ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Pragmatic Analysis of &quot;Sorry&quot; in Inflight Service Refusals by Flight Attendants: A Case Study of a Thai Airline
Author: Khanapornvorakarn, Sompong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Air Transportation,Professional Personnel,Intercultural Communication,English (Second Language),Language Usage,Semantics,Pragmatics,Interpersonal Communication,Context Effect,Gender Differences,Native Speakers,Speech Acts

In seeking to investigate the use of &quot;sorry&quot; in interlanguage refusal by Thai EFL users in an intercultural communication context, the present study collected data from Thai flight attendants who served passengers on international flights for a Thai airline, so as to examine how &quot;sorry&quot; is adopted in refusals in the context of in-flight services. A discourse completion task (DCT) questionnaire was employed to solicit responses from ten male and ten female participants. Through Weerachairattana and Wannaruk's (2016) classification of refusals and the syntactical construction of &quot;sorry&quot; by Arizavi and Choubsaz (2018), the data gathered were coded and analyzed in terms of semantic formulas, strategies used, and pragmatic transfer. Findings revealed that &quot;sorry&quot; conveyed conventional implicatures as &quot;a marker for refusals,&quot; &quot;expressing an excuse or reason,&quot; and &quot;introducing a reason or showing sympathy,&quot; attested by the constructions used in refusals. The term was also uttered with an &quot;excuse, reason, or explanation&quot; to express politeness and regret in refusals in which pragmatic transfer was produced by flight attendants due to L1 pragmatic norms. These different functions of &quot;sorry&quot; used in refusals were bound to surrounding and situational contexts. However, gender differences did not have much bearing on the use of &quot;sorry&quot; in refusals because organizational culture plays a more significant part in discourse in professional contexts. This study was conducted in the hope that it could contribute to interlanguage pragmatic study, particularly to expand our understanding of intercultural communication between English native speakers and EFL learners and users.
Exploring and Analysis of Student Engagement in English Writing Grammar Accuracy Based on Teacher Written Corrective Feedback
Author: Santanatanon, Thanakorn
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,English (Second Language),Writing Skills,Grammar,Accuracy,Error Correction,Written Language,Feedback (Response),Secondary School Students,Foreign Countries

Whether students benefit from written corrective feedback (WCF) may depend on their level of engagement with the feedback. To date, student engagement with written corrective feedback has been investigated qualitatively. However, the association between student engagement with feedback and learning outcomes that result from that engagement has not been thoroughly examined. Moreover, little attention has been paid to secondary students' engagement with written corrective feedback because most studies have focused on university students. Therefore, this mixed-method experimental study was conducted to discern if there was an association between student engagement with feedback and English writing grammar accuracy and to explore how high school students engaged with the feedback behaviorally, affectively, and cognitively. Writing tests and a questionnaire were used with 26 secondary students, and focus group interviews were conducted with five randomly-selected participants before, during, and after the intervention. The results indicated that there was no significant association between the variables and that students' engagement with WCF had both negative and positive effects on their English language writing accuracy. The nature of their engagement with this type of feedback was ultimately found to be complex and linked to the three dimensions of student engagement.
Effect of (Un)Focused Tasks on L2 Learners&apos; Meaning Negotiation and Negotiation Strategy
Author: Roohani, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Persuasive Discourse,Decision Making,Student Attitudes,English (Second Language),Task Analysis,Majors (Students),Translation,Undergraduate Students,Foreign Countries,Instructional Design,Teaching Methods,Cooperative Learning,Classification,Discourse Analysis

This study probed EFL learners' negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners majoring in English translation with an age range of 20-24 were invited to work together in groups to carry out tasks, with their voices recorded while performing the tasks. The analysis of the quantitative and qualitative data from the participants' performances indicated that the unfocused tasks elicited significantly more instances of meaning negotiation than the focused tasks, promoting more interaction-driven opportunities. Also, they evoked more confirmation check and clarification request strategies. Moreover, the decision-making tasks demanded more cooperation and engaged the participants in interaction more than the opinion-exchange tasks. The findings have provided insight into designing classroom tasks to increase negotiation of meaning. They have also highlighted the positive effects of unfocused task engagement on L2 learning and encourage L2 teachers to implement task-based language instruction.
A Self-Regulated Learning Management System: Enhancing Performance, Motivation and Reflection in Learning
Author: Khiat, Henry
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Integrated Learning Systems,Independent Study,Learning Processes,Online Courses,Student Motivation,Allied Health Occupations Education,Student Attitudes,Academic Achievement,Graduate Students,Intervention,Correlation,Reflection,Professional Continuing Education

