ethanporcaro/eric-fulltext-meta huggingface dataset:
Storybook Read-Alouds to Enhance Students' Comprehension Skills in ESL Classrooms: A Case Study
Author: Omar, Ainon
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Books,English (Second Language),Elementary School Teachers,Teaching Methods,Teacher Attitudes,English Teachers,Rural Schools,Qualitative Research,Observation,Interviews,Reading Comprehension,Foreign Countries,Case Studies

The effectiveness of using storybooks during read-alouds to develop children's comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachers' current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachers' perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachers' comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by (Whitehurst, Arnold, Epstein, &amp; Angell, 1994). Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. A bibliography is included.
Teaching English as a Foreign Language at &quot;Madrasah Ibtidaiyyah&quot;: Facts and Challenges
Author: Nashruddin, Wakhid
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Islam,Muslims,Islamic Culture,Curriculum,Global Approach,Elementary Education,Teaching Methods,Teacher Competencies,Cultural Awareness,Cultural Relevance,Religious Education,Student Characteristics,Social Class

The mastery of English as a tool of communication among nations and people around the globe is an undeniable fact. Islam world also needs to follow this by equipping its people with English as a communication tool. As Arabic is used for the communication inside Islam, English is needed to communicate Islam to other people around the earth both to Muslims or Non-Muslims. Teaching English has become an increasingly significant element in Islamic education. For this, the issue of teaching English at &quot;madrasah&quot; is an important concern for practitioners in the area of TEFL in Islamic institutions. This paper explores the writer's ten-year experience in teaching English at a &quot;madrasah ibtidaiyyah&quot; in Cirebon, West Java-Indonesia. The conditions that will be pictured are the culture, the students, the teaching and learning process, and the outcome of the current practices in &quot;madrasah ibtidaiyyah,&quot; mainly in the area of TEFL. Then, all these conditions will be contrasted to up to date research findings and theories so that the facts and the challenges can be clearly seen. This will also be seen from the perspective of current curriculum in Indonesia, namely curriculum 2013, which bears contradictions with the presence of it. In fact, the curriculum 2013 eliminates English as a subject learned at primary school level. What &quot;madrasah ibtidaiyyah&quot; will do in the next years can direct the expected outcome of the teaching of English at this level. Kinds of program that can be designed to empower the state of English mastery are an essential case to discuss. This all facts and challenges can provide insights so that people working in and with &quot;madrasah ibtidaiyyah&quot; understand and are ready to face the global communication era. A bibliography is included.
Designing Cartoon as a Supplementary Material for English Structure Subject
Author: Mina, Nurawati
Date: 2015-00-00
Type: Journal Articles
Subjects: Cartoons,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Design,Computer Software,Foreign Countries,College Students,Questionnaires,Student Attitudes,Course Descriptions,Folk Culture,Narration,Sentence Structure

Cartoon comes from an Italian word &quot;Cartone&quot; meaning a large paper. It is designed not only as the media to describe daily activities, but also to entertain, criticize, provoke, and even to teach people. A lot of studies have been conducted regarding the implementation of cartoon in classroom or outside classroom context. It is proven that cartoon gives some positive attitudes in teaching students. However, the knowledge in how to design and utilize the cartoon based on teachers' and/or students' needs should be revealed. This article allows teachers and students to know the process and the basic principles of how a cartoon for learning is designed in the context of English Structure class. The method used in this study is design and development research. The result of this study is a cartoon entitled &quot;The Tragedy of Jayaprana&quot; which promotes the narrative text as the topic of the learning. A bibliography is included.
The Importance of Culture in Second and Foreign Language Learning
Author: Ali, Sheeraz
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Second Language Instruction,Intercultural Communication,Cultural Awareness,Language of Instruction,Foreign Countries,Textbooks,Efficiency,College Students,Teaching Methods,Communicative Competence (Languages)

