaching Methods,Learning Activities,Lesson Plans

The purpose of this pedagogical article is to suggest the effective use of songs in English as a Foreign Language (EFL) or English as a second language (ESL) classes, including the benefits, challenges, criteria, lesson planning, and guidelines, so that teachers can design tasks using songs to improve their learners' listening ability. After describing the current EFL/ESL context, a personal teaching experience is shared, specifically teaching listening to a group of thirty undergraduate students through songs. Then difficulties using songs and a list of various factors involved in selecting songs are discussed. Finally, some classroom activities accompanied by a sample lesson plan and some practical suggestions for developing the skill are included.
An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman
Author: Samaranayake, Sarath Withanarachchi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Intervention,Second Language Learning,Second Language Instruction,Comparative Analysis,Academic Language,Writing Skills,Writing Instruction,Technology Education,Textbooks,Instructional Materials,English (Second Language),Language Tests,College Preparation,English for Academic Purposes,Writing Evaluation,Scoring Rubrics,Case Studies,Instructional Effectiveness

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor's instructional variables and in-house materials influence tertiary-level Omani students' academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments(a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p = 0.001), instructor (F = 2.83, p = 0.001), and group (F = 1.15, p = 0.001), indicating that an instructor's effective instructional procedures and in-house materials, influenced the study groups' outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students' academic writing proficiency differently.
The Students&apos; Responses on Learning English Phonology Deploying Scaffolding: How Does This Technique Support Higher Linguistics Stages?
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Phonology,Scaffolding (Teaching Technique),English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Undergraduate Students,Majors (Students),Foreign Countries,Student Attitudes,College Faculty,Teacher Student Relationship,Teamwork,Language Processing,Learning Processes,Teacher Education Programs

The indicated research aimed to identify pupils' reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulungagung, East Java, Indonesia. The inputs could be figured out by adopting a qualitative way. From the results, it can be discovered that the implementation of scaffolding techniques in understanding English phonology influenced students deeply. The result showed that some students' perspectives included: the students 'handling difficulties in conducting teamwork for scaffolding technique, students' ability in understanding English phonology, and student's attitudes towards the implementation of scaffolding during the learning process.
Use of Glosses for Reading with Computers by Turkish Pre-Service English Language Teachers
Author: Salihoglu, Umut M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Reading Materials,Definitions,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,State Universities,Reading Processes,Reading Comprehension,Web Sites,Word Frequency,Vocabulary Development,Information Sources,Dictionaries,Computer Assisted Instruction

This study investigates the use of L1 glosses during computerized reading in the English Language Teaching (ELT) context. A group of 26 ELT students at a large Turkish public university read three short texts and used pop-up glosses to promote their comprehension. Web pages were designed for reading and glosses, and a screen capture tool recorded the participants' onscreen actions. The glossed-items that the participants clicked were examined for word-type selections to see whether the clicked items were useful, high-frequency words in the main parts of sentences or if they were in the supporting details. Three nonsense words replacing three main lexical items were also employed to observe the students' purposeful clicking to understand the texts. The findings indicated that ELT pre-service teachers were careful and meticulous in their selection of look-ups. However, there was a discrepancy between the words that students claim to know and the words that they actually checked during glossed reading. The study confirmed the tendency for more look-ups with pop-up glosses as mentioned in the literature, even though the glossed items were not visually enhanced. The genuine look-up behavior was also confirmed with the moderately high clicks on the nonsense words. We can conclude that trainees are able to determine the types of words to be checked for better text comprehension but they seem to need training and more practice for using other strategies other than relying solely on gloss-type information sources. We suggested implications for further studies.
The Effect of Motivation and Interest on Students&apos; English Learning Outcomes
Author: Lena, Mai Sri
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Student Attitudes,Student Interests,Student Motivation,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Foreign Countries,Language Attitudes

This correlation study examined the effect of motivation and interest on students' learning outcomes at the university level. Data were collected from 125 university students through questionnaires and tests, and t-test, ANOVA, and R-Square were used to analyze the data. The results indicated that motivation in learning English did not influence students' learning outcomes, nor did interest. Moreover, there was a negative connection between motivation and interest and students' learning outcomes. This study enriches the research on motivation and interest in English learning outcomes. Furthermore, it reveals an insight that motivation and interest are not the factors that cause students to succeed in English courses.