Practising self-regulated learning is essential in one's lifelong learning journey. As educators, we can assist our students to regulate their learning effectively, whether this is in an online learning environment or any other. However, many factors affect how well learners regulate their learning. Research reveals that self-regulated learning practices vary and warrant further exploration. This study specifically investigates how the guided practice of self-regulated learning behaviour affects learning in the online learning environment. To guide students in managing their learning more effectively, an automated self-regulated learning management system was developed. The system assists students in practising the cognitive, meta-cognitive and motivational aspects of self-regulated learning. 155 postgraduate students in two online healthcare-related courses were randomly selected to be involved in the study. Trace data from the self-regulated learning management system was used to triangulate the students' self-reports in relation to their self-regulated learning behaviours. Non-parametric statistical tests were used in the analysis. Findings indicate that the use of the self-regulated learning management system facilitated and aided students in practising more effective self-regulated learning behaviours thus impacting positively on learning motivation and metacognitive reflection. However, its effect is inconclusive in relation to academic performance. In summary, positive changes were made to their self-regulated learning behaviours and these subsequently improved their self-regulation and related outcomes. [Note: The page range (43-59) shown on the PDF is incorrect. The correct page range is 43-48.]
Emergency Support for Faculty: Adherence to Best Practices in Designing, Developing, and Implementing Virtual Training during a Pandemic
Author: Rausch, Meredith
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Best Practices,COVID-19,Pandemics,Instructional Design,Teaching Methods,Educational Change,Online Courses,College Faculty,Computer Simulation,Crisis Management,Time Management,Institutional Cooperation,Universities,Teamwork,Web Based Instruction,Technological Literacy,Educational Quality,Educational Planning,Teacher Attitudes,Barriers,Professional Personnel,Technical Assistance

COVID-19 disrupted face-to-face instruction across university campuses world-wide. As universities struggled, instructional design teams stepped in to assist. At one southeastern university in the US, an instructional design team, with support from instructional systems analysts, responded by creating online instruction for faculty and facilitating training during the summer months in 2020. Literature outlining multiple perspectives and best practices for online instruction prior to the onset of the COVID-19 pandemic is robust; however, provides little to no guidance for implementing empirically based practice during a time of worldwide crisis. Many educational institutions recognised the need to provide a timely response to ensure continuity and quality of education yet lacked a framework or model from which to follow. This mixed methods study reviews best practices for designing and implementing virtual training for faculty and determines to what extent best practices were followed for this shift during a time of crisis. The use of a survey and semi-structured interviews with the instructional design team and instructional systems analysts resulted in four themes: prioritising faculty needs, responsiveness to faculty, lack of time, and difficulties collaborating across departments. Alignment to pre-pandemic best practice literature is provided to demonstrate the response of one university to the pandemic. Implications for instructional design teams and future research directions are presented.
Introducing Conditional Probability Using the Monty Hall Problem
Author: Feliciano-Semidei, Ricela
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Undergraduate Students,Statistics Education,Introductory Courses,Probability,Outcomes of Education,Taxonomy,Student Attitudes,Attitude Change,Game Based Learning

This study developed a teaching module that incorporated the Monty Hall problem to introduce conditional probability in a college introductory statistics course. This teaching module integrated a guess -- experiment -- discussion approach with game-based instruction. The researchers piloted this module and made modifications. The work of 20 non-mathematics major undergraduate students was examined for changes in their perceptions about conditional probability through a pre-and-post survey design. The Structure of the Observed Learning Outcome (SOLO) taxonomy was used for data analysis to show the quality of the student work. Findings suggest that most students' perceptions were at higher levels after the teaching module. [Note: The page range (93-109) shown on the PDF is incorrect. The correct page range is 93-108.]
The Impact of Online Assessment Challenges on Assessment Principles during COVID-19 in Oman
Author: Al-Maqbali, Asma Hilal
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Computer Assisted Testing,COVID-19,Pandemics,Online Courses,Foreign Countries,College Faculty,Teacher Attitudes,Teaching Load,Teacher Student Relationship,Video Technology,Cheating,Time Management,Test Construction,Plagiarism,Grade Inflation,Groups,Integrity,Class Size,College Students,Ethics,Efficiency,Reliability,Validity