English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners' efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication. A bibliography is included.
Investigation of the Effects of the Social Power and Social Distance on the Realization of Apology between Jordanian and English Cultures
Author: Al-Khaza'leh, Bilal Ayed
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Transfer of Training,Pragmatics,Context Effect,Social Distance,Cultural Differences,Power Structure,Speech Acts,Statistical Analysis,Interlanguage,Graduate Students,Language Tests,Student Attitudes,Questionnaires

The current study investigated the influence of context-external variables; social power (High, Equal and Low) and social distance (Familiar and Unfamiliar) on the perception of Jordanian and English speech act of apology. Discourse Completion Test (DCT) and Scaled Response Questionnaire (SRQ) were used to elicit data from three groups: 40 Jordanian L2 speakers in Malaysia, 40 Jordanian non-English speakers in Malaysia and 40 English native speakers from British Council in Jordan. The three groups of respondents were asked to assess four context-internal variables i.e. the severity of the offence, the possibility of the offender apology, the difficulty of the apology by the offender and the likelihood of apology acceptance by the offended party. Results of the study were accomplished using one way ANOVA and Tukey HSD post hoc statistical tests. The findings revealed that Jordanians have high sensitivity toward hierarchical power and social distance more than English native speakers. Moreover, results revealed that there are negative sociopragmatic transfers from L1 to L2 by JL2Ss based on their perception of the four-context-internal variables. Findings could be used to increase the cultural awareness toward some similarities and differences between both cultures. A bibliography is included.
Syllabus of Vocational High School Based on ESP Approach
Author: Dewi, Sri Utami
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,English for Special Purposes,Course Descriptions,Case Studies,Principals,English Teachers,Secondary School Teachers,High School Students,Interviews,Questionnaires,Observation,Documentation,Qualitative Research,Statistical Analysis,Needs Assessment,Student Needs,Second Language Instruction,Secondary School Curriculum,Curriculum Design

This study is designed as a case study and concerned on qualitative data, which reflected what actually happened in the area. The principal, the English teachers and students are placed as the key informants. The data is gained from the informants by applying in depth interview, questionnaire, documentation and observation. The data are analyzed by employing two methods, those are: descriptive qualitative and descriptive quantitative. There are two problems in this study that can be seen from two perspectives; syllabus designing and students' needs analysis. From the perspectives of syllabus designing, the problem arises on defining a syllabus typically as the content standard which is commonly and formally provided by the higher authority (i.e. Ministry of National Education). In evidence, the existence of UN (Ujian Nasional/National Examination) makes teachers come into problems. Moreover, from students' needs analysis perspective, teachers define Target Situation Analysis (TSA) mainly as the content of students' subject matters of their majors rather than students' linguistic performance after finishing the course. Further, teachers define Present Situation Analysis (PSA) mainly as students' strengths/weaknesses in following English course. A bibliography is included.
The Teaching of EFL Writing in Indonesia
Author: Ariyanti
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Foreign Countries,Cultural Differences,Native Language,Grammar,Teaching Methods,Comparative Analysis,Cultural Background,Writing Improvement,Writing Processes,Linguistics

Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students' mother tongue and English, so it is possible to know the production of their writing does not 'sound' well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students' writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students' writing outcomes. (A bibliography is included.)
Improving Students' English Pronunciation Ability through Go Fish Game and Maze Game
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,English (Second Language),Second Language Learning,Student Motivation,Educational Games,Teaching Methods,Action Research,Observation,Language Tests,Diaries,Pretests Posttests,Program Effectiveness,Hypothesis Testing,Language Skills,Kindergarten,Statistical Analysis,Qualitative Research

