ethanporcaro/eric-fulltext-meta huggingface dataset:
I Raise My Voice: Promoting Self-Authoring through a Curriculum-Based Project
Author: Gabay, Lea
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Development,Teaching Methods,Learning Processes,Critical Thinking,Thinking Skills,Skill Development,Computer Mediated Communication,Computer Software,Cultural Context,Teacher Attitudes,Language Teachers,Foreign Countries,Self Concept,Mentors,Poetry,Units of Study,Online Courses,Females,Video Technology

Learners of English as a second or foreign language (ESL/EFL) bring an array of backgrounds, identities, and experiences to the classroom. Through exposure to other views, learners can reflect on their own place in their world and engage in &quot;self-authoring&quot;--a term coined by Hernandez-Zamora (2010) that refers to critical-thinking skills development and acquisition of language resources to take charge of one's life. In this article, the author describes a study on the use of a self-designed ESL online curriculum to cultivate self-authoring within the context of an EFL online class with a female student in Afghanistan. A computer-mediated communication (CMC) tool called VoiceThread was used for this project; however, due to Internet connectivity issues, it played a secondary role. While this study centered on a teaching context in Afghanistan, the themes and content explored are applicable to any classroom context and can be adapted to other language levels and classroom settings. In effect, the primary goal of this curriculum is to help learners gain an awareness of their place in the world and play a more active role in their learning process. The author draws from a body of literature that examines self-authoring and the role of a curriculum in developing it. She describes the teaching context in which she conducted the study, then gives an overview of the unit plan and a description of the lessons she used. She also provides teaching suggestions for use in other contexts. Finally, the author discusses implications based on the results of this study.
The Use of Podcasts to Enhance Narrative Writing Skills
Author: Qaddour, Kinana
Date: 2017-00-00
Type: Journal Articles
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Writing Skills,Writing Strategies,Expository Writing,Creativity,Persuasive Discourse,Comparative Analysis,Narration,Creative Writing,English (Second Language),Second Language Learning

This activity uses podcasts to model narrative writing techniques. The challenges students face when exercising narrative writing skills are unique when compared to those of persuasive and expository writing; my students have repeatedly expressed their qualms with articulating experiences that engage their audience. Although students have extensive exposure to literary works, both in their native language and in English, fostering creativity and incorporating narrative elements based on their own experiences has caused panic. The more creativity a task was expected to generate, the more students' confidence was undermined. Podcasts present a creative, nontraditional model of narration for students.
Evaluating Communicative Language by Using Creative Dialogues
Author: de Souza Miranda, Mateus Emerson
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Dialogs (Language),Teaching Methods,Second Language Learning,Second Language Instruction,Oral Language,Language Tests,Communicative Competence (Languages),Language Usage,Classroom Communication,Evaluation Methods,English (Second Language)

Students need opportunities to be creative and express themselves while learning a new language, during both classroom activities and tests at the end of a term or unit. The focus of the author's practice when assessing students' knowledge is to use creative dialogue techniques as a way to prevent students from simply repeating a given dialogue they had studied or prepared. But how can teachers motivate students to interact creatively. In this article, the author presents an interactive evaluation method for use with upper-beginner and intermediate students in communicative English courses. This method--which can also be used to give students general practice--draws from interactive oral tests the author has used and is an attempt to make students use language within a communicative context. In the process, students exchange information and do not use language predictably, enabling them to converse while being assessed or while practicing.
Improving Cohesion in L2 Writing: A Three-Strand Approach to Building Lexical Cohesion
Author: Johnson, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Processes,Writing Ability,Writing (Composition),Lexicology,English (Second Language),Text Structure,Writing Strategies,Vocabulary Development,Revision (Written Composition),Writing Skills,Writing Improvement,Teacher Workshops,Foreign Countries,Language Teachers

This article presents a three-strand approach to help L2 writers in English as a foreign language (EFL) and English as a second language (ESL) instructional contexts achieve greater cohesion in their written work. The approach focuses on (1) the analysis of authentic texts, (2) the development of productive vocabulary, and (3) information structure and vocabulary development as part of the revision process.
Exploring Students&apos; Perceptions about English Learning in a Public University
Author: Jiménez, Patricia Kim
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Public Colleges,Language Attitudes,Case Studies,English (Second Language),College Second Language Programs,Questionnaires,Student Surveys,Diaries,Cognitive Style,Learning Strategies,Learning Motivation,Personal Autonomy,Study Skills,Qualitative Research,Undergraduate Students,Learning Processes,Learner Engagement,Foreign Countries,Grounded Theory

