ethanporcaro/eric-fulltext-meta huggingface dataset:
Communicative Competence of the Fourth Year Students: Basis for Proposed English Language Program
Author: Tuan, Vu Van
Date: 2017-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),College Seniors,Program Proposals,Correlation,Comparative Analysis,Student Surveys,Student Attitudes,Linguistic Competence,Profiles,Specialization,Gender Differences,Educational Attainment,Parent Background,English (Second Language),Second Language Learning,College Second Language Programs,Discourse Modes,Remedial Programs,Questionnaires,Word Frequency,Foreign Countries,Statistical Analysis

This study on level of communicative competence covering linguistic/grammatical and discourse has aimed at constructing a proposed English language program for 5 key universities in Vietnam. The descriptive method utilized was scientifically employed with comparative techniques and correlational analysis. The researcher treated the surveyed data through frequency counts, means and percentage computations, and analysis of variance/t-test to compare two main area variables. The respondents was 221 students from 5 universities randomly chosen. The major findings of the study generally reveal that the students' level of communicative competence is a factor of their parents' academic influence. Their linguistic/grammatical and discourse competence is helped by their chance for formal and intensive learning, conversing with a native speaker of the English language, rich exposure to social media networks, and reading materials written in English. Moreover, the students' greatest strength along linguistic competence is on the use and function of noun, pronoun and preposition, while their weaknesses are on the use and function of conjunction, adverb, interjection, and verb. It is a general finding that the 4th year students who are linguistically competent on the whole system and structure of a language or of languages in general (consisting of syntax, morphology, inflections, phonology and semantics) have the tendency to speak or write authoritatively about a topic or to engage in conversation. Basing on the findings from this study, an enhancement program was proposed with the certainty that this proposed English language program would bring the best efficiency in the second language acquisition.
Conceptions of Critical Thinking from University EFL Teachers
Author: Marin, Matias A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),English Teachers,Qualitative Research,College Faculty,Teacher Surveys,Online Surveys,Questionnaires,Semi Structured Interviews,Student Evaluation,Outcome Measures,Teacher Attitudes,Educational Practices,Foreign Countries,Content Analysis

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers' participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.
Factors Affecting the Quality of English Language Teaching in Preparatory Year, University of Jeddah
Author: Dakhiel, Maysoon A.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Instructional Effectiveness,Performance Factors,Educational Quality,Student Surveys,Teacher Surveys,Administrator Surveys,Teacher Effectiveness,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Change Strategies,Likert Scales,Learning Experience,College Second Language Programs,Foreign Countries,College Faculty,College Freshmen

Several Universities in Saudi Arabia have recently made it their priority to pursue excellence in effective EFL teaching-learning starting from the Preparatory Year Program (PYP). That is due to the rapid expansion of English as a lingua franca in tertiary education especially in science and technology, scientific and educational publication, technology, internet communication, etc. The present study will examine the current situation in EFL teaching and learning to identify the factors affecting the quality of English language teaching in the PYP at Jeddah University. When studying quality in EFL teaching, the concentration is usually put on the teacher where in fact the success of the operation is collaboration between three major constituents of the program triangle, the learners, the teachers and the institution. Therefore, these three constituents were asked to first identify what they think is important in regards to the quality of the EFL program, and what impedes achieving its goals. In order to identify and analyze the factors, this study applied the following survey: Quality in Language Teaching for Adults developed by Grundtvig Learning Partnership (2009-2011), on teachers, learners, and administrators. Slight variations in wording of the survey statements was implemented in order to suit each group. For data analysis, SPSS software was used. Recommendations and further fields of study presented were based on the findings.
Traces of Teaching Methods in a Language Class and the Relationship between Teachers' Intended Learning Outcomes and Students' Uptake
Author: Mahmoudabadi, Zahra
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Outcomes of Education,Behavioral Objectives,Academic Achievement,Class Activities,Classroom Observation Techniques,Vocabulary Skills,Grammar,Charts,Instructional Effectiveness,Institutes (Training Programs),Educational Practices,Intermode Differences,Delivery Systems,Language Acquisition,Elementary School Students,Elementary School Teachers,Foreign Countries

