ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of the Effectiveness of Stylewriter and Microsoft Word Computer Software to Improve English Writing Skills
Author: Prvinchandar, Sunita
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Skills,Courseware,Writing Improvement,Elementary School Students,Computer Software Evaluation,Experimental Groups,Control Groups,Pretests Posttests,Computer Assisted Testing,Conventional Instruction,Grammar,Vocabulary Skills,Spelling,Sentence Structure,Performance Based Assessment,Comparative Analysis,Essay Tests,Grade 5,Writing Achievement,Foreign Countries

This study compared the effectiveness of two types of computer software for improving the English writing skills of pupils in a Malaysian primary school. Sixty students who participated in the seven-week training course were divided into two groups, with the experimental group using the StyleWriter software and the control group using the Microsoft Word programme. A pre-test was administered before the experiment was conducted. This was followed by post-tests upon completion of the course, where a computer-based assessment, as well as a pen-and-paper assessment, was employed. In each test, four components of writing skills were assessed, namely grammar, vocabulary, spelling, sentence structure, besides the overall performance. The findings indicated that the students who were exposed to StyleWriter had significantly better scores in all the writing components compared to the control group using Microsoft Word in both pen-and-paper and computer-based essay writing assessments. This study showed that StyleWriter enhanced the students' writing skills even when computer assistance was no longer available.
Studying the Effects of an EFL Curriculum for Young Adults in Brazil
Author: Dubetz, Nancy E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Employment Opportunities,Language Proficiency,Mixed Methods Research,Correlation,Curriculum Implementation,Positive Attitudes,Cultural Awareness,National Curriculum,Anxiety,Communication (Thought Transfer),Oral Language,Language Tests,Language Teachers,Public Schools,Secondary School Students,Scores,Outcomes of Education,Educational Attainment,Communicative Competence (Languages)

The ability to speak English offers young adults in Brazil opportunities to prepare for the global job market and promotes cross cultural understanding, which are national curriculum goals for public education. The study reported in this article documents the implementation of the &quot;Empregabilidade,&quot; &quot;Tecnologia e Inglescurriculum,&quot; which was designed to expand educational and economic opportunity for young adults attending public schools in Salvador, Brazil by providing them with basic communicative proficiency in spoken English. The results of a mixed method curriculum study demonstrate that the published curriculum was implemented differently than intended. Results of the study of the relationship between the implemented curriculum and participants' oral language proficiency in English demonstrated that while participants in two cohorts did not reach target levels of proficiency, proficiency levels for students in the second year of the implementation were higher than those of students in the first year. Participants had positive attitudes toward learning English at the end of the implementation. Learners' level of language classroom anxiety may have affected the level of language proficiency acquired as measured by the oral language proficiency assessment designed for the study. School and teacher variables under investigation did not have a significant impact on student outcomes, though there was evidence that students with a teacher implementing the curriculum a second time scored higher on the oral language proficiency assessment than students of teachers in their first year of implementation.
The Influence of Parents' Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners' English Lexical Development
Author: Petchprasert, Anongnad
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Background,Parent Attitudes,English (Second Language),Second Language Learning,Young Children,Vocabulary Development,Reading Programs,Program Effectiveness,Expectation,Oral Reading,Reading Aloud to Others,Parent Child Relationship,Questionnaires,Pretests Posttests,Family Characteristics,Self Evaluation (Individuals),Language Proficiency,Correlation

This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily participated in the study. The parents were surveyed to determine if their demographic data, beliefs, and DR method affected their children's vocabulary development. The children were tested on fourteen English words before and after participating in the program. The results showed that parents' beliefs about English language learning affected expectations on their children's language success. In addition, the children's achievement was related to the use of DR method. The children yielded significant greater gains in knowledge of vocabulary and their ability to infer the meanings from pictures after engaging in the reading program.
Language Learners' Acculturation Attitudes
Author: Rafieyan, Vahid
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Attitudes,Acculturation,English (Second Language),Exchange Programs,Cultural Awareness,Linguistic Competence,Likert Scales,Questionnaires,Social Integration,Study Abroad,Undergraduate Students,Foreign Countries,Attitude Measures

Learning a language involves knowledge of both linguistic competence and cultural competence. Optimal development of linguistic competence and cultural competence, however, requires a high level of acculturation attitude toward the target language culture. To this end, the present study explored the acculturation attitudes of 70 Iranian undergraduate students of English as a Foreign Language, following a one-semester academic sojourn in the United States. The data of the study were collected through a 29-item 5-point Likert scale acculturation attitude questionnaire. Findings indicated that sojourners tended to have close contact with the people of the target society while maintaining their original culture, adopting Integration and Assimilation strategies as their acculturation attitudes. The pedagogical implications of the findings suggested providing opportunities for students of English as a Foreign Language to immerse in the target language culture through organizing academic exchange programs.
Ungrammatical Patterns in Chinese EFL Learners' Free Writing
Author: Sun, Xiaohui
Date: 2014-00-00
Type: Journal Articles
Subjects: Grammar,Error Analysis (Language),Error Patterns,English (Second Language),English Instruction,Writing Instruction,Writing Skills,Morphemes,Form Classes (Languages),Teaching Methods,Educational Practices,Undergraduate Students,Student Writing Models,Expressive Language,Foreign Countries