This manuscript reports the final findings of an exploratory, descriptive case study that aimed at exploring the perceptions of a group of English as a foreign language students in a public university regarding their English learning and the commitment level through the process. A questionnaire, a survey, and the teacher's diary were the instruments used to gather data. The results showed the way the participants study and learn English, their most common learning styles and study strategies. Additionally, they revealed some students' low levels of commitment and autonomy, and some indifference as regards English, too.
Unveiling EFL and Self-Contained Teachers&apos; Discourses on Bilingualism within the Context of Professional Development
Author: Camargo Cely, Jennyfer Paola
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Faculty Development,Ideology,Educational Practices,Discussion Groups,Journal Writing,Protocol Analysis,Elementary Secondary Education,Discourse Analysis,Teacher Attitudes,Cultural Influences,Social Control,Reflection,Inquiry,Foreign Countries,Qualitative Research

Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants' discourses drew on &quot;hegemonic,&quot; &quot;colonial,&quot; and &quot;manipulative&quot; ideas. Nevertheless, when dialoguing and &quot;peer coaching,&quot; a discourse of &quot;resistance&quot; was constituted. The study suggested further research into teachers' professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.
Influence of Strategies-Based Feedback in Students&apos; Oral Performance
Author: Sisquiarco, Angie
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Learning Strategies,Action Research,Grade 6,Metacognition,Cognitive Ability,Pretests Posttests,Self Evaluation (Individuals),Interviews,Oral English,Intervention,Qualitative Research,Performance Based Assessment,Instructional Effectiveness,Foreign Countries

This article reports on an action research study that assessed the influence of cognitive and metacognitive strategies-based feedback in the oral performance of a group of 6th grade students at a public school in Medellin, Colombia. Researchers analyzed students' oral performance through assessment and self-assessment rubrics, applied inventories to students before and after giving them the strategies-based feedback, and interviewed all students and one parent. Results showed that strategies based feedback supported by previous strategies instruction can help students both increase the use of strategies and improve their oral performance.
Pre-Service English Teachers&apos; Voices about the Teaching Practicum
Author: Castañeda-Trujillo, Jairo Enrique
Date: 2018-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Preservice Teacher Education,English (Second Language),Student Teacher Attitudes,Student Teaching,Reflection,Practicum Supervision,College Second Language Programs,Classroom Techniques,Mentors,Second Language Instruction,Pedagogical Content Knowledge,Learning Experience,Foreign Countries

This paper shows the results of a pedagogical experience with a group of pre-service English teachers during their first semester of teaching practicum. The data were collected by means of reflection papers written by them, and then the resulting papers were analyzed under the principles of codification of grounded theory. The results show that pre-service English teachers develop a sense of awareness of the context they work on. Also, the mentor teacher is important in such understanding, because she or he provides theories and personal experiences that contribute to the reflection. Finally, we conclude that pre-service teachers' reflections could contribute to curriculum development, so, it is advisable that language teacher education programs provide the mechanisms to give them a voice.
Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching
Author: Granados-Beltrán, Carlo
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English (Second Language),Second Language Instruction,Second Language Learning,Action Research,Foreign Countries,Bilingual Education,Language Teachers,Teacher Education Programs,Interviews,College Faculty,Program Descriptions,Graduation Requirements,Teacher Attitudes,Critical Theory,Preservice Teacher Education

This article shares a reflection based on the relations found between the partial findings of two ongoing projects in a BA program in bilingual education. The first study is named &quot;Critical Interculturality in Initial Language Teacher Education Programs&quot; whose partial data were obtained through interviews with four expert professors of Licensure programs across Colombia. The second project is &quot;Estado del Arte de los Trabajos de Grado&quot; 2009-2016, which involved an inventory of the theses done by students as graduation requirements for the BA program. Based on these data, the article urges a re-assessment of criticality in research at the undergraduate level by problematizing the hegemonization of action research, the instrumentalization of language and research, and the subalternity for those being researched.
Thai EFL Learners&apos; Attitudes and Motivation towards Learning English through Content-Based Instruction
Author: Lai Yuanxing
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Student Attitudes,Student Motivation,Likert Scales,Questionnaires,Classroom Observation Techniques,Scores,Statistical Analysis,Content Area Reading,Content Area Writing,College Second Language Programs,Language Acquisition,Learning Activities,Correlation,Language Attitudes

