ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Do Gamers Buy &quot;Virtual Assets&quot;? An Insight in to the Psychology behind Purchase Behaviour
Author: Cleghorn, Jack
Date: 2015-06-00
Type: Journal Articles
Subjects: Purchasing,Computer Simulation,Video Games,Qualitative Research,Phenomenology,Interviews,Consumer Economics,Experience,Motivation,Self Expression,Attachment Behavior,Conceptual Tempo,Satisfaction,Friendship,Well Being,Computer Games

The present study investigated the phenomenon of buying &quot;virtual assets&quot; for game avatars. Virtual Assets are items that are bought with real-world money for an avatar in-game. Weapons, items, pets, mounts and skin customisations are the most popular examples. Using a qualitative methodology--in this case Interpretative phenomenological analysis (IPA)--six gamers that regularly bought in-game assets were interviewed. IPA was chosen because of its emphasis on lived experience, and each participant had subjective experiences of gaming and purchase behaviour. Of particular focus in this study were the superordinate themes of motivations for purchase behaviour, the resulting psychological impact on the gamer, the social benefits of gaming and virtual asset purchasing, emotional attachment, self-expression through the avatar, impulsivity versus thoughtfulness in purchase intention, and the impact of a transaction machinery on the &quot;game experience&quot;. Motivations that were found to be of particular importance were item exclusivity, function, social appeal, and collectability. It was found that virtual items enable the gamer to express themselves, feel real satisfaction, and build lasting friendships. Essentially, virtual assets and gaming mostly had a very positive impact on the participant's psychological wellbeing. Implications for gamers and games production companies are considered.
Tensions in the Language Learning Experiences and Beliefs of Chinese Teachers of English as a Foreign Language
Author: Zeng, Zhen
Date: 2007-03-00
Type: Journal Articles
Subjects: Beliefs,English (Second Language),Second Language Learning,Coding,Focus Groups,Profiles,Questionnaires,Interviews,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Characteristics,Teaching Experience,Teaching Methods,Affective Behavior,Language Usage,Independent Study,Personal Autonomy,Teacher Attitudes

This study explores the Language Learning Experiences (LLEs) and beliefs of six non-native speaking (NNS), English as a Foreign Language (EFL) teachers in China. Data collection involved an online questionnaire, an asynchronous focus group, as well as individual online interviews. Findings were presented as profiles of the six cases. Cross-case analysis using open and axial coding resulted in the identification of three categories of concepts as follows: positive versus negative affect in language learning; authority versus autonomy; authentic versus didactic language learning. The tensions within and between the categories and concepts point to the complexity of EFL teaching and learning in China.
Using Gamification to Enhance Second Language Learning
Author: Figueroa Flores, Jorge Francisco
Date: 2015-06-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Motivation,Technology Integration,Teaching Methods,Second Language Instruction,Language Fluency,Personality Traits,Learning Strategies,Learner Engagement,Native Language,Language Acquisition,Linguistic Theory,Computer Assisted Instruction,Computer Games,Educational Games,Social Networks,Educational Technology

One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach &amp; Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2. This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy.
Language Learning Experience as a Contributor to ESOL Teacher Cognition
Author: Ellis, Elizabeth Margaret
Date: 2006-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teacher Attitudes,Second Language Instruction,Language Teachers,Foreign Countries,Schemata (Cognition),Language Proficiency,Bilingualism,Knowledge Base for Teaching,Learning Experience,Qualitative Research,Learning Strategies,Communication Strategies,Pedagogical Content Knowledge,Language of Instruction,Immigrants,Code Switching (Language),Self Concept,Semi Structured Interviews

Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require &quot;an understanding of second language development,&quot; and it is assumed that a monolingual teacher can attain such understanding without having learned a second language (L2). This paper sets out to challenge such a position by establishing a theoretical framework within which to argue that teacher language learning is an important contributor to professional practice. This framework is based on research into teacher cognition, particularly that which highlights connections between teachers' lived experience and the ways in which they form their beliefs about their profession (Freeman, 2001). Using data from an Australian study, this paper shows that experiential knowledge formed by different kinds of L2 learning (formal, informal, childhood, adult, elective, or circumstantial bilingualism) forms a powerful resource underpinning ESL teachers' professional knowledge and beliefs about language teaching.
Intercultural Telecollaboration: In-Service EFL Teachers in Mexico and Pre-Service EFL Teachers in Turkey
Author: Keranen, Nancy
Date: 2006-12-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Second Language Instruction,Second Language Learning,Preservice Teachers,Telecommunications,Cultural Background,Cultural Awareness,Spanish Speaking,Turkish,Official Languages,Language Usage,Computer Mediated Communication,Language Teachers,Cultural Differences,Program Descriptions,Foreign Countries,Undergraduate Students