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher's method was an eclectic one which mostly followed [Community Language Teaching] (CLT) guidelines along with utilizing techniques from some other methods such as [Grammar Translation Method] (GTM), [Direct Method] (DM), and [Audiolingual Method] (ALM). In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners' reported uptake.
The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing
Author: Likitrattanaporn, Wannakarn
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Skills,Graduate Students,Experiential Learning,Linguistics,English (Second Language),English Teacher Education,College Second Language Programs,Teaching Methods,Instructional Effectiveness,Qualitative Research,Questionnaires,Student Developed Materials,Student Attitudes,Brainstorming,Course Organization,Foreign Countries,Student Teachers,Elementary Education

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.
The Use of Poster Sessions to Develop Professionalism, Domain Five of the Ecuadorian National English Teachers' Standards
Author: Morales J., María V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Professionalism,Visual Aids,Skill Analysis,National Standards,Educational Strategies,Educational Practices,Standard Setting,Active Learning,Proposal Writing,Teaching Skills,Language Skills,Language Acquisition,English (Second Language),Second Language Learning,Masters Degrees,College Second Language Programs,Study Abroad,Literary Genres,Preservice Teacher Education,Preservice Teachers,English Teacher Education,Foreign Countries

This study describes the presence of professional skills found in poster session proposals in order to consider the use of poster sessions for developing the skills required by the 2012 Ecuadorian Standards for English teachers, specifically related to the fifth domain professionalism. Thirteen poster session proposals for a national English teacher conference were analyzed to identify professional skills using the International Teaching English to Speakers of Other Languages (TESOL) Conference rubric to describe their academic quality, and Halleck and Connor's Coding Scheme Checklist to describe the TESOL proposal genre characteristics. The results provided evidence of the skills related to the Ecuadorian national standards for English teachers as well as their academic strengths and weaknesses. The poster session can be an effective strategy to help teachers become more proactive and autonomous in growing professionally. This study can be useful for English teachers working to meet the national standards and institutions wanting to explore new strategies to develop and implement the English Teachers' Standards.
The Acquisition of English Lexical Stress by Chinese-Speaking Learners: An OT Account
Author: Yuan, Man
Date: 2017-00-00
Type: Journal Articles
Subjects: Chinese,English (Second Language),Second Language Learning,Lexicology,Native Speakers,Reading Aloud to Others,Nouns,Syllables,Interlanguage,Interference (Language),Graduate Students,College Second Language Programs,Language Acquisition,Language Tests,Foreign Countries

Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners of English and nine native English controls, who read aloud 12 types of nonce English nouns. The results showed that the Chinese participants were able to place stress correctly in two-syllable words and three-syllable words with a heavy penultimate syllable. However, irregularity was observed in three-syllable words with a light penultimate syllable, particularly H(eavy)L(ow)L(ow). The results are further interpreted in Optimality Theory. It is argued that the learners' interlanguage grammar is both negatively and positively influenced by their native language. The constraint only active in Chinese causes the interlanguage to be non-nativelike. By contrast, the shared active constraints facilitate learning. Moreover, the emergence of the constraints in the interlanguage grammar which are inactive in Chinese but active in English provides evidence for the learners' ability to restructure their interlanguage phonology.
Using UAM Corpustool to Explore the Language of Evaluation in Interview Program
Author: Hu, Chunyu
Date: 2017-00-00
Type: Journal Articles
Subjects: Interviews,Journalism,Discourse Analysis,Audience Awareness,Computational Linguistics,Communication Strategies,Grammar,Public Officials,Attitudes,Emotional Response,Computer Software,Language Usage,Television,Programming (Broadcast),Foreign Countries