This paper investigated a number of common ungrammatical patterns that were found in Chinese EFL leaners' free writings, in order to find useful pedagogical implications for English grammar teaching in EFL setting, especially in China. The corpus of writing data is examined by the author together with a native English teacher. Our findings suggest that misuse of determiners is the most frequent grammatical error in Chinese students' writing. Other ungrammatical patterns such as Chinese-English expression, tense error, misuse of prepositions, are also considerably important and should be given due attention by EFL teachers, especially Chinese EFL teachers in their teaching practice.
Assessing Reading Strategies of Engineering Students: Think Aloud Approach
Author: Nalliveettil, George Mathew
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Students,Protocol Analysis,Reading Strategies,Foreign Countries,Reading Comprehension,Difficulty Level,English (Second Language)

Literacy in reading and understanding printed words is significant for all undergraduate students to succeed in their academic career. Developments in digital technology improved the quality of academic texts in terms of design, format and layout. Further, availability of academic related English language resources in electronic versions gave readers to access and read the content on computer screens or download a text to make a hard copy. These developments on the printed pages of English course books helped the readers to identify letters of English alphabet precisely. However, vocabulary and sentence structures presented in the text remained difficult to the ESL students. A study was conducted to assess the reading strategies of engineering students across the state of Andhra Pradesh, India. Subjects of the study were 52 students pursuing engineering education in the engineering colleges affiliated to Jawaharlal Nehru Technological University, India. The primary source of data was obtained through think-aloud verbal probe. Findings of the study reveal that engineering students feel disappointed and frustrated when the content presented in the course is beyond their comprehension. This research paper presents qualitative data obtained through think-aloud verbal probe. Insights from the verbal reports on reading strategies presented in this paper give new directions to the teaching-learning of English in ESL undergraduate classrooms. Findings presented from the study are significant for English teachers, researchers and curriculum designers to develop quality reading materials for ESL classrooms.
Motivators for Demotivators Affecting English Language Acquisition of Saudi Preparatory Year Program Students
Author: Daif-Allah, Ayman Sabry
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Administration,Summer Programs,Student Motivation,Second Language Learning,Undergraduate Students,Questionnaires,Scores,Classroom Observation Techniques,Student Evaluation,Feedback (Response),Interviews,Learning Strategies,Motivation Techniques,Class Size,Tests,Extracurricular Activities,Likert Scales,Learner Engagement,Statistical Analysis

This study aims at investigating the demotivating factors that discourage Preparatory Year Program (PYP) students from learning the English language. It also proposes and tests the effectiveness of a set of academic and administrative approaches on enhancing English language acquisition of 102 Saudi PYP Students taking an EFL summer course in the Deanship of Educational Services, Qassim University. The quantitative and qualitative data were collected by means of questionnaire, analysis of test scores, classroom observation, teachers' feedback and informal interviews with students. The findings specified nine significant extrinsic demotivators affecting Saudi students' EFL learning where a set of practical strategies were implemented to remotivate students and help them learn English better. On top of these strategies came reduction of class size, weekly quizzes and extracurricular activities. The results of the research indicated that the proposed strategies were very successful in restoring PYP students' motivation, increasing the amount of their learning, developing teachers' promptness and establishing good rapport between students and teachers.
The Adaptation of English Consonants by Efik Learners of English
Author: Mensah, Eyo
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),English Instruction,English Language Learners,Phonology,Phonological Awareness,Phonemes,Adoption (Ideas),Translation,Metalinguistics,Linguistic Borrowing,Lexicology,Qualitative Research,Undergraduate Students,Secondary School Students,African Languages,Language Research,Foreign Countries,Participant Observation

One of the linguistic outcomes of the sustained contact of a target language (L2) with a source language (L1) in the course of history is the adaptation and integration of loanwords from the former into the lexicon of the latter. This paper discusses the phonological strategies and parameters for the adaptation of English consonants (which mainly affect nouns) into Efik. The paper discusses the factors that are responsible for borrowing and convergence as well as the linguistic consequences of loanwords in the Efik expanded vocabulary. We submit that though the pattern of borrowing is tailored to agree with the phonological system of the source language, some of the changes are however, as a result of indigenous innovations or prosodic patterns. We argue in this paper that target-source language contact phenomenon is an important source of lexical enrichment of the target language, which has expanded its functional domains to cope with modern challenges. The paper considers the implication of the study for the English language teaching and learning classroom in the Efik non-native environment.
Role of Iranian EFL Teachers about Using &quot;Pronunciation Power Software&quot; in the Instruction of English Pronunciation
Author: Gilakjani, Abbas Pourhosein
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Role,Second Language Learning,Second Language Instruction,Pronunciation Instruction,Foreign Countries,Qualitative Research,Computer Software,Professional Autonomy,Pronunciation,English (Second Language),Computer Assisted Instruction,Semi Structured Interviews,Open Universities,Language Teachers,Teacher Attitudes,Teaching Methods