This paper reports on the pairing of Spanish-speaking in-service teachers and Turkish-speaking pre-service teachers in a telecollaborative intercultural project in which English was used as a lingua franca. The authors of this paper were the course leaders. Participants' discourses were examined to understand how they communicated their cultures and whether they thought they had gained any cultural understanding from their interchanges. These data came from three sources: (1) The exchanges on the online cultural rooms in the discussion board area; (2) The students' final reports; and (3) The course usage statistics. As a challenge to O'Dowd's (2003) claim that such interchanges can end up as meaningless and superficial exercises, we demonstrate that they encourage people from different cultural backgrounds to develop and further their understanding of other cultures via such exchanges.
English in Class and on the Go: Multimodal U-Learning
Author: García-Sánchez, Soraya
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,English (Second Language),Modern Languages,Modern Language Curriculum,Blended Learning,College Students,Virtual Universities,Language Acquisition,Immersion Programs,Reinforcement

This article aims to analyse different ubiquitous learning (u-Learning) platforms used when learning English as a Foreign Language (EFL) as part of the Modern Languages Degree at the Universidad de Las Palmas de Gran Canaria (ULPGC). The combination of face-to-face lessons with multimedia content and digital mediated learning allows today's native students to enhance their independent learning abilities when it best suits them. Successful u-learning takes place when ULPGC students have access to different interactive activities, content videos, screencast presentations and automatic evaluation systems that contribute to improve learners' language learning skills. Students are especially immersed in an EFL learning environment when accessing the Moodle-based Virtual Campus, Prometeo and Picasst multimodal virtual learning environments. The subject considered in this study, English Language II, allowed learners to access authentic cultural and language content not only by means of face-to-face classes but also through reinforcement activities via u-learning platforms.
Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia
Author: Hussin, Habsah
Date: 2006-09-00
Type: Journal Articles
Subjects: Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Secondary School Teachers,Questioning Techniques,Critical Thinking,Thinking Skills,Skill Development,National Curriculum,Foreign Countries,Scheduling,Cultural Pluralism,Language Teachers,Classroom Observation Techniques,Interviews,Focus Groups,Teacher Attitudes

This study investigated questioning as practiced in Malaysian secondary school classrooms, to determine teachers' rationale for adopting certain techniques of questioning, and to use the findings to inform teacher education. Questioning is a central aspect of any classroom interaction as it serves so many functions but it is still an under-researched area in the Malaysian classroom context. This study employs an in-depth naturalistic approach and focuses on every day classroom events pertaining to questioning. Research constraints faced in conducting the fieldwork included dealing with the authorities, and the timing and duration of research as constrained by school schedules and national holidays presented by the multicultural milieu of Malaysia. It was found that the majority of questions set by EFL and science-as-content-taught-in-English classes were low-level and factual, and not designed to encourage critical thinking on the part of learners. There was a mismatch between what is stipulated by the national curriculum and how teachers actually teach in terms of posing questions. While national policy stipulates helping learners become critical thinkers, teachers seem concerned with other, short term goals. For instance, teachers' beliefs about their students' academic needs and what teachers should do in a classroom make them tailor their questions to align with the SPM examination (Malaysian Certificate of Education) with the result of posing more questions at a low-level factual category.
Developing a Motivational Teaching Practice in EFL Teachers in Slovakia: Challenges of Promoting Teacher Change in EFL Contexts
Author: Kubanyiova, Magdalena
Date: 2006-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Learning Theories,Questionnaires,Language Teachers,Foreign Countries,Teacher Role,Feedback (Response),Interviews,Classroom Environment,Behavior Change,Consciousness Raising,Group Dynamics,Inservice Teacher Education,Longitudinal Studies,Mixed Methods Research,Outcomes of Education,Observation,Teacher Attitudes,Educational Psychology

Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teacher preparation programmes. This longitudinal mixed methods study explores the impact of a 20-hour experiential in-service teacher development course with the knowledge base drawn from L2 motivation theory, group dynamics, and educational psychology. Quantitative (pre- and post-test questionnaires measuring students' perceptions of their classroom environment) and qualitative (regular course feedback, teacher interviews, lesson observations, and field notes) measures were employed to assess the course impact on cognitive and behavioural change of 8 self-selected non-native EFL teachers in Slovakia. The results show that, in most cases, no change occurred in spite of the teachers' endorsement of the course material, and several outer-context-specific factors are discussed to explain this negative outcome.
Regionally Specific Tasks of Non-Western English Language Use
Author: Lanteigne, Betty
Date: 2006-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Usage,Semi Structured Interviews,Culture Fair Tests,Test Construction,Language Teachers,Language Skills,Language Tests,Surveys,Pragmatics,Interpersonal Competence,Non Western Civilization,Student Placement,Second Language Instruction,Needs Assessment,Developing Nations,Foreign Countries,Teacher Attitudes,Sociolinguistics

Many English tests based on Western culture are inappropriate for regions where English use differs from that of Europe and North America. In these non-Western settings, it is desirable that English assessments be based on real-world English use. Therefore, identifying tasks of non-Western English language use is a beginning step in developing culturally appropriate English language tests. This cross-cultural sociolinguistic research is part of a larger project involving semi-structured interviews with twenty-nine English teachers from Uganda, Kenya, Sudan, the Arabian Gulf, Lebanon, Palestine, Jordan, India, Singapore, and the Philippines. In this report three task descriptions of non-Western English language use are identified, categorized by domain, setting, and language skill, based on Baine's (1988) ecological inventory. A confirmation survey was utilized to identify three tasks of non-Western English language use (in home, work, and community domains) that are culturally appropriate for assessment in some non-Western regions. Informants' comments from the interviews address reasons for considering these tasks as culturally inappropriate in other non-Western regions and thus give insight as to how they may be reworded to be appropriate in those regions. &quot;Culturally inappropriate&quot; in this research refers to offensiveness as well as being outside of established sociopragmatic use.
The Impact of Content and Context on International Teaching Assistants' Willingness to Communicate in the Language Classroom
Author: Compton, Lily K. L.
Date: 2007-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teaching Assistants,Qualitative Research,Semi Structured Interviews,Foreign Students,Course Content,Context Effect,Interpersonal Communication,Language Proficiency,Cultural Influences,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Observation,Sociocultural Patterns,Self Esteem,Case Studies

Past studies have identified the impact of situational and enduring variables on second language (L2) learners' willingness to communicate (WTC) in the L2. This qualitative study triangulates data from two classroom observations, semi-structured interviews with four students and class instructor, and personal experiences including communication with peers to examine the impact of content and context on four international teaching assistants' (ITAs') WTC in their language class. Results suggest that ITAs are more willing to communicate when there is shared knowledge of field-specific content or if they feel confident with their L2 ability. Cultural factors and international posture were also important factors that contributed to the level of ITAs' WTC.
Memorization and EFL Students' Strategies at University Level in Vietnam
Author: Oanh, Duong Thi Hoang
Date: 2006-09-00
Type: Journal Articles
Subjects: Memorization,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Vietnamese People,Teacher Attitudes,Language Teachers,Foreign Countries,Learning Processes,Role,Student Attitudes,Questionnaires,Ethnography,Qualitative Research,Advisory Committees,Speeches,College Students,Semi Structured Interviews

Experience and observation as learners and teachers of English as a foreign language (EFL) convince us that memorization seems to be one of the learning methods that helps EFL students learn and use the English language, provided that memorization is used appropriately to help learners to internalise what they have learned to apply in actual communication. On the other hand, some teachers argue that memorization and communication cannot coexist in an academic environment. This controversy inspired this investigation into whether memorization is accepted as a strategy in the process of learning EFL in EFL students' and teachers' perspectives, and if so, what role memorization plays. The research aims to identify learners' and teachers' beliefs about learning EFL in relation to memorization as well as to provide an insight into the possible effectiveness of memorization. Gleaned from questionnaires and interviews, the data were analysed by using ethnographic methods. Memorization is a mental process, so the choice of qualitative method as the main data collection and analysis tool is appropriate, but to carry out qualitative research in Vietnam is undeniably challenging. Apart from common difficulties such as time constraints, members of powerful research committees at Vietnamese universities--such as the one where the data were gathered--generate many doubts. Nonetheless, it was found that both teachers and learners differentiated between &quot;good&quot; and &quot;bad&quot; memorization in terms of a specific, commonly used task in Vietnamese universities, giving speeches in English.
The English Lesson as a Site for the Development of Critical Thinking
Author: Santos, Denise
Date: 2006-09-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Second Language Instruction,Gender Issues,Foreign Countries,Stereotypes,Teaching Methods,Skill Development,Cultural Pluralism,Power Structure,Self Concept,Teacher Role,Student Role,Scaffolding (Teaching Technique),Gender Differences,Educational Change,Sociolinguistics,Linguistic Theory,Teacher Student Relationship,Elementary School Students,Language Teachers,Discussion (Teaching Technique),Instructional Innovation