With the emergence of COVID-19, many educational pillars have been altered from conventional ways to online solutions. The educational assessment has been administered in online environments despite all encountered challenges. This descriptive study aimed to uncover the online assessment challenges that were confronted. Furthermore, it intended to display the impact of these challenges on the assessment principles. A mixed-method approach was adopted for data collection. A survey was used to collect quantitative data from 60 academic staff at Sultan Qaboos University in Oman, and semi-structured interviews were conducted with four of them. The study found some challenges when applying online assessment such as learners' refusal to turn on cameras, heavy teaching loads, cheating, the long time required for developing online assessment instruments, impersonation/dishonesty, assessing practical experiences, plagiarism, grades' inflation, assessing group's work, academic integrity and a large number of students per section. The study concluded that these challenges respectively threatened assessment principles of validity, efficiency, fairness, reliability and variability. [Note: The page range (73-92) shown on the PDF is incorrect. The correct page range is 73-91.]
Prioritising Lifeload over Learning Load: Understanding Post-Pandemic Student Engagement
Author: Hews, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Foreign Countries,Student Attitudes,Electronic Learning,Technology Uses in Education,Time Management,Psychological Patterns,Well Being,Decision Making,Self Efficacy,Sense of Community,Teacher Student Relationship,COVID-19,Pandemics,Undergraduate Students

Higher education institutions universally need to maximise student engagement by modifying teaching practices in response to changes caused by globalisation, technological innovation, and community values. To do this, it is necessary to deeply understand the complexity of student needs and identify how to respond. The global shift to wholly online learning during COVID-19 presented a unique opportunity to better understand the influences and outcomes of student engagement in practice. We conducted an extended 2-day focus group with students from an Australian university and applied Kahu and Nelson's educational interface framework to investigate how the shift to online education affected students' perceptions of learning and engagement. Students reported their primary needs related to digital competencies, flexible learning, and teacher care and enthusiasm. In these contexts, educators must support students to develop self-efficacy and a sense of belonging. However, most significant was the inextricable connection between students' personal lives, including emotions and wellbeing, and their university lives. Students reported that they consistently prioritised lifeload over learning load, while consciously knowing their choices were at odds with their learning. We provide suggestions for improving future learning models, while also acknowledging more work is needed to better understand student lifeloads and decision-making. These insights are valuable for improving practice in higher education, as institutions internationally and sector wide continue to adapt to the evolving needs of students within global sociocultural contexts. [Note: The page range (128-146) shown on the PDF is incorrect. The correct page range is 128-145.]
The Use of Adobe Connect in Synchronous Online Teaching
Author: Elekaei, Atefeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Software,Synchronous Communication,Distance Education,COVID-19,Pandemics,Educational Change,Student Attitudes,Medical Education,Health Services,Allied Health Occupations Education,Universities,Management Development,Engineering Education,Undergraduate Students,Foreign Countries,Correlation,Grades (Scholastic),Technology Uses in Education

The COVID-19 pandemic is a huge challenge to the world. It has interrupted many aspects of lives, especially education settings. Emergency remote education was put into practice to ensure the continuity of education while learners are physically out of universities, schools and institutes. The purpose of the present study was to investigate the effect of learners' attitude using Adobe Connect on their final course scores in synchronous online teaching. 75 participants from Qazvin University of Medical Sciences and Health Services participated in this study. Data were gathered by means of a questionnaire and final course exam. A one-way ANOVA was used in order to analyze the data. Results revealed that the attitude level significantly affected the participants' final scores (F = 18.503, p &lt; 0.01). The participants who had higher attitude levels had higher final scores.
Your Success Is Our Goal: An Intervention for Failing Students
Author: Benson, Jenelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Evaluation,Failure,Intervention,College Freshmen,Student Attitudes,Positive Attitudes,Beliefs,Self Esteem,Foreign Countries,Low Income Students,Success,Objectives