The problem highlighted in this research is the low pronunciation ability of Kindergarten students in Al-Irsyad Madiun that is caused by (1) the uninteresting activities in learning English; (2) the students' difficulties of English pronunciation; (3) the students' low motivation in learning. The theoretical review includes the young learners characteristics, games in language and games for young learners. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In this research, the researcher acts as the teacher who conducts the action research in the classroom and she is helped by the classroom teacher and collaborator. In collecting the data, the researcher uses observational technique supported with tests. In analyzing the data, the researcher uses the field notes, teacher's diaries, students' work supported with the cassette recording and photograph, then also compares the result of the students' pre-test and post-test to answer the research questions. It indicates significant improvement in the result of pre-test and post-test of cycle 1 and 2. In cycle 1, t[subscript 0] (2.55734) is higher than t[subscript t] (1.73) and in cycle 2, t[subscript 0] (6.765738) is also higher than t[subscript t] (1.73). From these two results, therefore, h[subscript 0] is rejected and the alternative hypothesis (h[subscript a]) is accepted. They practice their pronunciation through asking each other for cards to match those they have in their hands, arranging a word and sticking the alphabets on the flannel board in order to arrange the parts of tree, pronouncing the word, giving the meaning and making a sentence such as &quot;Go Fish Game and Maze Game.&quot; By conducting these games, using interesting media, creating various interesting tasks and activities can increase the students' motivation in learning English and pronunciation ability. A bibliography is included.
Que Sera Sera--What Will Be Doesn't Have to Be?: Transition from Primary to Secondary School
Author: Fielding, Alan
Date: 2006-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary Education,Transitional Programs,Student Records,Access to Information,Information Dissemination,Disclosure,Holistic Approach,Parent Participation,Student Adjustment,Caring,Foreign Countries

The transition from primary to secondary school can be a different experience for each child. Parents can sometimes feel isolated and the primary school equally powerless to assist. The type, quality and quantity of information sent can be used in different ways. Some teachers and parents question whether the secondary school uses the information efficiently or effectively. The study focused on the type of information provided on transition and how it was used. In addition, information showed how parents were included in the transition process. And finally, an examination of how the pastoral care of children was dealt with on transition to secondary school. Findings indicate that some parents feel excluded while there appears to be a disparity in pastoral care of children. Finally, the information exchange between both school sectors showed that some secondary schools rely on quantifiable test results rather than using a range of information.
Anthropological Methods of Formation of University Students' Spiritual and Moral Culture
Author: Kurbanov, Rashad A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anthropology,College Students,Spiritual Development,Moral Values,College Faculty,Knowledge Level,Motivation,Ethics,Standards,Goal Orientation,Interviews,Observation,Questionnaires

The relevance of the study is reasoned by the increasing complexity of life activity in modern society, which results in distortion of the moral and value criteria and norms. The purpose of the article is to reveal anthropological methods of formation of university students' spiritual and moral culture. The leading approach to the study is the anthropological approach allowing us to consider the spiritual and moral culture as an evolving set of moral and valuable position and special knowledge. The study involves 300 teachers, 500 students who have identified performance criteria of methods of formation of spiritual and moral culture. The main results of the study are to identify knowledge, motivation, activity-related methods of formation of spiritual and moral culture to ensure the inclusion in the content of education of teaching material about value relations, mandatory forms of culture; conjugation of ethical and professional standards of behavior on the basis of a single criterion of &quot;ethical-unethical&quot;; development of students' capacity for moral target setting. The significance of these results is that the identified methods involve the willingness of teachers to dialogue, respect and understanding of students, building a living knowledge in the course of joint creative activities directed to sense and life creation; determine the development of civil harmony on the spiritual and moral values.
Risk and Resilience: A Perspective from Traditional Tales and Nursery Rhymes
Author: Frecklington, Trish
Date: 2006-00-00
Type: Journal Articles
Subjects: Risk,Resilience (Psychology),Nursery Rhymes,Folk Culture,Story Telling,College Students,Foreign Countries,Teaching Methods,Child Development,Social Influences

The risk and resilience framework (Stanley, 2003) views developmental outcomes as the consequences of young people's responses to the risk and protective factors that are operating in their social settings. Students in the School of Education at The University of Waikato at Tauranga can have the opportunity to apply the framework to models and situations of their own choice. The present paper describes the first author's work, a risk and resilience analysis of traditional English fairy tales. The point is made that fairy tales are themselves a protective factor and they are typically communicated to children in circumstances that are conducive to the development of resilience.
What Are the Affectionate Reactions of Students to Activities by Faculty Members during Courses?
Author: Alacapinar, Fusun Gulderen
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Educators,Teacher Behavior,College Students,Student Attitudes,Questionnaires,Scores,Teacher Attitudes,Ethics,Feedback (Response),Reinforcement,Teacher Student Relationship,Foreign Countries,Statistical Analysis,Qualitative Research