This article discusses an investigation carried out with a group of young learners of English in a Brazilian language school aiming at these individuals' development of critical thinking and their involvement in a de-naturalization process of gender dualism. The study, which took place in an educational context witnessing important changes at both macro and micro levels, has its theoretical foundation in multicultural and identity studies as well as in Goffman's (1974, 1981) notions of footing and participant status and in Wood, Bruner, and Ross's (1976) concept of scaffolding. By re-defining the EFL classroom as a multicultural site in which essentialist and stereotypical social identities are constantly challenged, participants in this three-semester long research project engaged in pedagogical practices moving away from a teacher-student pattern towards a pattern in which participants, reconfiguring relations of power in the classroom, could take on different alignments while engaging in the development of critical thinking concerning gender issues. These debates, together with this dynamic participation structure, enabled students to revisit some taken-for-granted assumptions concerning gender. They also stimulated changes in the roles traditionally played by the teacher and by students: the former performed varied footings other than those of controller, transmitter, or facilitator, and provided scaffolding characterized by both support and challenge; the latter could perform the role of the more knowledgeable participant.
Constructing and Validating a Multiple-Indicator Construct of Economic Hardship in a National Sample of Adolescents with Disabilities
Author: Murray, Christopher
Date: 2015-07-00
Type: Journal Articles
Subjects: Adolescents,Disabilities,Economically Disadvantaged,Longitudinal Studies,Construct Validity,Social Indicators,Poverty,Factor Analysis,Family Income,Educational Attainment,Employment,Heads of Households

The purpose of the current study was to develop a multi-indicator construct of economic hardship among adolescents with disabilities (N = 9,230) participating in the National Longitudinal Transition Study-2, the largest, most comprehensive investigation of adolescents with disabilities ever conducted. Five theoretically relevant indicators (i.e., family income, head-of-household education, head-of-household employment, participation in social programs, and lack of resources) contributed to the formation of an economic hardship latent construct. Scores on this factor were validated through associations with demographic, tangible-resource, school, and family factors. The implications of these findings for continued efforts to understand and respond to economic hardship among adolescents with disabilities are discussed.
Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario's Teaching and Learning Centres
Author: Vander Kloet, Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Criticism,Disabilities,Foreign Countries,Higher Education,Access to Education,Advocacy,Futures (of Society),Qualitative Research,Discourse Analysis,Federal Legislation,Compliance (Legal),Program Descriptions,Educational Development,Workshops,Educational Resources,Web Sites,Audits (Verification),Teaching Methods,Academic Accommodations (Disabilities)

It is increasingly understood that university education must be accessible to persons with disabilities. The responsibility to make the university accessible is arguably shared by all of us and yet, the extent to which it has become fully accessible is certainly suspect. By undertaking qualitative, discursive analysis of websites, online texts and other materials provided by Ontario's teaching and learning centres, this paper seeks to do two things. First, it provides a critical overview of the types of training currently available at Ontario universities for teaching assistants on accessibility and teaching. This review will outline initiatives directed towards compliance with Accessibility for Ontarians with Disabilities Act (AODA) requirements, those focused on education and advocacy (as well as areas of overlap) and broader equity training which encompasses accessibility. Second, this paper, considering the content of the reviewed material and informed by critical disability studies, offers up an articulation of future directions for research, writing, advocacy, and training on teaching assistant development on accessible teaching.
On Being Taught
Author: Jaarsma, Ada S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Teaching Methods,Learning Processes,Commercialization,Critical Thinking,Higher Education,Neoliberalism,Critical Theory,Definitions

This essay examines the definitions of the key words of the scholarship of teaching and learning (SoTL)--scholarship, teaching, and learning--in order to identify the hopes that animate SoTL research and examine these hopes in light of recent critical thinking about the corporatization of higher education. Arguing that Biesta's (2013b) distinction between &quot;learning from&quot; and &quot;being taught by&quot; offers an important corrective to the prevailing definitions of SoTL, the essay reflects on the tensions between scholarly teaching, as understood by SoTL, and teaching as a contingent and unpredictable event.