ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Multimedia Package in Ameliorating Communicative Skill in English
Author: Singaravelu, G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Communicative Competence (Languages),Communication Skills,Pretests Posttests,Control Groups,Achievement Gains,Scores,Experimental Groups,Achievement Tests,Statistical Analysis,Secondary School Students,Hypothesis Testing,Teaching Methods,Instructional Material Evaluation,Instructional Effectiveness,Foreign Countries,Quasiexperimental Design

The study enlightens the effectiveness of Interactive-Multimedia Package in developing communicative skill in English at standard VI. Present methods of developing communicative skill are ineffective to the students in improving their communicative competencies in English. Challenging interactive Multimedia Package helps to enhance the communicative competency for the suitable communicative transactions of oral as well as written in English. The researcher endeavoured to prepare a Multimedia Package for enriching application oriented and life-long utilisation in English for the students of standard VI. The main objectives of the study are (I). To prepare a Multimedia Package for developing the communicative skill in English.(ii). To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group.(iii). To find out the significant difference in achievement mean score between the pre test of Experimental group and the post test of Experimental group.(iv). To find out the impact of Multimedia Package in improving communicative skill in English. The methodology adopted in the study was Quasi Experimental method. The Sample was Eighty Students of standard VI from Govt Higher Secondary school, Kalveeranpalayam selected for the study. Forty two students were considered as Controlled group and thirty eight students were considered as Experimental group. The Tool used for the study was Researcher's self-made achievement test. Validity of the tool was established by the opinion of the juries. Reliability of the tool was established by the split-half method. Statistical technique: &quot;t&quot; test was used to analyse the study. Findings of the study show that Multimedia Package is more effective than traditional methods in developing communicative skill in English at standard VI. Finally it concludes that the study can be implemented for improving communicative skill for other standards also.
How Preservice Teachers&apos; Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners
Author: Medina, Adriana L.
Date: 2015-00-00
Type: Journal Articles
Subjects: English Language Learners,Study Abroad,Preservice Teachers,Student Experience,Attitude Change,Student Attitudes,Teacher Education Programs,Consciousness Raising,Cultural Awareness,Empathy,Student Diversity,Comparative Analysis,Foreign Countries,Elementary School Teachers,Questionnaires,Reflection,Semi Structured Interviews,Qualitative Research,Coding,Program Effectiveness,Cultural Differences,Gender Differences,Experiential Learning,Advocacy,Self Efficacy,Second Language Learning,Intelligence,Racial Differences

Teacher attitudes toward English language learners (ELLs) can affect what these students will learn. It has been noted that teachers with personal multicultural experiences are likelier to have a more positive attitude towards teaching ELLs (Youngs and Youngs, 2001). Thus, preparing future teachers is vital. This cannot be solely accomplished vicariously through textbooks or only from an intellectual perspective. Instead, experiences with others are needed. There is value to the method of teaching and learning via lived experiences, as such international experiences are often considered an &quot;essential part of students' preparation for their future.&quot; Many teacher education programs include opportunities for preservice teachers (PSTs) to study abroad. Much of the literature regarding study abroad focuses on linguistic gains and cultural understanding as well as the impact on cognitive and affective domains. There is also support for the fact that study abroad experiences can contribute to the preparation of a culturally sensitive teaching force that is knowledgeable about, at ease with, empathic toward, and understanding of culturally and linguistically diverse students. Yet, studies fail to take into account PSTs' experiences as &quot;others&quot; before studying abroad. This is particularly problematic because since students self-select to study abroad it might seem likely that they have an interest in learning about others and thus would be more predisposed to having positive attitudes toward and experiences with diverse people. The purpose of this study was three-fold: (1) to examine PSTs' perceptions of &quot;others&quot; before traveling abroad; (2) to compare them to PSTs' perceptions of &quot;others&quot; upon their return; and (3) to attribute shifts in perceptions while abroad to specific experiences PSTs identified as helping them change their perceptions.
Adult Second Language Learners&apos; Pragmatic Development in the Study-Abroad Context: A Review
Author: Xiao, Feng
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Study Abroad,Language Usage,Pragmatics,Language Research,Longitudinal Studies,Correlation,Coding,Individual Differences,Speech Acts,Accuracy,Adult Learning,Literature Reviews