More diversity is now shown in students gaining admission into universities, many who are ill-equipped for first-year studies and assessment writing. This can result in a failing grade for some, which can impact their success and progression. This study contributes to the student success literature by reporting on the six-step one-on-one targeted intervention strategy devised to support the 33 out of 500 students who were unsuccessful in their first university assessment and its resubmission. The study also details the theoretical framework that underpinned the subject--Carol Dweck's growth mindset, Mezirow's transformative learning theory, and the maxim &quot;Your success is our goal&quot;! The study determined that: (1) the intervention was successful for the 33 students who each passed the assessment; (2) a pre- and postintervention writing skills assessment showed an improvement of +0.67 to give an average of 3.48, where 3 is a pass; and (3) at interview, students (76.9%) reported their improved writing abilities and that the intervention support was helpful. The study concluded that failing students can be successful when they are encouraged to use a growth mindset and individually supported to develop their writing skills. [Note: The page range (147-164) shown on the PDF is incorrect. The correct page range is 147-163.]
Device Ownership, Accessibility, and University Students&apos; Perceptions of an Online Foundation English Course in Thailand
Author: Sakulprasertsri, Kriengkrai
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Instructional Materials,Learner Engagement,Task Analysis,Teaching Methods,Telecommunications,Handheld Devices,Skill Development,Language Skills,Instructional Design,Educational Change,Internet,Access to Education,Computer Mediated Communication,Ownership,Undergraduate Students,COVID-19,Pandemics,Foreign Countries

This study explored device ownership and accessibility, and perceptions of Thai university students toward online teaching and learning of a foundation English course during the COVID-19 pandemic. Five hundred and fifty-two university students were randomly selected to complete an online questionnaire, and 20 were randomly selected to participate in semi-structured interviews. The findings of both quantitative and qualitative data analysis are that most university students in the study own a smartphone and iPad with Internet access that enabled them to study the online foundation English course. Students' perceptions towards online classroom engagement and interaction, online lesson tasks and activities, online classroom instructional media, online English skills development, and other related issues were identified. Additionally, recommendations for instructors' use of online tools as well as the redesign of online classroom learning tasks and activities using various instructional media are given.
A Systemic Review of Thai-Accented English Phonology
Author: Suntornsawet, Jirada
Date: 2022-00-00
Type: Journal Articles
Subjects: Thai,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Phonetics,Native Language,Intelligibility,Language Classification,Teaching Methods,Learning Processes,Speech Communication,Language Variation,Foreign Countries,Pronunciation,Phonemes,Diachronic Linguistics,Contrastive Linguistics

The expansion of the English language produced by non-native speakers has, in recent decades, been discussed by applied linguists from various theoretical perspectives. The discussion has highlighted evidence showing that the multiplicity and diversity of English uses have given rise to an acceleration in the rate of inter-variety contacts where pronunciation, as it is claimed, is the principle factor in international intelligibility. Further, it has been demonstrated that difficulty in intelligibility increases with the typological distance between interlocutors' first languages, referring to the distinct way that English pronunciation is strongly shaped by the phonetics of speakers' first language. Consequently, a careful examination of the typological distance between speakers' L1 and the target language--English--is compelling for the underpinning of the teaching and learning of pronunciation. Unfortunately, in English language teaching pedagogy, variations in pronunciation may be neglected in favor of other factors. In addition, pronunciation teaching experts stress that the study of pronunciation should be developed by locally-based educators, researchers, and authorities who are exposed to the relevant socio-cultural context, rather than being dominated by native speaker scholars based in Anglophone countries. Thai English pronunciation is considered to be one of the minor accents in World Englishes, and some local English language educators in Thailand may have insufficient in-depth knowledge of the linguistic characteristics of this accent. Presented here is a systematic review of Thai-accented English phonology, analyzed and synthesized via a review of relevant literature: the characteristics of Thai-accented English are clearly displayed, providing a reference for future researchers aiming to explore further Thai-accented English. The review can also be applied to other L1-influenced Englishes in the Southeast Asian region which possess similar phonological and phonetic characteristics.
Chinese ESL Students&apos; Perceptions of Academic Writing in English in Malaysian Universities
Author: Jiang, Shuyi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Student Attitudes,Academic Language,Chinese,Writing Skills,Study Abroad,College Students,Foreign Students,Writing Difficulties,Writing Strategies

The literature suggests that academic writing skills have a significant impact on the academic success of university students. Many Chinese ESL students, in particular, struggle with mastering these skills while studying abroad. The purpose of this mixed-methods study is to explore Chinese international students' perceptions of academic writing challenges in English as well as to identify the strategies they use to overcome these challenges. The study surveyed 200 Chinese international students studying in Malaysian universities. Qualitative follow-up interviews were also conducted with 12 students to uncover their perceived challenges and coping strategies. The study found that students felt their limited academic writing skills and language problems hindered their ability to write. Nonetheless, the course materials and the additional handouts provided by instructors helped students improve their academic writing skills. Moreover, students considered both instructor-centered learning and peer guidance as effective approaches to improving their academic writing skills. The study concludes with a detailed explanation of the difficulties associated with academic writing skills among ESL students.