ethanporcaro/eric-fulltext-meta huggingface dataset:
Research on the Effect of Supervisor Feedback for Undergraduate Thesis Writing
Author: Jiang, Shuangyun
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Supervisors,Undergraduate Students,Theses,Revision (Written Composition),Error Correction,College Faculty,English (Second Language),Language Proficiency,Writing Skills,Foreign Countries

The guidance effect of teacher feedback in contemporary English writing has been a hot topic for research. More and more researches focus on the effect of teacher feedback in senior high schools or universities. This research analyzed the supervisor feedback on 32 undergraduate thesis revisions from 8 students from three aspects: error feedback, non-error feedback and the focus of supervisor feedback. The results show that both error feedback and non-error feedback can significantly improve the overall expression of papers; while their focuses are quite distinctive. Suggestions on how to optimize teacher feedback are put forward.
A Narrative Discourse Analysis of Poe&apos;s Short Story &quot;The Tell-Tale Heart&quot;: Implications for Language Teaching
Author: Alsahafi, Morad
Date: 2020-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Literature,Literary Genres,Authors,Language Usage,Connected Discourse,Teaching Methods,Learning Activities,Literary Devices

This paper employs narrative discourse analysis to analyze Edger Allen Poe's short story &quot;The Tell-Tale Heart&quot; by using two narrative analysis frameworks that focus on the macrostructure (Stein, 1982) and microstructure (Halliday &amp; Hasan, 1976) aspects of the story. The analysis covers the story's purpose, generic structure, and lexicogrammatical cohesion. Findings show that the writer follows a series of structural moves and uses a variety of narrative strategies (e.g. high level of involvement and a wide range of lexical and grammatical cohesive ties) which contribute to the creation of a well-formed text that has effectively achieved its purpose and made its intended effect. This paper argues that there are many ways in which this macro- and microstructure analysis of the story may be exploited in the English language classroom. The paper concludes with a discussion of the implications of the analysis and offers some suggestions and engaging activities for language teaching purposes.
Semantic Categories of Reporting Verbs across Four Disciplines in Research Articles
Author: Uba, Sani Yantandu
Date: 2020-00-00
Type: Journal Articles
Subjects: Semantics,Research Reports,Journal Articles,Computational Linguistics,Verbs,Language Usage,Accounting,Applied Linguistics,Engineering Education,Medicine,Word Frequency,English for Academic Purposes,English for Special Purposes,Textbook Preparation,Instructional Design,Second Language Learning,Second Language Instruction,Metalinguistics,Teaching Methods

This paper investigates semantic categories of reporting verbs across four disciplines: Accounting, Applied Linguistics, Engineering and Medicine in research article genre. A general corpus of one million words and sub-corpus (for each discipline) were compiled from a total of 120 articles representing 30 articles from each discipline. In this study, two levels of analysis were conducted. Firstly, I randomly selected five articles from each discipline and read and reread each article identifying what reporting verbs are used, in what context are used and why such reporting verbs are used. This process enabled me to identify semantic categories of reporting verbs. Secondly, on the basis of the identified list of semantic categories of reporting verbs, I used the list in generating concordance output for quantitative textual analysis of each sub-corpus of the four disciplines, as well as the general corpus. The results of the study show that writers from both Accounting and Applied Linguistics are having a high frequency of reporting verbs than writers from Engineering and Medicine disciplines. It also shows that there are certain commonalities and differences between the disciplines. For example, all the disciplines are having frequency of the three semantic categories of reporting verbs but with certain degree of variations. The study recommends raising awareness of students on semantic categories of reporting verbs. The results could also help EAP/ESP teachers in designing course materials for discipline specific reporting verbs. It could also be helpful for textbook course designers in developing textbooks for teaching reporting verbs.
Lexical Bundles in Thesis Abstracts by L1 Chinese Learners of English and U.S. Students
Author: Lyu, Meng
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Computational Linguistics,Masters Theses,Liberal Arts,Chinese,Native Language,English (Second Language),Second Language Learning,Undergraduate Students,Graduate Students,Translation,Documentation,North Americans,Foreign Countries,Academic Language,Contrastive Linguistics,Cross Cultural Studies,Asians

