ethanporcaro/eric-fulltext-meta huggingface dataset:
Visualizing Blogs: The &quot;To-Do-or-Not-to Do Dilemma&quot; in EAP Writing Online
Author: Miyazoe, Terumi
Date: 2012-08-00
Type: Reports - Research
Subjects: Student Behavior,Outcomes of Education,Writing Exercises,Visualization,Online Courses,Electronic Learning,Electronic Publishing,College Freshmen,English (Second Language),Engineering Education,Blended Learning,Mixed Methods Research,Writing Tests,Language Proficiency,Pretests Posttests,Questionnaires,Teaching Methods,Instructional Effectiveness,Online Surveys

This paper reports on a study examining the effects of visualizing online writing activities on student behaviors and learning outcomes. A design-based research approach was adopted to develop and integrate theory and practice in natural educational settings (Anderson &amp; Shattuck, 2012). The study was conducted in an 18-week, semester-long undergraduate English for freshman engineering students course. The course was in a blended face-to-face/online format, using Moodle, and covering the four skills of listening, reading, speaking, and writing. A blog visualization tool, designed as a monitoring system visible to the instructor and all students, was implemented throughout the semester. Data from 28 students were analyzed, with the students' written consent. A mixed-method design was chosen for triangulation, using three data sources: pre-/post-course writing proficiency tests, an online post-course questionnaire, and online writings on Moodle. The research found that the self-regulatory mechanism supported a regular and high level of work performance of the entire class. The class average scores on writing tests showed gradual and steady progress. In addition, the phenomenon was observed in which students showed indecision about whether to work more or less relative to the performance of other students. Those students eventually deciding to work less showed certain regression in writing proficiency at the end, even if they started at a higher level than the class average. This situation, called the &quot;to-do-or-not-to-do dilemma,&quot; is considered a potential negative effect of the monitoring system. A monitoring system for self and others can be a positive factor that improves the regular work performance of a learning community, leading to a higher outcome. However, the study suggests the need for appropriate counter-measures against possible demoralization in the individual and/ or the entire class. [For the complete volume, see ED574893.]
The Effect of Computer-Assisted Language Learning on Reading Comprehension in an Iranian EFL Context
Author: Saeidi, Mahnaz
Date: 2012-08-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Assisted Instruction,Reading Comprehension,English (Second Language),Hypothesis Testing,Females,Control Groups,Experimental Groups,Language Tests,Language Proficiency,Courseware,Pretests Posttests,Teaching Methods,Intermode Differences,Instructional Effectiveness,Multimedia Materials,Multimedia Instruction,Quasiexperimental Design

This study is an attempt to examine the effect of computer-assisted language learning (CALL) on reading comprehension in an Iranian English as a foreign language (EFL) context. It was hypothesized that CALL has an effect on reading comprehension. Forty female learners of English at intermediate level after administering a proficiency test were randomly selected as the participants of this study and assigned into two groups of experimental and control. The experimental group received treatment using three types of software. The control group had the same materials as on the printed texts. T-test was employed to compare students' reading comprehension post-tests. The results of t-test supported our research hypothesis that there is a significant difference between experimental and control groups in terms of reading comprehension. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners, and language instructors. [For the complete volume, see ED574893.]
Effects of Multimedia Vocabulary Annotations on Vocabulary Learning and Text Comprehension in ESP Classrooms
Author: Lin, Huifen
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Multimedia Materials,Multimedia Instruction,Vocabulary Development,Reading Comprehension,Generalizability Theory,Animation,English for Special Purposes,Undergraduate Students,Teaching Methods,Achievement Gains,College Second Language Programs,Documentation,Foreign Countries

