ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Communication Strategy Training on EFL Students' Performance in Small-Group Discussions
Author: Benson, Stuart
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Strategies,Second Language Learning,English (Second Language),Small Group Instruction,Group Discussion,Interpersonal Communication,Teaching Methods,College Students,Pretests Posttests,Recall (Psychology),Interviews,Student Attitudes,Language Usage,Control Groups,Experimental Groups,Comparative Analysis,Second Language Instruction,Communication Skills,Statistical Analysis

In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants' perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design.
Enhancing Learners' Emotions in an L2 Context through Emotionalized Dynamic Assessment
Author: Abdolrezapour, Parisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Guidelines,Emotional Intelligence,Student Evaluation,Evaluation Methods,Secondary School Students,English (Second Language),Intervention,Language Teachers,Teaching Methods,Control Groups,Comparative Analysis,Experimental Groups,Reading Tests,Reading Comprehension,Pretests Posttests,Reading Material Selection,Evaluation Criteria,Statistical Analysis,Selection Criteria,Foreign Countries,Quasiexperimental Design,Questionnaires

The aim of this study was to gain more in-depth understanding of students' emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners' emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures; a comparison group, which received DA; and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. The study shows the potential of EDA for increasing one's emotional intelligence and affords practical guidelines to language teachers as to how to incorporate behaviors relating to emotional intelligence into assessment procedures.
The Influence of Pronunciation Learning Strategies on Mastering English Vowels
Author: Rokoszewska, Katarzyna
Date: 2012-00-00
Type: Journal Articles
Subjects: Pronunciation,English (Second Language),Second Language Learning,Classification,Learning Strategies,Taxonomy,Questionnaires,Statistical Analysis,Auditory Perception,Second Language Instruction,Undergraduate Students,Memory,Metacognition,Student Attitudes,Foreign Countries

The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study which investigated the influence of pronunciation learning strategies on the perception and production of English pure vowels and diphthongs by first-year students of an English department. The results of the study indicate that students of English, who on average use pronunciation learning strategies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of English monophthongs and diphthongs.
Affective Variables, Parental Involvement and Competence among South Korean High School Learners of English
Author: Morris, Annie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Affective Behavior,English (Second Language),Language Skills,Questionnaires,High School Students,Student Attitudes,Student Motivation,Parent Participation,Parent Attitudes,Parent Influence,Correlation,Regression (Statistics),Parent Role

This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture), motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English), amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure), parental disinterest and students' competence in L2 (EnglishEXAM and English-SELF). Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivation to learn, as conceptualized by Gardner (1985, 2010), as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants' attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence.
Duolingo: A Mobile Application to Assist Second Language Learning
Author: Nushi, Musa
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Educational Technology,Second Language Instruction,Computer Oriented Programs,Teaching Methods

Technology is changing the way languages are taught and learned. It has provided teachers with new facilities and approaches to teaching that can stimulate learners' interest while challenging their intellect (Blake, 2013, 2016; Stanley, 2013). As an example, new smartphone applications are being developed that make the task of learning ever more exciting and personalized. This paper presents a mobile language learning application--Duolingo--and explores the possibilities this app offers for learning a second language. Duolingo is a useful language application that can provide learners with practical and systematic steps to learn a new language on their own. Duolingo has a sleek design, is user-friendly, and can be used by learners of different ages and cultures. Duolingo also encourages peer-to-peer collaboration, with learner's friends being able to challenge one another. The author reminds users that although technology does affect the language learning process, it does not provide the silver bullet for that process. What matters, on the other hand, is what use technology is put to.
The Development of Cohesion in a Learner Corpus
Author: Neary-Sundquist, Colleen A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Connected Discourse,Computational Linguistics,Second Language Learning,Native Speakers,Pragmatics,Form Classes (Languages),English,English (Second Language),Language Proficiency,Statistical Analysis,Second Language Instruction,Oral Language,Language Tests,Chinese,Korean

This study examines the use of cohesive devices (pragmatic markers and conjunctions) in a 24,000-word corpus of transcribed oral data from 47 learners and native speakers of English. Both of these cohesive devices increase with proficiency level, but not in the same way. Conjunction use seems to increase steadily, and only the differences between the highest and lowest proficiency levels were found to be statistically significant. Pragmatic marker use, however, remains fairly stable across the three lowest proficiency levels and rises drastically for the two highest proficiency levels, and the two higher proficiency levels are significantly different from the two lower levels in their use of pragmatic markers. The results are compared to native speaker rates of cohesive device use for the same tasks and under the same conditions.
Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching
Author: Reed-Danahay, Deborah
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnography,Social Justice,Critical Theory,Teaching Experience,Teaching Methods,Immigration,Personal Narratives,Educational Research,Phenomenology,Transformative Learning,Foreign Countries