The general question this research investigates concerns the difference between the use of lexical bundles in a corpus of abstracts for theses in the liberal arts written by Chinese undergraduate students and a corpus of abstracts written by American master's degree students. The undergraduate abstracts were first written in Chinese and then translated in to English at a medium-sized university in China. The master's degree theses abstracts were downloaded from an online database. It was found that there were differences in the types and tokens of lexical bundles in the two corpora with few shared bundles. There were fewer differences in the structural characteristics and in the functions of the lexical bundles found in the two corpora. Specific pedagogical recommendations are made, as well as implications regarding methodology in future research.
Telegram App in Learning English: EFL Students&apos; Perceptions
Author: Abu-Ayfah, Zahra A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,College Students,Student Attitudes,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Foreign Countries,Vocabulary Development,Teaching Methods

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students' perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.
Improving Self-Regulated Learning through Personalized Weekly e-Learning Journals: A Time Series Quasi-Experimental Study
Author: Fung, Chorng Yuan
Date: 2019-06-00
Type: Journal Articles
Subjects: Self Management,Individualized Instruction,Student Journals,Undergraduate Students,Electronic Learning,Student Improvement,Scaffolding (Teaching Technique),Cues,Reflection,Integrated Learning Systems,Metacognition,Learning Strategies,Questionnaires,Instructional Effectiveness,Time Management

This study provides an insight into using personalized weekly e-Learning Journals to improve self-regulated learning (SRL) of university students. Quasi-experimental method with time series data analysis was used. Pre and post-tests together with time series data over an intervention period on SRL were collected. 54 students in an undergraduate course wrote personalized weekly e-Learning Journals (e-LJs) in the Learning Management System (LMS) over a 10-week period. The e-LJs contained selfreflection prompts designed according to the course curriculum activities and assessments to scaffold students' SRL. It was found that students' SRL improved significantly over the intervention period. The time series data on SRL shows that students' SRL varied according to the timing of assessments. Academic staff can help university students improve their SRL by providing personalized weekly e-LJs that contained self-reflection prompts. These prompts need to be personalized according to the course curriculum activities and assessments.
The Impact of Teaching Critical Thinking on EFL Learners&apos; Speaking Skill: A Case Study of an Iranian Context
Author: Arfae, Alireza Mousavi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,English (Second Language),English Language Learners,Speech Skills,Young Adults,Correlation,Instructional Effectiveness,Language Proficiency,Second Language Instruction,Debate,Problem Solving

English speaking proficiency requires more than knowing its grammatical and semantic rules. It also includes the knowledge of how native speakers of one language use the language in the context of structures of interpersonal exchange, within which many factors interact. Critical thinking is the deliberate determination of whether we should accept, reject, or suspend judgment about a claim and of a degree of confidence with which the language speakers accept or reject it. The present quasi-experimental study aimed to investigate the impact of teaching critical thinking on the speaking skill of EFL learners. To this end, 44 male and female intermediate students at Respina Talk (i.e., Iran-Canada) language school with the age range of 20-35 were selected in order to achieve the objectives of the study. According to the obtained results, there was a significant relationship between the promotion of critical thinking and EFL learners' speaking skill. The findings of this study may have some theoretical and practical implications for material developers, EFL teachers, language learners, etc.
The Washback Effect of WAEC/SSCE English Test of Orals on Teachers Methodology in Senior Secondary Schools in Sokoto Metropolis
Author: Ibrahim, A. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Testing Problems,English (Second Language),Second Language Learning,Language Tests,Secondary School Students,Exit Examinations,Case Studies,Language Teachers,Teacher Attitudes,Teaching Methods,Oral Language,High Stakes Tests,Secondary School Teachers,Foreign Countries