This study examined EFL learners' attitudes and motivation towards learning English through content-based instruction (CBI) at a university in Thailand. Seventy-one (71) university students, the majority sophomores, answered a 6-point Likert scale questionnaire on attitudes and motivation together with six open-ended questions regarding learning the CBI-based course. Classroom observations were conducted and the scores of mid-term and final tests were collected. Statistical analysis showed that in general the students held a considerably positive attitude towards the CBI-based course and their motivation for learning English was at a moderate level. Significant differences were found in attitudes between students from the Faculty of Nursing and those from the Faculty of Medicine while motivation between the students from these two programs was not significantly different. It is recommended that teachers of CBI-based courses should adopt motivational strategies to enhance both the students' instrumental motivation and integrative motivation, and further studies should investigate learning environment, learner identity and learner engagement in the CBI classroom.
Teachers&apos; and Students&apos; Perceptions on the Problems of Effective Teaching and Learning of Science and Technology in Junior Secondary Schools
Author: Gimba, R. W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Technology Education,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Secondary School Students,Secondary School Teachers,School Buildings,Educational Quality,Teacher Competencies,Questionnaires,Likert Scales,Faculty Development,Teacher Improvement,Statistical Analysis

It has been observed that students shy away from the study of Science and Technology even though Science and Technology occupies a central position in the development of the nation. This shows the negative attitude and poor performance of students in Science and Technology. This has prompted the research into teachers and students' perceptions of the problems of effective teaching and learning of Science and Technology in junior secondary schools. The study aimed at identifying the problems and proffering solution to them. Consequently, two research questions were raised. Some factors which revolved around physical facilities, quality and quantity of teaching investigated. Data were collected by means of two different questionnaires administered to (350) students and (35) Science and Technology teachers drawn from seven (7) secondary schools in Bosso Local Government of Niger State. Four-points Likert rating scale was used in administering it and it was analysed using percentage. Some of the findings that emerged are: the foundation of most Science and Technology teachers in Science and Technology is poor. Based on the findings, it was recommended that: The State government should as a matter of urgency send Science and Technology teachers for training and seminars for effective teaching and learning.
Authentic Tasks to Foster Oral Production among English as a Foreign Language Learners
Author: Ramírez Ortiz, Sandra Milena
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Task Analysis,Communicative Competence (Languages),Qualitative Research,Action Research,Classroom Techniques,Class Activities,Second Language Instruction,Teaching Methods,Speech Communication,Oral English,Likert Scales,Foreign Countries,High School Students

Attaining oral production is a challenge for most English language teachers because most of the strategies implemented in class do not engage students in speaking activities. Tasks are an optimal alternative to engage learners in communicative exchanges. This article presents the results of a qualitative action research study examining the effects of authentic tasks in oral production with a group of tenth graders in a public high school in the south of Colombia. Considering the conclusions of the study teachers are encouraged to use authentic tasks in the classroom to involve students in meaningful learning to foster oral production.
Learners&apos; Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?
Author: Obando Guerrero, Gabriel Vicente
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Second Language Learning,Curriculum Evaluation,College Second Language Programs,Student Surveys,Student Satisfaction,Likert Scales,Qualitative Research,Statistical Analysis,Teacher Role,Class Activities,Classroom Techniques,Student Evaluation,Performance Factors,Foreign Countries

This article reports the results of a descriptive research project whose goal was to identify the degree of satisfaction of students enrolled in two teacher education programs at a public Colombian university. As satisfaction and quality are prevalent terms in curriculum evaluation, and are encouraged by accreditation and government regulations, learner feedback can be valuable input in these processes. Seventy students of beginner, intermediate, and advanced levels from two programs were surveyed. The findings suggest that besides the mechanisms proposed by the government to collect information, student feedback needs to be considered. Regarding the programs, learners display an overall satisfaction, but methodology and assessment need to be considered in future curriculum development and evaluation processes.
&quot;Learning on the Move&quot;: The Behavioural Intentions of Nigerian Students with Disabilities
Author: Oladejo, Maruff Akinwale
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Student Behavior,Intention,Questionnaires,Multiple Regression Analysis,Self Efficacy,Usability,Computer Literacy,Electronic Learning,Gender Differences,Hypothesis Testing,Accessibility (for Disabled),Assistive Technology,Statistical Analysis