Many studies are related to the use of computer technology in learning and teaching but less work has been done to understand how computer technology users feel about them and how this technology helps in developing teachers' teaching methods. &quot;Pronunciation Power&quot; software is one of the computer technologies for teaching English pronunciation. This study examined the role of Iranian teachers in utilizing &quot;Pronunciation Power software&quot; in pronunciation instruction. The researchers used qualitative method consisted of semi-structured interview questions with a volunteer sample of four teachers from an open university in Lahijan, Iran. The researchers answered the research question pertinent to the role of Iranian teachers about utilizing this software in the instruction of pronunciation. Based on the obtained findings, pronunciation power software changed the Iranian teachers' roles from a dispenser of information to a facilitator of information. This change of role gave them more autonomy and greater opportunities in teaching pronunciation.
An Inquiry into the NEST Program in Relation to English Teaching and Learning in Taiwanese Primary Schools
Author: Luo, Wen-Hsing
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Student Motivation,Native Speakers,Interviews,Questionnaires,Language Teachers,Asians,Faculty Development,Program Descriptions,Foreign Countries,Elementary School Teachers,Elementary School Students,Teacher Attitudes

This study aims to explore the Native English-Speaking Teacher (NEST) Program in relation to teachers' instruction and students' learning of English in primary schools in Taiwan. Inviting native English-speakers to teach English in the school system is not an unusual practice in the Asia-Pacific region. As the practice of including NESTs in the school system has become prevalent in Taiwan, alongside other Asian countries, its significance cannot be overlooked. It is worthwhile to look into the impact of NEST programs on local English teachers and students in context. Through interviewing, class observation and questionnaire, this study finds that the NEST Program in Taiwan did not have a considerable impact on teachers' instruction, whereas its effect on teachers' professional development was mainly concerning English language proficiency. As for students' learning, the NESTs in the Program served as a language model in the classroom and were able to arouse students' motivation at the beginning of the school year. Nevertheless, the teachers and the students had unfavorable perceptions of the NESTs due to their unexpected leave without notice. In light of the research findings, the author makes suggestions on the NEST Program.
Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
Author: Kassim, Asiah
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Feedback (Response),Language Usage,Form Classes (Languages),Error Correction,Second Language Instruction,Linguistic Theory,Retention (Psychology),Control Groups,Pretests Posttests,Metalinguistics,Accuracy,Writing (Composition),Undergraduate Students,Foreign Countries,Engineering Education,Majors (Students),Testing,Scoring,Statistical Analysis

This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks.
English Presentation Skills of Thai Graduate Students
Author: Sukitkanaporn, Thitibhada
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),English Language Learners,Language Skills,Communicative Competence (Languages),Masters Programs,English for Special Purposes,Statistical Significance,Experimental Groups,Control Groups,Intervention,Delivery Systems,Questionnaires,Demography,Likert Scales,Student Attitudes,Change Strategies,Text Structure,Protocol Analysis,Visual Aids,Program Effectiveness,Foreign Countries

This study addresses the English Presentation skills of graduate students and explores the ways to improve their skills. A cross-sectional research survey study was conducted among 26 students of the Master of Arts Program in English for Careers at Thammasat University, Thailand. The results showed that there are some statistically significant difference between English presentation skills of the students who studied Effective Presentations (the CR 752 students) and those who did not (the non-CR 752 students). The respondents suggested that the CR 752 students should improve their delivery most, while the non-CR 752 students should improve their organization/content and delivery most. It can be concluded from the findings that Effective Presentations (CR 752) should be a required course for all graduates studying in the Master Program in English for Careers. Students who take this course will develop their presentation skills which are viewed as professional competence required by employers. The respondents also thought that other graduate programs should also provide Effective Presentations course for their students.
The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers
Author: Taqi, Hanan A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Characteristics,Teacher Effectiveness,Language Proficiency,Educational Attitudes,Communication Skills,Interpersonal Competence,Emotional Intelligence,Student Attitudes,Predictor Variables,Correlation,Questionnaires,Likert Scales,English Teachers,College Faculty,Undergraduate Students,Females,Measures (Individuals),Statistical Analysis,Grade Point Average

This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional skills. These general categories will be viewed in the light of students' perception, the students of English Language at the Faculty of Basic Education in the State Kuwait. The sample was chosen randomly from students of the English Department to measure independent variables Academy in correlation with academic variables. For example, English language courses taken, years of schooling, and levels of English proficiency. The researchers based their research on data collected through a questionnaire based on Likert's five-point rating distributed to 150 students. It is expected that the results reveal students' belief in the importance of the categories listed above with emphasis on the uniqueness of EFL teachers in comparison with teachers of other disciplines. This study contributes to the understanding of what students expect from EFL teachers; in addition, it will enable the understating of what students believe is required from them as teachers of English in the future. It is expected that this study will contribute to the field of EFL in the College of Basic Education and the Department of Education in Kuwait University, as it would reflect what the English Departments in these colleges need in order to increase students' awareness of the importance and role of EFL teachers.