The study investigates the washback effect of WAEC [West African Examination Council]/SSCE [Senior Secondary Certificate Examination] English Test of Orals on Teachers Methodology. The method used in this research is a mixed method employing survey and case study strategies. Questionnaire and semi-structured interview were used to collect data. 32 out of the 41 teachers of English taking senior secondary school classes in Sokoto metropolis were sampled to respond to the questionnaire and the selection of participants was done using random sampling method. 5 teachers of English outside the sampled population were purposively selected to participate in the interview. The data from the questionnaire was analyzed quantitatively using frequencies, simple percentages and mean ranking while the data from the interview was analyzed qualitatively. The findings were presented sequentially, quantitative followed by qualitative. The result obtained from the study revealed that examination related factors affect the teachers in their choice and use of methodology the more. Teachers follow the format of the test and skip other content in the curriculum that did not feature in the test. The research concludes that the practice constitutes negative washback on teaching methodology and that examination bodies must improve on their testing system for the attainment of the envisaged positive washback.
The Influence of Government Policy, Principle Leadership, and Participation of Parents on Strengthening Teacher Organizations (KKG/MGMP) and Development of Problem Solving in Students: Indonesia Case
Author: Winingsih, Lucia H
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Policy,Educational Policy,Principals,Instructional Leadership,Parent Participation,Teacher Associations,Problem Solving,Thinking Skills,Teaching Skills,Faculty Development,Elementary School Students,Secondary School Students,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Influence,Teacher Competencies,Outcomes of Education

This study aims to determine the effect of government policy, school principal leadership, and parental participation on the strengthening of KKG/MGMP teacher organizations and developing students' problem solving abilities. This paper is part of a field study on KKG (elementary school) and MGMP (Junior/senior high school) in DKI Jakarta, Indonesia, with a total sample of 120 teachers. Data collection was carried out using questionnaire techniques, interviews, and conducting focus group discussions (FGD). The distribution of questionnaires to test the relationship between variables was analyzed with the help of the LISREL 8.80 program. The results showed that the three exogenous latent variables had a positive influence on the endogenous latent variables in the strengthening of the KKG/MGMP teacher organization, reinforcing that the teacher organization had a positive influence in developing students' problem solving ability. The influence of parental participation had a considerable effect and it made an important contribution in supporting teachers to participate in KKG/MGMP activities. It is recommended that the government revoke the regulations on prohibiting schools from collecting funding from parents, in order to let the school design school improvement programs with strict supervision and control to prevent deviations.
The Potential Use of Social Media on Malaysian Primary Students to Improve Writing
Author: Yunus, Melor Md
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Elementary School Students,Children,Writing Improvement,English (Second Language),Writing Skills,English Language Learners,Rural Schools,Student Attitudes,Technology Integration,Foreign Countries,Access to Computers,Electronic Learning

English has always been the second language taught in both primary and secondary schools in Malaysia. Students need to master English for communication, job requirements, advancement in science and technology and many other reasons. One of the most difficult components to master is the writing skill. As it requires knowledge in grammar, spelling, punctuation and vocabulary to produce a good piece of writing, students must be fully equipped with all the essential abilities. Henceforth, this study aims to investigate the potential use of social media in improving the writing skill among primary students. The respondents of this research comprised of 47 ESL primary school students from a rural area in one of the states in Malaysia. The students? perceptions were measured through a questionnaire comprising a survey and open-ended questions. The finding of this study indicated that most respondents have access to social media and that they perceived social media as beneficial for the ESL educators to incorporate ICT into their teaching repertoire. It is concluded that incorporating social media in the classroom breaks the barriers in learning and converts it into a constructive learning environment.
User Perceptions of Technology Integration in Schools: Evidence from Turkey&apos;s Fatih Project
Author: Milla, Asli Cazorla
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,High School Teachers,Teacher Attitudes,Adoption (Ideas),Barriers,Usability