For the past few decades, instructional materials enriched with multimedia elements have enjoyed increasing popularity. Multimedia-based instruction incorporating stimulating visuals, authentic audios, and interactive animated graphs of different kinds all provide additional and valuable opportunities for students to learn beyond what conventional instruction relying mainly on print material can afford and achieve. Cognitive load theory, Sweller, Van Merrienboer, &amp; Paas (1998) and Mayer's (2001) theory of multimedia learning, have suggested that replacing visual text with spoken text (i.e., modality effect) result in better learning outcomes and that less mental efforts would be required to learn the multimedia lessons. The aim of this study was to test the generalizability of the modality effect in animation-based multimedia instruction developed for learning English-for-specific purposes (ESP) in an EFL classroom. Specifically, the study investigated the effect of spoken (audio) annotation and text annotation embedded in a concurrent on-screen text accompanying computer-generated animations that depicts the process of blood flow in a human heart. The study also looked into the impact of language of the annotation (i.e., students' L1 vs. L2) and interactive effect of language proficiency and prior knowledge and above independent variables on the learning outcomes and cognitive load. Results indicated no significant differences between L1 and L2 glosses for all tests. Additionally, no significant differences were also found between audio and text annotations in all tests. However, L2 annotation significantly added more difficulties to the comprehension of the annotations than L1. [For the complete volume, see ED574893.]
Computer-Assisted L2 English Language-Related Activities among Swedish 10-Year-Olds
Author: Sundqvist, Pia
Date: 2012-08-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Assisted Instruction,English (Second Language),Learning Activities,After School Education,Computer Uses in Education,Computer Games,Gender Differences,Native Speakers,Native Language,Swedish,Informal Education,Second Language Learning,Language Acquisition,Grade 4,Questionnaires

This paper presents findings from a study investigating young Swedish learners' extramural (out-of-school) contact with English. In contemporary Sweden, the influx of English is great and research has shown that extramural contact with English correlates positively with students' proficiency in English (Olsson, 2011; Sundqvist, 2009; Sylvén, 2004). While Sylvén (2004) investigates type and amount of involvement in extramural English activities among upper secondary students and Sundqvist (2009) as well as Olsson (2011) among 9th graders, little on the same topic is known about younger learners. However, in a nationwide survey, more than half of Swedish 5th graders indicate that they have learned English as much or more outside of school than in school (Skolverket, 2004), but empirical studies on the topic remain scarce. Based on data collected from young learners (N = 112; grade 4; age 10), this paper presents results regarding their type and amount of extramural language activities in English as well as in Swedish and other languages. Previous research has shown that digital gaming may contribute to L2 English learning, in particular with regard to vocabulary (Cobb &amp; Horst, 2011; Miller &amp; Hegelheimer, 2006; Ranalli, 2008; Sundqvist &amp; Sylvén, 2012). Therefore, the first focus of our presentation is on these young learners' L2 English language-related use of computers, for instance in playing digital games. A comparison is made between digital gaming habits in English and Swedish. The second focus is on analyses of playing digital games from the perspectives of gender and the learners' first languages. The final focus is on learner motivation and self-assessed L2 English proficiency. [For the complete volume, see ED574893.]
From a Gloss to a Learning Tool: Does Visual Aids Enhance Better Sentence Comprehension?
Author: Sato, Takeshi
Date: 2012-08-00
Type: Reports - Research
Subjects: Visual Aids,Reading Comprehension,Vocabulary Development,Intentional Learning,Multimedia Materials,Multimedia Instruction,Hypothesis Testing,Computer Assisted Instruction,Form Classes (Languages),English (Second Language),Second Language Learning,Sentence Structure,Experimental Groups,Control Groups,College Students,Teaching Methods,Instructional Effectiveness,Foreign Countries,Statistical Analysis

The aim of this study is to optimize CALL environments as a learning tool rather than a gloss, focusing on the learning of polysemous words which refer to spatial relationship between objects. A lot of research has already been conducted to examine the efficacy of visual glosses while reading L2 texts and has reported that visual glosses can be effective for incidental vocabulary learning. This study, however, discusses the efficacy of visual aids on vocabulary learning, from the following three different standpoints. The first point is that previous studies have not covered the meaning of these words and have concluded the aids become effective regardless of the part of speech of these words. That is, some words are easy to learn, but the others are difficult depending on the part of speech. Paying more attention to the meaning structures is necessary. The second is that previous studies have focused on visual aids in vocabulary learning using CALL in terms of a gloss while reading texts. As CALL environments have been developed, however, glosses are now used not merely as a reference tool, but as a learning tool. Finally, a lot of research on vocabulary learning with multimedia has been conducted in reading activities, although visual aids can be effective in other activities such as listening activities, in which deeper discourse comprehension is required. Taking these standpoints into consideration, we hypothesize that the intentional learning of those words with multimedia-oriented visual aids could enhance not only comprehension of vocabulary meanings but also better comprehension of a script that includes those words. To examine our hypothesis, we will conduct an experimental study with computer-mediated learning material for English prepositions which we developed for this study. The findings of this study can contribute to the better CALL environments, leading to more effective web or mobile-based learning tools. [For the complete volume, see ED574893.]
What's Wrong with Welsh Adjectives?
Author: Tschichold, Cornelia
Date: 2012-08-00
Type: Reports - Research
Subjects: Welsh,Form Classes (Languages),Language Acquisition,Difficulty Level,Vocabulary Development,Instructional Materials,Teaching Methods,Novices,Computer Assisted Instruction,Repetition,Statistical Analysis,Foreign Countries