Problem Statement: Faculty members working in the education faculties of universities are expected to show teacher behaviors. In articles on this subject, some research on teacher behavior can be found. Some articles on this subject exist in the literature in foreign countries. These studies show that faculty members teaching in universities do not effectively use the teaching-learning method and techniques in the classroom. This research is necessary to resolve this issue and create solutions. Purpose of the Study: The present study seeks answers to the questions &quot;According to university students, how frequently do faculty members display the behavior envisaged in the course plan?&quot; and &quot;What are the opinions and values of students in this regard?&quot; Method: This study used the questionnaire technique of quantitative research and the technique of soliciting written opinion of qualitative research. Descriptive data analysis was conducted on qualitative data. Scores were determined by three experts. Finding and Results: Students stated that a large majority of faculty members attending courses in education do not give effect to activities envisaged in the course plan in class environments. They stress that this state of affairs makes them lose interest and fosters a negative attitude about such courses and faculty members. Students reported that they have positive feelings for other faculty members who are engaged in activities specified in the course plan and so will take them as their models. Conclusion and Recommendations: A significant majority of students want faculty members to display affection in education environments. A faculty member is expected, in this context, not to despise, degrade, and insult students; not to take sides, to behave fairly, and act in a disciplined and serious manner; to give feedback, reinforcement, and hints; and to engage in efforts in class environments to actively involve students. Meanwhile, many studies have shown that feedback, correction, reinforcement, and student participation enhances student performance and achievement. It can also be said that stimulants of this kind influence the affective domain of students, subsequently leading students to develop positive and desired feelings. However, students stressed that they cannot see many of these characteristics in faculty members attending other education courses and they develop negative attitude to these courses and their teachers.
New Zealand Curriculum Draft from a Primary Perspective
Author: Cooper, Irene
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Curriculum Development,Elementary School Curriculum,Influences,Global Approach,Educational Policy,Educational Principles,Values,Minimum Competencies,Instruction,Student Evaluation,Treaties,Indigenous Populations,Ethnic Groups,Pacific Islanders,Cultural Pluralism,Second Language Learning,Inclusion,Alignment (Education)

The recently released New Zealand Curriculum Draft for Consultation (Ministry of Education 2006a) sets out the Government's expectations of what school students should be able to achieve by the time they leave school. The writers explore the vision and intentions of the New Zealand Curriculum Draft, to prepare students for the future, within the wider context of New Zealand's transformation to a &quot;knowledge&quot; society and global competitiveness. In order to understand the challenges to a national provision of curriculum that the changing environment brings, the writers reflect also on the international and national contexts within which this New Zealand Curriculum Draft has been developed and the forces which have shaped it. The writers' purpose to draw teachers into the discussion is achieved by posing a number of questions. The implications of the need for additional support and resourcing, to ensure schools can meet the aims of the curriculum draft and government expectations, are also canvassed.
Mathematics for Maori--An Investigative Approach?
Author: Hawera, Ngarewa
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Mathematics Curriculum,Preservice Teacher Education,Indigenous Populations,Pacific Islanders,Minority Group Students,Minority Group Teachers,Culturally Relevant Education,Observation,Student Journals,Audio Equipment,Cooperative Learning,Mathematical Logic,Problem Solving,Learning Strategies

Carrying out mathematics investigations in primary classrooms has become an expectation in New Zealand classrooms especially since the introduction of Mathematics in the New Zealand Curriculum (Ministry of Education, 1992). This has meant increased emphasis on investigations as a way of learning mathematics. This research reports on the impact of this approach for Maori preservice teachers and possible implications for Maori children learning mathematics.