ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Cultural Distance and Pragmatic Comprehension
Author: Rafieyan, Vahid
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Multiple Choice Tests,Cultural Differences,Role,Teaching Methods,Cultural Awareness,Intercultural Communication,Undergraduate Students,Scores,Listening Comprehension Tests,Content Analysis

The distance between language learners' culture and the culture of the target language community is considered to play a crucial role in determining the level of pragmatic comprehension. In this respect, a study was conducted over 30 German students, perceived as culturally close to the British, and 30 South Korean students, perceived as culturally distant from the British, studying English as a Foreign Language at a university in their home countries. Pragmatic comprehension ability was assessed through a 24-item multiple choice pragmatic comprehension test. The findings suggested the crucial role of cultural distance in pragmatic comprehension ability, that is, a shorter distance from the culture of the target language community led to a higher level of pragmatic comprehension. The pedagogical implications of the findings suggested the provision of opportunities for the students of English as a Foreign Language to be exposed to the culture of the target language community through cultural instruction, educational sojourn, or telecollaborative partnership.
An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills
Author: Al-Jamal, Dina A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Investigations,Undergraduate Students,Speech Skills,Barriers,English Language Learners,Questionnaires,Student Surveys,Student Attitudes,Semi Structured Interviews,Language Proficiency,Communication Skills,Class Size,Time Factors (Learning),English (Second Language),Foreign Countries

Since speaking well in English is crucial for English language literature undergraduates, the present study aimed at describing difficulties that may be encountered at an EFL setting. The sample was stratified random as drawn from six Jordanian public universities. Survey questionnaires as well as semi-structured interviews were constructed. 64 students were interviewed out of 566 students who responded to a survey questionnaire. The findings of the study exposed a perceived failure of EFL students' speaking skill in English was reported together with reasons that explain such perceived difficulty. The results of the study showed a &quot;low&quot; speaking proficiency level among EFL undergraduates along with negligible instruction of the speaking skill at university courses' level. More highlighted difficulties by this study were as these of: communication in L1, large classes, and lack of time.
The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education
Author: Alzu'bi, Mohammad Akram
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Programs,English (Second Language),English Language Learners,Language Proficiency,Reading Improvement,Investigations,Content Validity,Reading Tests,Pretests Posttests,Grammar,Accuracy,Vocabulary Development,Program Effectiveness,Program Evaluation,College Students,Foreign Countries

This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English was purposefully chosen from several universities in the academic year 2012 and the study continued for three semesters. To establish the validity for the instruments, the method of content validity was used; the instruments were given to a jury of specialists. In addition, the reliability of the test was established. Before carrying out the experiment, a pre-test for the general reading comprehension was administrated. By the end of the experiment, the researcher administrated the general reading comprehension post-test. The researcher used the t-test to detect any significant differences between the pre-test and post-test on the reading, grammar, and vocabulary. The findings show that ER improves university EFL students' reading, vocabulary and grammar achievement. Finally, the researcher suggested several recommendations.
Metacognition and Second/Foreign Language Learning
Author: Raoofi, Saeid
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Intervention,Learning Strategies,Teaching Methods,Role,Language Research,Second Language Instruction,Educational Research,Correlation,Predictor Variables,Language Proficiency,Cognitive Style,Educational Attainment,Native Language,Language Usage,Literature Reviews

Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second, what are the factors shown to influence metacognition of learners in the area of second/foreign language learning? Data from 33 studies published between 1999 and 2013 were coded based on a coding scheme adapted from previous systematic reviews (e.g., Norris &amp; Ortega, 2001; Plonsky, 2011). The findings of the review show that the metacognitive interventions have the possibility to promote language performance, but, on the whole, mixed evidence was found for the effectiveness of the intervention in enhancing metacognitive awareness/strategy use. The results also indicate that several factors appeared to affect L2 learners' metacognition. This review expands our understanding of the role of metacognition in language learning and will lead to pedagogical implications for SL/FL learning and teaching. Limitations of the existing studies and directions for future research are also discussed.
The Presence or Absence of Definiteness in the Native Language and Its Impact on ESL Learning
Author: Abu-Melhim Abdel-Rahman
Date: 2014-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Taxonomy,Role,Interference (Language),Semitic Languages,Language Usage,Form Classes (Languages),Statistical Analysis,Morphology (Languages),Syntax,Contrastive Linguistics,Advanced Students,Undergraduate Students,Essays,Foreign Students,Writing Tests,Language Tests,Language Proficiency