Why are some words harder to learn than others? In a long-term CASLR (computer-assisted second language research) study, a vocabulary flashcard program that employs spaced repetition for explicit vocabulary training was used in order to arrive at data on the difficulty of individual words. The vocabulary content of a beginner's Welsh course was periodically entered into the program as one learner progressed through the course and studied vocabulary with the help of the electronic flashcards. The Welsh words were trained both receptively and productively, and in a few cases also as part of a short phrase or sentence. The program automatically collects statistical information for each individual electronic card, including the number of times each card had been seen. Data was collected for an initial period of two years of non-intensive learning, and the resulting statistics for the individual flashcards allow an interesting insight into the very highly variable number of repetitions needed for each word. [For the complete volume, see ED574893.]
Automatic Correction of Adverb Placement Errors for CALL
Author: Garnier, Marie
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Form Classes (Languages),Error Correction,Natural Language Processing,Feedback (Response),Grammar,Native Speakers,Error Analysis (Language),Error Patterns,Program Implementation,Pretesting,Automation,English

According to recent studies, there is a persistence of adverb placement errors in the written productions of francophone learners and users of English at an intermediate to advanced level. In this paper, we present strategies for the automatic detection and correction of errors in the placement of manner adverbs, using linguistic-based natural language processing (NLP) techniques in the &lt;TextCoop&gt; platform. Feedback messages are generated as a complement to corrections. We use grammatical information as well as the results of grammaticality judgement tests performed by native English speakers in order to predict correct positions for manner adverbs used as verb phrase (VP) modifiers or clause adjuncts. Detection and correction strategies are based on detection patterns and rewriting rules. The system has a precision of 87.23%, and a recall of 79.61% on a corpus of learner productions and emails. We discuss these results and present the limits of the system. Finally, we introduce the protocol used for the generation of feedback messages. [For the complete volume, see ED574893.]
Students' Framing of Language Learning Practices in Social Networking Sites
Author: Lantz-Andersson, Annika
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,English (Second Language),Second Language Learning,Social Media,Web 2.0 Technologies,Communicative Competence (Languages),Computer Mediated Communication,Ethnography,Middle School Students,Educational Practices,Interaction,Transcripts (Written Records),Content Analysis,Learning Strategies,Teaching Methods,Mass Media Use,Foreign Countries

The amount of time that people, especially young people, spend on communicative activities in social media is rapidly increasing. We are facing new arenas with great potential for learning in general and for language learning in particular, but their impact on learning is not yet acknowledged as such in educational practice (e.g., Conole, 2010; Lewis, Pea, &amp; Rosen, 2010; Thorne, 2009). The aim of this case study is to scrutinize how social networking sites (SNSs) serve as new contexts for learning when implemented in school practices. The focus is mainly on how students frame (Goffman, 1974/1986) this activity to scrutinize the implications for their language learning and how they learn to communicate in culturally relevant and productive ways. By applying a socio-cultural-historical theoretical view of communication (Vygotsky, 1939/1978; Wertsch, 1998), this paper reports findings from ethnographic data of a Facebook group in formal English learning contexts with students aged between 13-16 years old comprising one school class in Colombia, Finland, Sweden and Taiwan, respectively. The results indicate that the students' communication was characterized by a) a communication in response to institutional requirements, b) their customary interaction in social media, or c) a juxtaposition of both. [For the complete volume, see ED574893.]
Computer Mediated Conversation for Mutual Learning: Acknowledgement and Agreement/Assessment Signals in Italian as L2
Author: De Marco, Anna
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Second Language Learning,Italian,Cooperative Learning,College Students,Females,Language Proficiency,Native Speakers,Intercultural Communication,Listening Comprehension,Lexicology,Nonverbal Communication,Data Analysis