As an interactional encounter between a journalist and one or more newsworthy public figures, an interview program is a special type of discourse that is full of evaluative language. This paper sets out to explore evaluation in interview programs from the perspective of appraisal system. The corpus software used in this study is UAM CorpusTool 3.3--annotating software that is able to automatically annotate the grammatical structure and parts of speech of the text, meanwhile allows manual annotation of linguistic features based on various schemes. The results show that the use of attitudinal resources is closely related to speaker's communication strategies. Invoked evaluation and positive appraisal resources are most frequently used in the interview to establish alignment with the audience. As will be explained below, the design of the program process and other information are also sources of evaluation.
LGBTQ+ Voices from the Classroom: Insights for ESOL Teachers
Author: Kaiser, Evan
Date: 2017-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,English (Second Language),Second Language Instruction,Language Teachers,Identification (Psychology),Social Bias,Interviews,Coding,Student Empowerment,Community Colleges,Noncredit Courses

Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer (LGBTQ+) students from producing meaningful language output and negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+ students perceive the framing of sexual diversity in classrooms and (b) the subsequent effects on their language and identity development. Qualitative interviews with 4 LGBTQ+ former ESOL learners in the San Francisco Bay Area were conducted and thematically coded. Results indicated that the strong desire for professional advancement dovetailed with the desire to affirm an LGBTQ+ identity, yet the ESOL classroom provided few opportunities to construct an LGBTQ+ identity. However, expertly facilitated LGBTQ+ content provided numerous benefits to learners. Teachers should reframe classroom discussions to be maximally inclusive and should choose an approach to discussing LGBTQ+ content that allows students to empower themselves.
How Does the First Language Have an Influence on Language Learning? A Case Study in an English ESL Classroom
Author: Romero, Yanilis
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Transfer of Training,Punctuation,Case Studies,Learning Processes,Handwriting,Arabs,Semitic Languages,Receptive Language,Contrastive Linguistics,Error Analysis (Language),Foreign Countries,Oral Language,Reading Skills,Discourse Analysis,Interviews,Student Attitudes,Listening Skills,Writing Skills

This article presents a case study which aims at analyzing the influence that the first language has on the learning of a foreign language. This research was conducted in an ESL classroom from a Language Center in England and was carried out with a Saudi Arabian student during a two-month period. In order to conduct this research, theoretical support about contrastive analysis (CA) and error analysis (EA) were taken into account. The findings of this case study suggested that CA and EA are effective ways to study and understand how the first language (L1) of a learner might have an influence on the learning process in a foreign language. In this particular case study, it was found that this Saudi Arabian learner had a better performance in receptive skills; there were some evidences of U shape learning in this learner and also it was noticed that his handwriting and the use of punctuation marks although good, they needed some improvement.
The Negotiation of Interactive Frames and Discourse Identities in China's Rural Insurance Sales Interactions
Author: Wang, Weichao
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Sales Occupations,Social Change,Discourse Analysis,Self Concept,Foreign Countries,Friendship,Interpersonal Communication,Conflict Resolution,Insurance,Qualitative Research,Statistical Analysis,Social Values,Asian Culture,Sociolinguistics

This paper analyzes dialogues between insurance sales agents and their clients in transformational rural China from the perspective of interactive frames, footings and discourse identities. Through the analysis of three types of talk, namely, friendship talk, institutional talk and task-oriented talk, the ambiguous and conflicting identities that both agents and clients adopt in the conversations are captured and described. It then describes and analyzes the dynamics of the mobilization and strategic management of relative identities that both parties assume and employ in order to resolve conflicts, justify oneself and resume control. The analysis further probes into the transforming nature of the modern Chinese rural society, where old and traditional value systems have, to a large extent, been shattered, while new value systems are yet to be established.
Were the Student's Actions a Manifestation of the Student's Disability? The Need for Policy Change and Guidance
Author: Lewis, Maria M.
Date: 2017-05-22
Type: Journal Articles
Subjects: Special Education,Disabilities,Discipline,Urban Schools,Educational Legislation,Equal Education,Federal Legislation,Court Litigation,Decision Making,Educational Policy