The ability to use language effectively in communication is regarded as important as knowledge of grammatical rules in the communicative competence models. Pragmatic competence, namely the ability to understand and use linguistic forms appropriately according to context, is thus accepted as a vital component of language ability. Recently, pragmatic competence and development have captured growing interest among L2 pragmatics research. Specifically, a series of studies have been conducted in the study abroad (SA) context, because, compared to a domestic classroom setting, the SA context is believed to provide greater opportunities to communicate with native speakers, and these opportunities are assumed to lead to pragmatic gains. Despite the greater contact with conventional pragmatic language use available in the SA context, recent longitudinal studies have shown that different aspects of pragmatic features develop at different rates. For example, Taguchi (2008b) examined Japanese ESL learners' development of pragmatic comprehension over a four-month study abroad. She found that there were significant gains in both accurate and speedy comprehension of pragmatic meaning, but the magnitude of gain in comprehension speed (measured in response time) was larger than the gain in accuracy in comprehension. This article aims to further probe this complex relationship between the SA context and pragmatic development by synthesizing existing research studies under the guidance of two questions: (1) What pragmatic features have been examined in the SA context, and how have they been measured?; and (2) Do adult L2 learners improve their pragmatic competence in the SA context over time?
College Students&apos; Sexual Orientation, Gender Identity, and Participation in Study Abroad
Author: Bryant, Kelly M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Sexual Identity,Comparative Analysis,Sexual Orientation,Homosexuality,Questionnaires,Online Surveys,Undergraduate Students,Measures (Individuals),Predictor Variables,Regression (Statistics)

College students in the U.S. are increasingly participating in study abroad opportunities; for example, from the 2010-2011 academic year, 273,996 U.S. students studied abroad, an increase of 1.3% from the previous year (Institute of International Education, 2012). Participation in study abroad has more than tripled over the past two decades (Institute of International Education, 2012) and, over the past 15 years, there has been growth in the number of study abroad locations available to college students (Landau &amp; Moore, 2001). Several authors have demonstrated the significant benefits college students glean from studying abroad; for example, students who study abroad can add the experience to their résumé, which allows them to become more competitive in an increasingly global job market (LaFranchi, 2003). No matter where students study abroad or how long they study abroad, students benefit from increased knowledge of their own cultural values and biases as well as a desire to further their education after college (McMillan &amp; Opem, 2002). There is much research written about the benefits of study abroad as well as the gaps in study abroad participation with particular student populations; however, there is little research completed on LGBTQQ students and study abroad. The results of this analysis suggest that bisexual, gay or lesbian, questioning, self identified queer, transgender, and gender queer students were not significantly less likely to study or travel abroad in the four areas measured; instead, evidence from this sample suggests that these students may be more likely on average to participate in specific study or travel abroad experiences compared to their peers. Compared to their peers, bisexual and gay or lesbian students were significantly more likely to study abroad with their home campus or with another university; questioning, transgender, and self-identified queer students were more likely to travel abroad for service, volunteer, or work experiences; and bisexual, questioning, and self-identified queer students were more likely to travel abroad for cross-cultural or informal educational experiences. Amid these encouraging findings, the authors have recommendations for practitioners working to make the experiences of LGBTQQ students studying abroad better.
Applying Geocritical Theory to the Study Abroad Learning Experience
Author: Walonen, Michael K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Learning Experience,Academic Achievement,Maturity (Individuals),Employer Attitudes,Surveys,Human Resources,Administrator Attitudes,Skill Development,Self Esteem,Personal Autonomy,Political Attitudes,Cultural Awareness,Ethnocentrism,World Views,Learning Strategies,Critical Theory,Information Sources,Correlation,Writing (Composition),Program Descriptions,Orientation,Foreign Countries,Place Based Education,Intelligence