The current study aims to investigate form, composition, distribution of acknowledgement and agreement/assessment signals in upper intermediate/advanced Italian as L2 speakers. Data are video-transcribed computer mediated conversations for mutual language learning (Teletandem) during which two female volunteer university students (L1: English and German) talk with a native speaker (NS) female interlocutor (L1: Italian) for developing L2 language proficiency. For each pair, data have been collected during two different meetings: meeting 1 comprises free discussion for mutual introductions; meeting 2 is a discussion on a topic chosen by the Italian non-native speaker. The analysis shows that L2 subjects employ a great variety of (1) acknowledgement and agreement listener responses; (2) both lexical and non-lexical units whose functions, positions and frequency are affected by the level of involvement in the discourse; and (3) acquaintance of the two speakers and by the type of task. Particularly in the second meeting, when a topic is discussed, non-native speakers (NNSs) use more lexical units than in the first meeting, thus highlighting the relevance of situational variables over the discourse structure. [For the complete volume, see ED574893.]
Longitudinal Study on Fluency among Novice Learners of Japanese
Author: Hirotani, Maki
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Longitudinal Studies,Language Fluency,Novices,Second Language Learning,Japanese,Computer Assisted Instruction,Correlation,Oral Language,College Students,Assignments,Oral Reading,Sentences,Speech Skills,Morphology (Languages),Statistical Analysis

The present study examined various aspects of the development of learners' fluency in Japanese using a large set of speech samples collected over a long period, using an online speaking practice/assessment system called &quot;Speak Everywhere.&quot; The purpose of the present study was to examine: (1) how the fluency related measures changed over time, and (2) which linguistic factors were correlated with each fluency measure. This study used oral production of English-speaking learners enrolled in the first year Japanese courses at a university in the U.S. The students submitted two types of speaking assignments using Speak Everywhere: (1) sentence-level oral reading and (2) short Q&amp;A. The assignments were collected at the end of each chapter for two quarters. The study used speech rate and pause related fluency measures adapted from Ginther, Dimova, and Yang (2010). For the data analysis, we used Praat (Boersma &amp; Weenink, 2011) for acoustic analysis and Mecab (Kudo, 2011) for morphological analysis. The results of one-way repeated measures ANOVA revealed that several measures of fluency deteriorated in both oral reading and Q&amp;A tasks as expected from the previous research (Segalowitz &amp; Freed, 2004). This study then examined what complexity factors affected these measures, using the mixed model approach. Overall, it was found that because various factors influence the development of fluency, temporal measures alone cannot explain fluency development. [For the complete volume, see ED574893.]
Learner Behaviour in a Collaborative Task-Based CALL Activity
Author: Leahy, Christine
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Student Behavior,Cooperative Learning,Computer Assisted Instruction,Second Language Learning,German,Business Communication,Task Analysis,Role Playing,Advanced Students,Information Technology,Computer Mediated Communication,Interpersonal Communication,Grounded Theory,Vignettes,Learning Strategies,Problem Solving,Computer Software

This paper reports on the findings of a case study that set out to discover student behaviour in the computer room while the participants were engaged in a collaborative computer-assisted language learning (CALL) task in form of an electronic role-play which was designed for advanced learners of business German. The task mainly utilized information and communication technologies (ICTs). Data was collected using screen-capturing software that also recorded the oral interactions between students while they were completing the task. For the analysis two methods were applied: First, grounded theory methods facilitated capturing categories that can describe student behaviour. Second, a case study approach facilitated emerging vignettes to become visible which could be reported on separately. The study showed strategies students employed when dealing with problems, manifestations of collaboration, different working modes and steps in text production, as well as student focus on form. This project's findings contribute to the interest in study of student behaviour in computer-room learning tasks (Levy &amp; Michael, 2011) as well as to the discussion about students' expression of their agency (Van Lier, 2008). Furthermore, they contribute to the discussion about useful methodologies and methods involving screen-capturing software. [For the complete volume, see ED574893.]
A Comparative Study of Vygotsky's Perspectives on Child Language Development with Nativism and Behaviorism
Author: Dastpak, Mehdi
Date: 2017-06-30
Type: Journal Articles
Subjects: Comparative Analysis,Educational Theories,Child Language,Language Acquisition,Constructivism (Learning),Behaviorism,Problem Solving,Ability,Scaffolding (Teaching Technique),Cognitive Development,Linguistic Theory,Operant Conditioning,Child Development,Mediation Theory

This study aimed at investigating the similarities and differences between Vygotsky's perspectives on child language development with nativism and behaviorism. Proposing the idea of the Zone of Proximal Development, Vygotsky emphasized the role of collaborative interaction, scaffolding, and guided participation in language learning. Nativists, on the other hand, believe in the existence of Language Acquisition Device. They maintain that language is innate and acquisition is instantaneous. They also believe that acquisition happens in spite of inadequate input. Behaviorists claim that nurture is crucial in the process of language development. They believe that language is taught through reinforcements in the environment. Children associate certain stimuli with certain behaviors and responses.