This article argues that by combining critical ethnographic and autoethnographic perspectives we can move beyond the insider/outsider dualism, better understand the ways in which stories of personal experience are &quot;strategic,&quot; and interrogate the broader contexts and processes of social inequality that shape life trajectories. The potential contributions to critical autoethnography of the reflexive approach of &quot;self-analysis&quot; advocated by Pierre Bourdieu are discussed. The author draws upon her uses of critical autoethnography in research (in France and the United States) and in teaching about immigration.
Self-, Peer-, and Teacher-Assessment: An Investigation into Iranian EFL Students' Attitudes
Author: Abolfazli Khonbi, Zainab
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,College Students,Pretests Posttests,Likert Scales,Questionnaires,Statistical Analysis,Evaluation Methods,Peer Evaluation,Self Evaluation (Individuals),Student Evaluation,English (Second Language),Second Language Instruction,Academic Achievement,Student Attitudes

Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students' attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher-assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups' attitudes and beliefs. Further findings and implications are discussed in the paper.
An Effective Leader in Higher Education: Charles William Eliot
Author: Elliott, Robert Wayne
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Leadership Effectiveness,Accountability,Comparative Analysis,Leadership Styles,Textbooks,Theories,Organizational Culture

While responding to increasing calls for accountability, educational leaders are challenged continually by a myriad of complex tasks amidst the need to adapt their postsecondary institutions for responding to the changing needs of society. This review of literature examines comparisons between the leadership style of Charles William Eliot and the prescribed theories introduced in current literature and textbooks. More specifically, it includes treatment of the leadership theories used, organizational environments, and the mindset and actions of followers.
Critical Autoethnography, Education, and a Call for Forgiveness
Author: Adams, Tony E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnography,Autobiographies,Interpersonal Relationship,Altruism,Conflict Resolution,Personal Narratives,Self Disclosure (Individuals)

If critical autoethnographers identify and attempt to remedy personal/cultural offenses, then they should also discuss how to live with individuals-- themselves included--who have been complicit in and/or committed these offenses. One way critical autoethnographers can do so is through the concept of forgiveness. In this article, I first describe characteristics of forgiveness and establish relationships between forgiveness and critical autoethnography. I then offer three brief critical autoethnographies, each of which illustrates offenses I have experienced in educational contexts.
Can Leadership Competencies Differentiate Exemplary Performers from Typical Ones? A Case Study of the Hubert H. Humphrey Fellowship Program in U.S.A.
Author: Semali, Ladislaus M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Opinions,Leadership Qualities,Leadership Effectiveness,Minimum Competencies,Online Surveys,Graduate Surveys,Fellowships,Performance Based Assessment,Role Models,College Programs,Leadership Training

This article presents a case study that examines the link between leadership's competencies and exemplary performance of Hubert H. Humphrey Fellowship Program's leaders by analyzing opinions and perceptions of fellows who attended U.S. universities from 2005 to 2012. Since 1979, fellows have participated in the program sponsored by the U.S. government. The goal of the research is to document fellows' rankings of the program's coordinators and to examine fellows' perspectives of exemplary performance. Exemplary performance is &quot;super performance,&quot; typically attributed to individuals who do things more easily than others do them and within which one has shown leadership and cultural competencies beyond reasonable expectations. The methodology involved was an on-line survey of 73 former Humphrey Fellows. Fellows identify leadership, interpersonal understanding and cultural competencies to account for superior performance. They also acknowledge these qualities as possible explanation for fellows' successes from professional development that followed yearlong participation in the program.
Are Lecturers Transferring the Necessary Skills Needed for the Workplace? The College of Technological Studies, Kuwait--A Case Study
Author: Al-Ali, Salah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Skill Development,Job Skills,Career Readiness,Questionnaires,Interviews,Employer Attitudes,Teacher Attitudes,Education Work Relationship,Department Heads,Educational Quality,Teacher Expectations of Students,Student Evaluation of Teacher Performance,Instructional Effectiveness,Minimum Competencies,Vocational Education