Recent studies have shown that employers are coming to increasingly value study abroad experience among prospective employees, and that study abroad may foster broad cognitive gains among its participants. In their survey of employer attitudes regarding international study, Stevan Trooboff et al. find that senior management and human resources officials, particularly those who have studied abroad themselves, hold study abroad experience in high esteem and rank the skills they see as fostered by international study very highly among those they wish their employees to possess (20, 21, 24, 28). At the same time, countless study abroad educators have anecdotally testified to increased academic performance and personal maturity among study abroad students, including Kenneth Wagner and Tony Magistrale, who claim that study abroad leads to a stronger sense of autonomy/self confidence, the adoption of a more broadly &quot;political&quot; perspective on social life, and the ability to shift cultural perspective and call into question ethnocentric values (132-139). Joshua S. McKeon goes even further, empirically documenting how among students with no prior international experience, study abroad leads to the adoption of more sophisticated, nuanced worldviews and learning strategies, and can help to close the learning gap these students can experience between themselves and more privileged peers. In light of this increase in study abroad participation, it seems imperative to question how the study abroad experience can move beyond a touristic mode into a more sophisticated experience. This essay employs geocritical theory to inquire into the pedagogical uses and larger social functioning of texts that represent the places to which study abroad students flock in search of knowledge and experience. The essay asks what are some of the ways texts and the places represented relate to each other. Furthermore, the essay asks how these texts might be put to use in a study abroad educational context to help students grow into global citizens and pave the way to a more harmoniously international world.
The Intersection of Language and Culture in Study Abroad: Assessment and Analysis of Study Abroad Outcomes
Author: Watson, Jeff R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Second Language Learning,Outcomes of Education,Correlation,Sociolinguistics,Pragmatics,Socialization,Language Proficiency,Native Speakers,Intercultural Communication,Interaction,Family Environment,Cultural Activities,Language Usage,English,Consciousness Raising,Culture Conflict,Language Tests,Likert Scales,Measures (Individuals),Program Development,Achievement Gains,Statistical Analysis,Foreign Countries

The interconnectedness of language and culture in a study abroad environment has long been discussed in study abroad research circles. While some researchers see the relationship as complementary (Kasper &amp; Omori, 2010; Selmeski, 2007), others go further to point out a more complex interrelationship (Kramsch, 2003; Silverstein, 2004; Watson, 2010). In the field of study abroad outcomes, researchers from various disciplines have explored this relationship by looking at gains in sociolinguistic &amp; pragmatic competence (DuFon &amp; Churchhill, 2006; Kinginger &amp; Farrell, 2004) as well as intercultural competence (Deardorff, 2006; Schauer, 2009; Watson et al., 2013). Still others are beginning to look at this relationship from a Second Language Socialization (SLS) perspective (Allen &amp; Herron, 2003; Wang, 2010). Using data from an academic semester abroad program, this study explores this relationship by looking at both the gains in language proficiency and intercultural competence after a semester abroad as well as their relationship to several socialization aspects of the during-immersion experience. The basic research question is: Is there a relationship between socialization aspects during study abroad (e.g., amount of time spent interacting with host families/native speakers, time spent speaking English, time spent participating in cultural activities) and gains in language proficiency and intercultural competence? This article will first provide an overview of relevant research on language proficiency and intercultural competence as outcomes of study abroad and then discuss the link between language and culture during study abroad from a Second Language Socialization perspective. Once this framework has been laid, the authors move on to discuss the findings and analysis of the current study.
Using Phatic Expressions in Introductions in Intercultural Online Discussions
Author: Zimmerman, Lynn W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Discussion Groups,Electronic Publishing,Computer Mediated Communication,Intercultural Communication,Sex Stereotypes,Undergraduate Students,English,English Language Learners,Content Analysis,Profiles,Cultural Differences,Phrase Structure,Communicative Competence (Languages),Foreign Countries

This study examines the use of formulaic language in an intercultural communication encounter. It focuses particularly on phatic expressions used in an online discussion about gender stereotypes in English among 167 undergraduate university students in Taiwan, Israel, and the US. Content analysis methodology was used to examine whether there are differences in the openings and closings that the students from the different countries used in their self-introductions. The analysis also sought to discover whether the participants regard online discussion as writing or speaking by analyzing the types and frequency of expressions used. While the results did offer strong support for there being cultural differences in the usage of phatics, the analysis of these formulaic responses does point to the use of an informal style of writing rather than the interactions imitating oral communication. Therefore, rather than being a form of speaking or writing, or a combination of the two, perhaps online writing is evolving into a specific form of communication with its own conventions for using phatics to establish and maintain connections in the online environment.
Techno-Pedagogic Practices for Enhancing English Language Skills
Author: Jose, G. Rexlin
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Skills,English,Instructional Innovation,Teaching Methods,Multimedia Instruction,Multimedia Materials,Technology Integration,Influence of Technology,Pedagogical Content Knowledge,Teaching Skills,Teacher Competencies,Capacity Building,Preservice Teacher Education,Technological Literacy,Teacher Educators,Preservice Teachers,Listening Skills,Remedial Programs,Speech Skills,Reading Skills,Writing Skills,Language Acquisition,English Instruction,Educational Needs,Teacher Attitudes,Educational Strategies