This study aims to provide insights into and evidence on technology integration in Turkish schools, particularly in high schools, through analyzing the effectiveness of the FATIH Project. The primary purpose attempts to determine whether teachers would accept this new technology and the barriers preventing its use. The frequently used technology acceptance model is used as a theoretical framework to highlight the integration process and behavioral aspects of acceptance. The results of the unstructured interviews are presented using tag cloud methodology. The findings reveal that perceived usefulness and perceived ease of use are two key factors affecting the use of technology in the classrooms. The proposed model can be applied to both secondary and higher education institutions; however, the methodology could be improved by including more participants in the focus groups.
The Feasibility and Expediency of Gamification Activities in Higher Education
Author: Vinichenko, Mikhail V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Higher Education,Foreign Countries,Feasibility Studies,Educational Benefits,Efficiency,Artificial Intelligence,Management Systems

This study aimed to identify the feasibility and expediency of gamifying activities in higher education institutions, for which an original methodology was used. However, gamification is complex and carries a high degree of risk in achieving organizational efficiency. It is therefore advisable to adopt a fragmented approach and selectively gamify individual processes and features, focusing on educational and research activities. When introducing gamification, top management should provide conceptual and regulatory support and HR specialists coordination. Using a distribution model of managerial functions for gaming activities and determining priorities, taking the use of artificial intelligence into account, is shown to be expedient.
Supporting STEM in Higher Education
Author: Slovacek, Simeon
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Higher Education,School Holding Power,Minority Group Students,Disproportionate Representation,College Students,Extracurricular Activities,Workshops,Science Careers,Vocational Interests,Academic Aspiration,Graduate Study

Although there is much interest in pursuing a STEM career, many students choose not to or drop out prior to completing their STEM degrees for numerous reasons. In this research study, the focus is on supports that may increase overall STEM retention as well as underrepresented minority (URM) retention in STEM degrees consequently leading to a more robust and diverse pool of researchers and scientists within the US. The purpose of the current research was to assess the benefits of extra-curricular (outside traditional coursework) student workshops and other strategies provided by DIRECT-STEM, a university program emphasizing STEM-related career pursuits. Results indicate that program participation increased students' interest level in graduate school and a career in STEM. Student confidence in succeeding and completing their current degrees also increased and students developed a sense of community through exposure to research culture within the university. Differences between funded, partially-funded, and non-participant groups are noted.
Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture
Author: Bakbak, Derya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Architectural Education,Information Literacy,Web 2.0 Technologies,Self Efficacy,Knowledge Level,Second Languages,Computer Mediated Communication,Social Media,Video Technology,Electronic Journals,Web Sites,Collaborative Writing,Information Dissemination,Preferences

Following a rapid development in technology, many information sources are now digitized. Consequently, individuals are expected to demonstrate the skills needed to critically evaluate, synthesize, and effectively use those sources. In this context, information literacy and information technology, especially skills with Web 2.0 tools, have become concepts that directly affect each other's development. This study investigated the information literacy self-efficacy and use of Web 2.0 tools among architectural students in particular. A t-test and ANOVA were performed on the data collected through a questionnaire survey. The results revealed that there was no difference in information literacy self-efficacy according to the participants' gender or duration of internet use but did vary with the level of their knowledge of foreign languages and Web 2.0 tools. In addition, instant messaging systems were the most preferred of the Web 2.0 tools to use for educational purposes. Ranked from most to least preferred, other Web 2.0 tools included Facebook-Twitter, video sharing platforms, blogs, wikis, and podcasts.
The Effect of Student Cultural Enculturation on Student Art Appreciation
Author: Edwita
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Acculturation,Art Appreciation,Predictor Variables,Aesthetics,Learner Engagement

This research investigates how student cultural enculturation affects student art appreciation. In this research, a model was proposed. Through this model, students' art appreciation can be improved by encouraging the cultural acquisition, cultural merging, and cultural internalization of the students. Data were collected from 585 students representing grades four to six from five elementary schools in the DKI Jakarta province. The students answered cultural enculturation and art appreciation questionnaires. In this research, the structural equation model (SEM) was tested. The results was that student cultural enculturation, through student cultural acquisition, student cultural merging, and student cultural internalization, had predictive effects on student art appreciation described by the variables for The Student Aesthetic Pleasure, The Student Emotional Appreciation, The Student Cognitive Appreciation, The Student Aesthetic Fascination and The Student Art Awareness.