ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of &quot;Accessibility Cues&quot; on Student Engagement and Interactions with African American Faculty
Author: Neville, Kathleen M.
Date: 2019-00-00
Type: Journal Articles
Subjects: African American Teachers,Cues,Teacher Role,Student Attitudes,Classroom Environment,Teacher Student Relationship,College Students,College Faculty,Racial Differences,Teacher Behavior,Classroom Techniques

This phenomenological study examined the perceptions and experiences of 22 traditional aged students when their African American faculty used &quot;accessibility cues&quot; in the classroom. Examples of &quot;cues&quot; include; encouraging students to actively participate in class, evaluate an assignment, or share personal experiences related to the class topic. Students perceive this form of active pedagogy as an indicator that the faculty member is willing to engage outside the formal classroom environment (Wilson, Woods, &amp; Gaff, 1974). Results of in depth interviews with the students in this study, reveals that when faculty use these &quot;cues&quot; in the classroom, students felt respected, valued, supported, and safe in the learning environment. Although this study occurred at a singular institution in the northeastern region of the United States, the findings of this study are beneficial to faculty and administrators across the globe. This study illuminates how pedagogy in the class can have a direct influence on student engagement.
Idea Sharing: Analyzing the Principles &amp; Techniques of English Language Teaching Emphasized in the Crescent English Course for Yemen
Author: Asaad, Hani Qasem Mohammed
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Foreign Countries,Grammar,Translation,Instructional Effectiveness,Class Activities,Course Descriptions,Textbooks,Secondary School Students,Educational Principles

The Ministry of Education in Yemen has utilized several methods for teaching the English language including the grammar translation method, and the communicative language teaching method. This paper presents an analysis and description of the principles and techniques of English language teaching emphasized in the English language textbook &quot;Crescent English Course for Yemen&quot; used for teaching English for the third secondary grade in Yemen. This paper provides also a discussion about the effectiveness and feasibility of the methodology and techniques employed in the textbook. Although the textbook was designed and developed based on the communicative language teaching method to encourage the English language learners to engage in communication, to interact and participate in communicative classroom activities, many obstacles prevent them from achieving these goals. Among these obstacles are that teachers mostly follow the traditional grammar translation method in teaching the English language and students mainly focus on the final results, namely to pass the examinations which mostly consist of reading and writing tests.
The Relationship between L2 Listening Proficiency and L2 Aural Language Processing
Author: Joyce, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Language Proficiency,Language Tests,Psycholinguistics,Language Skills,College Students,Inferences,Listening Comprehension,Syntax,Word Recognition,Speech Communication,Language Processing,Foreign Countries,English (Second Language),Listening Comprehension Tests,Grammar,Vocabulary Skills,Short Term Memory,Phonological Awareness,Metalinguistics

Listening has been widely characterised as a multifaceted process encompassing a range of linguistic and psycholinguistic components (see Rubin, 1994). However, for learners at different levels of L2 proficiency, there is uncertainty over the relative importance of the various sub-skills. To address this issue, a number of linguistic and psycholinguistic sub-skills that are associated with L2 listening proficiency were selected and operationalised. This battery of discrete point measures, as well as two L2 proficiency tests, was administered to 443 Japanese university students. After the data had been subjected to descriptive and inferential analysis, the findings indicated that L2 listening comprehension is most closely associated with L2 syntactic knowledge, followed by the ability to recognise words in connected speech. The results also revealed that listeners at different proficiency levels process the language in decidedly different ways. Less proficient learners were discovered to be far more dependent on the linguistic and psycholinguistic subskills that are closest to the surface of the message. On the other hand, owing to the development of their syntactic knowledge and recognition of words in connected speech, more proficient listeners benefitted from a greater interaction between their more closely entwined higher and lower level processing skills.
Vocabulary Knowledge as a Predictor of Performance in Writing and Speaking: A Case of Turkish EFL Learners
Author: Kilic, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary,Receptive Language,Correlation,Writing Skills,Language Skills,Speech Communication,Knowledge Level,Predictor Variables,Foreign Countries,College Students