The effervescent progress of technologies in the modern era demands new pedagogical techniques in the process of effective and successful teaching and learning. The prospective teachers who are competent with technical skills and have command over language alone can produce articulate students. Prospective teachers, when they enter the real classroom, are supposed to mould any type of clay into an anticipated form. Therefore, they must be trained by the teacher-educators in such a way that they, in future, should be able to cultivate pupils' inquisitiveness in learning through all senses in order to improve the level of language skills. The advent of multimedia outdates the traditional teaching method but its adoption is done at a snail's pace. Undoubtedly, multimedia technology plays an effective role in the process of teaching and learning language skills. Multimedia tools act as cognitive enhancers. They augment the learning experience of the prospective teachers and enable them to concentrate on the development of more sophisticated cognitive skills. The powerful cognitive ability of a learner reflects his or her profundity in language skills and effective communication. It is possible that they can hone their language skills greatly and effectively through techno pedagogic practices. But the second language learners' the language skills are seen to be left less developed in the absence of multimedia tools. Hence, it is the responsibility of teacher educators to strive hard with all their verve and vitality to make accessible to these learners the latest techno-pedagogic strategies to remove all the road blocks to their acquisition of the level of competence expected of them.
Metatext in Results-and-Discussion Sections of ESL/EFL Research: A Contrastive Analysis of Philippine English, Taiwanese English, and Iranian English
Author: Tarrayo, Veronico N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Language Variation,English (Second Language),Second Language Learning,Asians,Foreign Countries,Writing (Composition),Research Reports,Periodicals,Journal Articles,Cultural Influences,Correlation,Coding,Language Styles,Evaluators,Computational Linguistics,Preferences,Writing Strategies,Language Research,Statistical Analysis,Qualitative Research

This paper looked into the interplay between language and culture based on the metatext categories utilized by the writers in three speech communities: Philippines, Iran, and Taiwan. Specifically, it answered the following subproblems: (1) What metatext categories exist in the results-and-discussion section of ESL/EFL research articles written in Philippine English, Iranian English, and Taiwanese English?; (2) At what points are the metatext categories in the three speech communities parallel or contrasting?; and (3) What cultural features are revealed by the use of metatext categories in the three Asian Englishes? Data analyzed were the results-and-discussion sections of 15 research articles (RAs): ESL RAs representing the Philippine-English variety were published in the TESOL Journal in 2009, and EFL RAs representing both the Taiwanese-English and Iranian-English varieties were from the Asian EFL Journal published in 2008 and 2009. Two inter-raters helped in the coding of metatext categories in the genre examined and in the validation of the data gathered. Frequency and percentage counts were employed to examine the corpus. Results revealed that the relative frequency of preview and review categories was highest in Philippine English RAs than in Taiwanese English RAs and Iranian English RAs. In the three Asian Englishes, the number of previews was larger than the number of reviews. With regard to the use of connectors, all three Englishes were built on the additive cohesive relation. Further, they used both simple connectors, such as and, but, though, and yet and their complex alternatives, such as furthermore, on the other hand, in a similar vein, and in a similar sense--a preference for a more elaborate and a change-oriented rhetorical pattern. In addition, Philippine English had the most number of action markers, thus, implying the Philippine English's tendency to be more writer-responsible as compared with the Taiwanese English and Iranian English.
A Study on the Problems and Perspectives of Student Teachers in the Construction of &quot;Wh&quot; Questions
Author: Bhavana, A. R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Questioning Techniques,English (Second Language),English Language Learners,English Literature,English Teacher Education,Bachelors Degrees,Error Analysis (Language),Error Correction,Knowledge Base for Teaching,Capacity Building,Competency Based Teacher Education,Teaching Methods,Barriers,Foreign Countries

The English language is widespread globally and serves as a link language within all the countries. In India it enjoys an official language status in addition to Hindi. English is taught as a second language from lower classes to degree classes. Most of the parents wish their children to be admitted in English medium. In order to have good career prospects, students need to acquire good proficiency in English along with the other subjects like Mathematics, Science etc. However due to different socio-cultural background the learners commit a lot of errors in their learning process. In most of the educational institutions English classes are taught through translation method. Students who study English literature are also trained in a similar stream and language fluency is not considered to be a major criterion for passing their examinations. Importance is given for the written content and the other skills such as reading, speaking and listening skills are not tested. Once graduates/postgraduates take training to become teachers they have to ask many questions as part of classroom activity. Teacher training students who lack proficiency fumble at such situations. The present study has been undertaken to analyse the errors of the student-teachers in framing &quot;Wh&quot; questions and suggest remedial measures for improvement.