In the related literature, many authors and observers have confirmed that there has been a considerable gap between what is learned in the classroom and the real- life context of vocational and technical students' present and future workplaces. This unpleasant situation mostly occurs in developing countries where lecturers in vocational and technical education have limited knowledge and experience with real practice in industry. Therefore, their experience is limited to the confines of their institutions. This paper examines whether lecturers take into consideration those fundamental skills required by industry in their classes. In other words, do lecturers know the skills needed for today's workplace? The study also examines the degree of industrial involvement in formulating vocational and technical curriculum, such as the types of knowledge, skills and attitudes that need to be stressed in the classroom. This study consisted of: a review of related literature; a questionnaire that was distributed to a sampling of lecturers at the College of Technological Studies; as well as personal interviews with the head of the department, dean of the Industrial Liaison Office, and the department's trainees' supervisors within local industry. This paper concludes that lecturers must emphasize and develop the needed knowledge, skills, and attitudes required by industries in their course instruction. Otherwise these industries, particularly in Kuwait, will continue to heavily depend on expatriates as &quot;skilled&quot; workers for years to come.
Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale
Author: Marx, Sherry
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Class,Elementary School Students,Multicultural Education,Racial Differences,Social Differences,Foreign Countries,Educational Experience,Ethnography,English (Second Language),Second Language Learning,English,Native Language,Advantaged,Whites,Hungarian,Difficulty Level,Academic Achievement

In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling.
Management by Objectives (MBO) Imperatives for Transforming Higher Education for a Globalised World
Author: Ofojebe, Wenceslaus N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Management by Objectives,Educational Change,Higher Education,Global Approach,Hypothesis Testing,Questionnaires,Likert Scales,Scores,Statistical Analysis,Educational Administration,Universities,Colleges,Technical Institutes,Educational Objectives,Research,Curriculum,Educational Innovation,Leadership,Educational Quality,Quality Assurance

This study was conducted to determine the extent to which the stipulations and visions of Management by Objectives (MBO) would be integrated in higher education institutions in South Eastern Nigeria to enhance higher education transformation in a globalised world. Four research questions and a null hypothesis guided the study. A sample of 510 respondents (15 Registrars, 45 Directors of programmes, 75 Deans of faculties/schools and 375 Heads of Departments) was selected through stratified random sampling technique. Data was collected through a 18-item researcher developed questionnaire titled &quot;Management by Objectives Imperatives for Higher Education Questionnaire&quot; (MBOIHEQ). Items in the questionnaire were structured on a modified 4-point Likert rating scale. Mean scores were used to answer the research questions, while ANOVA was used to test the hypothesis. Findings indicated that in the views of the respondents, various MBO stipulations would be integrated in transforming the areas of administration, curriculum, quality assurance and committee works as well setting visions for future directions in the institutions. The acceptability of MBO was the same across the Universities, Colleges and Polytechnics. This implies that it is imperative to integrate MBO and improve the ability of the institutions to attain the objectives of higher education in Nigeria as well as compete favourably with other higher education institutions around the globe. It was thus recommended among other things that the management of the institutions should adapt and integrate MBO principles and practices so as to transform their institutions to compete favorably in a globalised world.
The Effect of Emotional Intelligence Awareness-Raising Activities on L2 Motivation
Author: Barzegar, Reza
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Emotional Intelligence,College Students,Learning Motivation,Control Groups,Experimental Groups,Questionnaires,Pretests Posttests,Program Effectiveness,Consciousness Raising,Likert Scales,Statistical Analysis

This article reports a study investigating the effect of emotional intelligence (EI) awareness-raising on Iranian university students' overall as well as variable-specific L2 motivation. The 136 participants (107 males, 29 females) were divided into a control group and an experimental group, both of which completed the same motivation questionnaire at the beginning and end of the study, with the latter receiving EI awareness-raising in seven sessions over a seven-week period. The results of paired and independent sample t tests showed that EI awareness-raising did not have any statistically significant positive effect on Iranian university students' overall L2 motivation, but they had a statistically significant positive effect on the Instrumentality- prevention aspect of L2 motivation. The study highlights the importance of becoming familiar with and applying three motivational strategies which may be considered as universal motivational strategies.
The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners
Author: Dewaele, Jean-Marc
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Secondary School Students,Foreign Countries,Anxiety,Second Language Learning,Coping,Correlation,Questionnaires,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Statistical Analysis,Language Proficiency,Student Attitudes

Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu &amp; Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and the Second Language Tolerance of Ambiguity Scale (Ely, 1995). Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.