This paper reports on empirical research that endeavors to investigate the role of vocabulary knowledge in the writing and speaking performance of 54 B2 level Turkish learners of English as a foreign language (EFL). The measured aspects of vocabulary knowledge (productive vocabulary size, receptive vocabulary size, and depth of vocabulary knowledge) were all found to correlate significantly with performance in writing and speaking (measured through the writing and speaking components of a proficiency test). Multiple regression analyses showed that vocabulary knowledge accounts for 26% of variance in writing performance and 17% of variance in speaking performance. Therefore, the study offers evidence that vocabulary knowledge is a significant predictor of performance in productive language skills. Suggestions for further research and pedagogical implications are given based on the findings of the research.
Personality Traits of Thai Gen Z Undergraduates: Challenges in the EFL Classroom?
Author: Sriprom, Chaisri
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Undergraduate Students,English (Second Language),Second Language Instruction,Generational Differences,Student Characteristics,Social Media,Information Technology,Addictive Behavior,College Faculty,Teacher Attitudes

It is believed that Generation Z's distinctive characteristics tend to challenge educators and employers in their organizations. To understand this cohort's traits or behaviors and know how to support this generation are key to the effectiveness of teaching, learning and collaboration with other generations. This study therefore aimed at discovering the personality traits of Gen Z undergraduates in Thailand by employing a mixed-method design. The participants in the study comprised 400 Gen Z undergraduate students at a university in Bangkok, Thailand. They were asked to respond to a questionnaire on a 4-point Likert's scale, which was developed based on the Big Five model (Goldberg, 1976) consisting of the 5 dimensions of personality: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. Tech-addiction has been proposed as another dimension of the model due to the prevalence of technology and social media at the present time. Likewise, a focus group interview with 5 students and semi-structured interviews with 4 EFL teachers were conducted. The findings revealed that of the six-personality dimensions, agreeableness was rated at the highest level whereas neuroticism was rated lowest. The personality traits of Gen Z seem to challenge educators in terms of classroom management and activity design. The implications of the study may contribute to EFL classroom practice.
The Effect of Learning Environments on Thai Speakers&apos; English L2 Vocabulary Depth
Author: Supasiraprapa, Sarut
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Environment,Foreign Countries,Thai,Adults,Vocabulary,Word Order,Language Usage

Second language (L2) vocabulary depth, or how well learners know an L2 word (e.g., Meara, 1996), is a dimension of vocabulary knowledge that assists in L2 comprehension and production (e.g. Li &amp; Kirby, 2014; Qian, 2002). The current study investigated the effects of two types of English L2 learning environments--formal English classrooms in Thailand and English exposure in an English-speaking country--on adult Thai speakers' (N=29) English vocabulary depth. Participants completed the Word Associates Test (Read, 1998), which measured the depth of their receptive vocabulary knowledge, and an elicitation task which required them to supply English collocations in a given context. Regression results based on both measures suggested that participants' previous length of English education in Thailand did not significantly predict their English vocabulary depth, but their length of stay in the US, which followed their English education in Thailand, significantly predicted the depth. The findings were in line with the theoretical proposals (e.g., Ellis, 2013) and previous empirical results (e.g., Parkinson, 2015) suggesting the superiority of an L2 immersion environment over an environment where an L2 is a foreign language in promoting the depth dimension of L2 word knowledge. Based on the results, pedagogical implications are discussed.
The L2 Motivational Self System of Low and High Achievers in a Cambodian Context
Author: By, Helene
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Correlation,Second Language Learning,English (Second Language),Private Schools,Children,Adolescents,Young Adults,Language Proficiency,Learning Motivation,Student Attitudes

The present study explored the different levels of motivation, the relationship between the three components of the L2 Motivational Self System and language proficiency as well as the reasons behind the students' motivation in learning at two private English schools in Phnom Penh, Cambodia. One-hundred and twenty students with different levels of English, ages ranging from 9 to 21 years old, were divided into low and high achiever groups. They participated in the quantitative data collection phase. Data were collected through an English proficiency test and a questionnaire. The results revealed a significant difference regarding Ought-to L2 Self and the L2 Learning Experience between the two groups. A significant correlation between the Ideal L2 Self and language proficiency was found among high achievers, whereas a significant correlation between the Ought-to L2 Self and the L2 Learning Experience was the case among low achievers. For the qualitative study, twenty out of one hundred and twenty participants (10 low achievers and 10 high achievers) were interviewed for reasons behind their learning motivation in learning English. Different reasons were discovered: personal aspiration, the need for communication and environment.
The State of the Intercultural Communicative Competence: An Exploration through Trajectories in English Teachers&apos; Discourse
Author: Loo, Daron Benjamin
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Intercultural Communication,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Educational History,Communicative Competence (Languages),Teaching Methods,Discourse Analysis,Cultural Background,Educational Principles,Pedagogical Content Knowledge,Language Teachers,Private Schools,Teacher Attitudes,Cultural Awareness