There has been an increased global attention on the need to make education more flexible and accessible due to the advent of modern mobile technologies. These modern mobile technologies enable people including those with disabilities to receive education anywhere and anytime. This study therefore investigated the behavioural intentions of Nigerian Students With Disabilities (SWDs) to adopt Mobile Learning (ML). The descriptive survey design was used. Data were collected through a self-structured, validated and reliable (r = 0.78) questionnaire from a total of 104 purposively selected SWDs. Two research questions and one null hypothesis guided the study. Multiple Regression (MR) and Independent t-test were used for data analysis. Findings revealed that the selected five factors namely computer self-efficacy, perceived usefulness, computing skills, ease of use, and enabling environment jointly contributed 5.3% to the variance in behavioural intentions of SWDs to adopt mobile learning. Also, the relative contributions of each of the explanatory variables in order of importance were computer self-efficacy (ß = 0.331), perceived usefulness (ß = 0.201), computing skills (ß=0.111), perceived ease of use (ß = 0.086), and enabling environment (ß = 0.012). Significant difference in behavioural intentions to adopt mobile learning among SWDs was established based on gender (t-cal = 0.303; df = 102; p&lt;0.05). Although, mobile learning is still considered as a new technological innovation worldwide, its usage has grown tremendously. It is therefore recommended among others that ML providers should develop more friendly and easy to use ML systems and devices for the SWDs. The SWDs should develop positive computer self-efficacy beliefs and improve upon their computing skills.
English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom
Author: Lucero, Edgar
Date: 2018-00-00
Type: Journal Articles
Subjects: Heterogeneous Grouping,Homogeneous Grouping,Interaction,Undergraduate Study,Preservice Teacher Education,Discourse Analysis,Self Evaluation (Individuals),Teacher Educators,Teacher Student Relationship,Interviews,Classroom Techniques,Teaching Styles,Educational Practices,Foreign Countries

This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher educators of three undergraduate English language teacher education programs in Bogotá, Colombia. Findings show that English language teacher educators' interactional styles are a mixture of both individual (heterogeneous interactional styles) and common (homogeneous interactional styles) social acts, which are represented by the interactional forms and patterns that these teacher educators display in the classrooms.
The Analysis of Cultural and Intercultural Elements in Mandarin as a Foreign Language Textbooks from Selected Malaysian Public Higher Education Institutions
Author: Fong, Chan Suet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mandarin Chinese,Public Colleges,Second Language Instruction,Textbooks,Cultural Awareness,Cultural Influences,Textbook Content,Content Analysis,Coding,Teaching Methods,Qualitative Research

Language cannot be taught outside the culture of the society. A foreign language learner needs to learn the context and the cultural elements to avoid conflicts and misunderstanding arising from differing values, beliefs, and customs. Hence, foreign language instruction needs to emphasise intercultural communicative competence and include cultural and intercultural elements. Teaching materials such as textbooks and learning modules should also include cultural elements to develop students' intercultural communicative competence. Mandarin as a foreign language (MFL) courses has gained popularity among non-native speakers in local higher education institutions (HEIs) as the enrolment for this course has risen. However, there does not seem to be studies determining whether cultural elements are incorporated in the course and in the textbooks used. This study investigates whether the cultural and intercultural are incorporated elements in MFL textbooks from seven selected public HEI in Malaysia. Directed content analysis is used based on the cultural and intercultural framework for communication. The findings indicate that there were insufficient cultural and intercultural elements in most of the sampled textbooks. This means that in future, textbooks written for MFL should include cultural and intercultural elements for better understanding of the language.
EFL Student-Teachers&apos; Identity Construction: A Case Study in Chile
Author: Salinas, Dánisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Professional Identity,Case Studies,English (Second Language),Sociocultural Patterns,Qualitative Research,Personal Narratives,Semi Structured Interviews,Focus Groups,Grounded Theory,Educational Environment,Learning Experience,Practicums,Self Concept,Undergraduate Students,Foreign Countries

The objective of this study is to explore the process of professional identity construction of two English as a foreign language student-teachers from a sociocultural theoretical lens. A qualitative case study was conducted through personal narratives, semi-structured interviews, and a focus group. The data were analyzed using a grounded theory approach. The results show that the process of student teachers' professional identity construction is unstable and dynamic, and is shaped by inter-related personal and external factors such as self-image, learning environment, and practicum experiences.