Under federal special education law, before a school district may discipline a student with a disability for greater than 10 days, it must first determine whether the student's actions were a manifestation of his or her disability (IDEA, 2004). This requirement, referred to as manifestation determination review (MDR), aims to ensure that students with disabilities do not experience a significant disciplinary change in placement for actions that are caused by their disabilities. This article will discuss the evolution of the legal standard and the policy implications of a study that examined 80 MDR decisions in one large urban school district.
The Landscape of Education &quot;Reform&quot; in Chicago: Neoliberalism Meets a Grassroots Movement
Author: Lipman, Pauline
Date: 2017-06-05
Type: Journal Articles
Subjects: Educational Change,Urban Schools,Neoliberalism,Educational Policy,Resistance (Psychology),Racial Discrimination,Equal Education,School Closing,Privatization,Self Determination,Race,Justice,Observation,Interviews

This article examines the dialectics of Chicago's neoliberal education policies and the grassroots resistance that parents, teachers, and students have mounted against them. Grounding the analysis in racial capitalism and neoliberal urban restructuring, I discuss interconnections between neoliberal urban policy, racism, and education to clarify what is at stake for communities resisting Chicago's policies. The paper describes deep and pervasive racial inequities, school closings, privatization, and disenfranchisement driving organized opposition and the labor-community alliance at the center of organized resistance. I argue that neoliberal education policy is racialized state violence, and education is a battleground for racial justice and Black self-determination. I conclude with observations on Chicago's experience so far that might be useful in other contexts.
The Promise and Realities of Pay for Success/Social Impact Bonds
Author: Saltman, Kenneth J.
Date: 2017-06-05
Type: Journal Articles
Subjects: Educational Finance,Financial Support,Banking,Urban Schools,Ideology,Public Schools,Innovation,Risk,Accountability,Costs,Social Responsibility

This article considers proponents' arguments for Pay for Success also known as Social Impact Bonds. Pay for Success allows banks to finance public services with potential profits tied to metrics. Pay for Success has received federal support through the Every Student Succeeds Act of 2016 and is predicted by 2020 to expand in the US to a trillion dollars. As school districts, cities, and states face debt and budget crises, Pay for Success has been advocated by philanthropists, corporate consulting firms, politicians, and investment banks on the grounds of improving accountability, cost savings, risk transfer, and market discipline. With its trailblazing history in neoliberal education, Chicago did an early experiment in Pay for Success. This article provides a conceptual analysis of the key underlying assumptions and ideologies of Pay for Success. It examines the claims of proponents and critics and sheds light on the financial and ideological motivations animating Pay for Success. The article contends that Pay for Success primarily financially benefits banks without providing the benefits that proponents promise. It concludes by considering Pay for Success in relation to broader structural economic considerations and the recent uses of public schooling to produce short-term profit for capitalists.
Segregation and Inequality in Chicago Public Schools, Transformed and Intensified under Corporate Education Reform
Author: Jankov, Pavlyn
Date: 2017-06-05
Type: Journal Articles
Subjects: School Segregation,Equal Education,Public Schools,Urban Schools,Educational Change,Neoliberalism,School Closing,School Choice,Charter Schools,African American Students,African American Teachers,Privatization,School Restructuring,Politics of Education,Outcomes of Education,Educational History,Educational Trends,School Desegregation

During the period of 1981 to 2015, the total population of Black students in CPS plummeted from close to 240,000, 60% of all CPS students, to 156,000 or 39% of CPS. This paper documents how despite their decreasing numbers and percentage in the system, the vast majority of Black students remained isolated in predominantly low-income Black schools that also became the target of destabilizing corporate reforms and experimentation. This study examines the historic and contemporary dual segregation of Black teachers and Black students in Chicago Public Schools, and how mass school closures, privatization, and corporate school reform have both transformed and deepened segregation and resource-inequity across Chicago's schools.