The history of English language education is punctuated with teaching and learning theories and approaches advocated by different communities of practice. One of such recent trend is the support for the integration of intercultural communicative competence (ICC) in the English language classroom. To date, minimal studies have examined this extension of the English language classroom. Hence, to determine the teaching practice of ICC this study looked at the identity-in-practice and -in-discourse, as well as sources of pedagogical knowledge of four English teachers teaching at private institutions in Bangkok. This study employed a discourse analysis approach to first identify the participants' emergent trajectories and funds of knowledge, and subsequently compared the findings with the fundamental principles of intercultural education, or the community of practice that support ICC. The findings indicated that while some participants' trajectories paralleled the tenets of ICC, there were also divergent ones. This reflected the contextualization of intercultural education, as well as the teachers' (lack of) knowledge regarding ICC. More than this, the findings also indicated the viability of a community of practice, especially for intercultural education, in a disparate educational sector.
What Did We Learn Last Class? An Exploratory Study of Student-Generated Review Questions
Author: Johnson, Christopher Nathanael
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Developed Materials,Test Construction,Student Attitudes,Learning Strategies,Review (Reexamination),Undergraduate Students,Foreign Countries,Learner Engagement,Learning Motivation,Teaching Methods

'Student-generated review questions' is a classroom technique in which one or more students are assigned the task of writing a set of questions based on what was studied during a class. These questions are shown to all of the students at the beginning of the next class, and then discussed in pairs or small groups. The current study explored student perceptions of the technique. The studentgenerated review questions activity was run regularly throughout an entire semester with three classes of undergraduate students in a university in Bangkok. At the end of the semester, these students completed a questionnaire comprising Likert scale and qualitative questions. Students reported that preparing and answering the review questions enhanced their recall and understanding of course content, as well as their sense of engagement and motivation. I conclude that the technique is perceived by students to be beneficial, and provide recommendations for how it can be implemented by other teachers.
The Role of Translanguaging in Improving Thai Learners&apos; Interactional Competence in Dyadic &quot;English as a Foreign Language&quot; Tutorial Sessions
Author: Kampittayakul, Tassanee
Date: 2019-00-00
Type: Journal Articles
Subjects: Role,Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Thai,Language Usage,Native Language,Communicative Competence (Languages),Teaching Methods,Classroom Communication,Language Proficiency,Foreign Countries,Video Technology

In line with the Global Englishes principle, translanguaging, the most recent extension of codeswitching, plays a crucial role in English language teaching since translanguaging is seen as an effective tool for communicating. This paper reports the findings of an observational study aimed at investigating the use of translanguaging to foster interactional competence (IC) development among Thai learners in one-on-one &quot;English as a foreign language&quot; (EFL) tutorials. Its objective is to explore extended learner turns and listenership, the defining characteristics of IC. Based on a zone of proximal development (ZPD) in the sociocultural theory (SCT) of Vygotsky (1978), translanguaging and IC interplay in the study. Self-Evaluation of Teacher Talk framework (Walsh, 2006 &amp; 2011) was an instrument employed to develop the learners' IC. A total of individual 25 Thai learners were tracked over eight weeks and studied in 200 dyadic EFL tutorial sessions conducted in a translanguaging instructional context. The findings suggest that 76 percent of them improved in terms of producing greater extended learner turns, and 100 percent of them registered convergence as the most common function of listenership to display their understanding of the lesson and to project incipiency speakership. In addition, the Thai students interacted through translanguaging in two different manners: a dependent manner, for those with not fully improved English proficiency, and an independent manner, for well-developed English proficiency (García &amp; Kano, 2014). Given the findings, translanguaging enhances the Thai learners' IC in dyadic EFL tutorial sessions.
Self-Study as a Method for Engaging STEM Faculty in Transformative Change to Improve Teaching
Author: Samaras, Anastasia P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,STEM Education,Instructional Improvement,College Faculty,Transformative Learning,Communities of Practice,Professional Identity,Faculty Development,Teacher Collaboration,Research Universities,Undergraduate Study,Teacher Role,Friendship,Interdisciplinary Approach,Teacher Researchers

Reform efforts in the teaching of undergraduate science, technology, engineering, and mathematics (STEM) have included introducing faculty to specific teaching strategies and engaging them in collaborative initiatives. This study examined the experiences of STEM faculty learning interactive teaching strategies while also learning and applying self-study methodology in a year-long faculty self-study learning community. We used self-study methodology as an innovative design to support STEM faculty's research about their teaching. Drawing on multiple sources of data, the researchers found that although participants reported that learning self-study methodology was unique and complex, they embraced the problematic and sophisticated nature of self-study to examine their teaching while recognizing the close link between teaching and research. As they reflected on their professional identities as teachers, they gained a better understanding of their role in their students' learning. Supporting faculty's small changes in teaching can lead to larger changes over time. Self-study methodology can reinforce the change process. The self-study learning community design may be useful as a catalyst for developing an advanced teaching trajectory for STEM faculty and useful for faculty from various disciplines. Implications for impacting individual and institutional capacity in higher education are discussed.
Taiwanese University Students&apos; Perceptions toward Native and Non-Native English-Speaking Teachers in EFL Contexts
Author: Tsou, Shih-Yun
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Language Attitudes,Native Language,Limited English Speaking,Teacher Student Relationship,English (Second Language),English Instruction,Preferences,Academic Degrees,Student Experience,Teacher Competencies,Communication Problems,Teaching Styles,Language Skills,Student Motivation,Anxiety,Cultural Awareness

English has evolved into the most widely learned and internationally used language because for the increasing numbers of learners in the globalization process. With the growing demand of English education, the competencies of English teachers as Native English-Speaking Teachers (NESTs) and NonNative English-Speaking Teachers (NNESTs) have become a significant matter of discussion. The purpose of this study was to investigate Taiwanese English as a foreign language (EFL) students' perceptions and preferences toward NESTs and NNESTs who hold a degree from a country where English is the dominant language through addressing the differences in their English instruction. This qualitative study consisted of 20 participants. Two open-ended questions were investigated and analyzed. The findings revealed that the participants held an overall preference for NESTs over NNESTs; nevertheless, they believed both NESTs and NNESTs offered strengths and weaknesses in their English instruction. The characteristics that were perceived to be disadvantages of one group appeared to be advantages of the other. For example, NESTs were considered more difficult to communicate with by the participants, while NNESTs were believed to have limited English proficiency.
Doctoral Students&apos; Perceived Needs and Preferences for Supervisors&apos; Written Feedback
Author: Nurie, Yenus
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Feedback (Response),Student Attitudes,Student Needs,Supervisors,Teacher Student Relationship,Doctoral Dissertations,Foreign Countries,Preferences,Writing Instruction,Written Language,Literary Genres,Accuracy,Error Correction,Connected Discourse,English (Second Language),Second Language Learning,Intellectual Disciplines,Comparative Analysis

This study examines doctoral students' needs and preferences for written feedback on thesis writing from supervisors. Several studies have explored students' preferences for written feedback to respond to students writing in the classroom. However, relatively little or no research has been previously reported about what aspects of written feedback (content, generic or linguistic) are preferred by PhD students to thesis writing in the Ethiopian context. A questionnaire was administered and collected from fifty one doctoral candidates who were currently pursuing their projects in four disciplines. Participants were purposefully selected to complete a questionnaire. Descriptive statistics was used to analyze the data. The findings of this study found that PhD students tend to prefer feedback on Content knowledge to feedback on Genre knowledge--and Linguistic accuracy and appropriateness. The study found a wide range of PhD students' perceived needs regarding specific categories of feedback, which they valued written feedback on content most, and this preference was consistent throughout all the four disciplines. The practical implications of these findings for higher education supervision, and future research directions are then presented.
Inferential Reasoning as a Means of Avoiding Plagiarism in Paraphrasing
Author: Thienthong, Atikhom
Date: 2018-00-00
Type: Journal Articles
Subjects: Content Analysis,Plagiarism,Inferences,Story Telling,Writing (Composition),Writing Assignments,Teaching Methods,Logical Thinking,English (Second Language),Second Language Instruction,Language Usage,College Students,Academic Language

Paraphrasing is a signature practice of constructing intertextual discourse in academic writing. It is a story retelling technique commonly employed by academic writing classes to tackle plagiarism. However, teaching and learning of paraphrasing tend to place a very heavy emphasis on literal meanings of source messages and faithful reproductions of source meanings through new linguistic systems (e.g. altering syntactic structures, changing lexical forms, substituting synonyms), which may not effectively respond to authentic academic writing. Given this textual orientation, inferential reasoning which is essential in academic discourse tends to be relatively overlooked. To address this neglect, this article proposes an alternative pedagogical approach that exploits inferential thinking as a countermeasure to plagiarism. Specifically, it illustrates how inferential reasoning principles can be fostered and incorporated into paraphrasing instruction to assist EFL students in producing non-plagiarized academic works. In addition, it points out the kinds of knowledge students need to have when they paraphrase source texts to support their argumentation.