The purpose of this study was to determine if first language interference does play a significant role in the use of articles in English by native speakers of Arabic as compared to other ESL learners. An error analysis was conducted on the use of English articles in essays taken from two groups of advanced ESL learners. The essays were composed by undergraduate students at Texas A&amp;M University located in Commerce during the period 2011-2013. The first group was comprised of 18 native speakers of Arabic while the other was comprised of 18 other non-native speakers of English. The use of English articles was categorized numerically using a taxonomy of formal obligatory contexts. None of the statistical tests used in the study revealed significant differences between the groups even though over 90% of group two participants were native speakers of languages that do not have a system which contrasts articles as definite and indefinite like English does, or a system that separates article function from indexical use of the morpho-syntactic unit. Since Arabic does have an article system, these findings provide evidence that the strong version of the contrastive analysis hypothesis has little predictive import with respect to the English language article system in the written language of advanced ESL learners. The major factors affecting the use of English articles by these subjects are intra-lingual rather than inter-lingual.
LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences
Author: Wong, Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Preferences,Teacher Background,Teacher Characteristics,Cultural Influences,Case Studies,Educational Practices,Teaching Methods,Teaching Styles,Native Speakers,Communicative Competence (Languages),English Language Learners,Lesson Observation Criteria,Student Attitudes,Teacher Attitudes,Elementary School Students,Elementary School Teachers,Foreign Countries,Semi Structured Interviews,Observation

This paper, an exploratory case study, examines how students' preferences and motivation to learn English are influenced by their perceptions of teaching practices--both of native English teachers and local English teachers. To better understand the context of this research question, this study adopts a method of triangulation in collecting data: classroom observation, student interviews and teacher interviews. For intrinsic motivation, results reveal that Chinese students prefer a native-English-speaking teacher's approach to communication language teaching. However, for extrinsic motivations, students preferred the curriculum-oriented approach of local teachers due to the relevance to the ultimately- important English examinations.
English Language Assessment in the Colleges of Applied Sciences in Oman: Thematic Document Analysis
Author: Al Hajri, Fatma
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Programs,Thematic Approach,Language Proficiency,English (Second Language),Language Tests,Content Analysis,Educational Practices,Testing,Evaluation Methods,Test Reliability,Test Validity,Accuracy,Preferences,Criterion Referenced Tests,Norm Referenced Tests,Public Policy,Influences,Conflict,Fidelity,Academic Standards,Evaluation Criteria

Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in Oman. It used thematic analysis in studying 118 documents on language assessment. Three main findings were reported: compatibility between what was taught and what was assessed, inconsistency in implementing assessment criteria, and replication of the General Foundation Programme standards. The implications of the findings on national and international higher education are discussed and recommendations are made.
The Task-Based Teaching of Writing to Big Classes in Chinese EFL Setting
Author: Hai-yan, Miao
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Instruction,Large Group Instruction,Questionnaires,Writing Assignments,Instructional Effectiveness,Student Surveys,Teaching Methods

This paper explores how to teach English writing to big classes in China from the task-based perspective. Based on a comparison between the traditional 3Ps approach and the tasked-based approach, the paper proposes a practical linear procedure as to how to teach English writing in the task-based classroom to big classes. An empirical study is conducted in the form of questionnaires to test the effectiveness of this task-based procedure to foreign language writing in the Chinese EFL setting. Results show that the task-based approach is effective to teach big classes English writing, as it deepens students' understanding of the task-based approach and enhances various aspects of writing. However, there are several factors calling for future attention, such as teachers' roles, monitoring and evaluation in the practice of task-based instruction. It is hoped that this proposed procedure of task-based approach can serve as an inspiration for other foreign language teachers and stimulate more studies in task-based learning and teaching.
Relationship between University Level and Employment of Language-Learning Strategies: A Study of EAP Learners
Author: Ghafournia, Narjes
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,English for Academic Purposes,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,College Students,Teaching Methods,Reading Tests,Foreign Countries,Scores,Statistical Analysis,Regression (Statistics)

This study scrutinized the relationship between utilizing language-learning strategies and university levels in reading-comprehension process of language learners in Iran. The participants comprised 406 EAP students at three university levels. The findings reflected significant differences among the students in implementing learning strategies. The students at higher university levels employed overall, direct, and indirect strategies significantly more frequently than the students at the lower stages. The results also revealed that 63% of the variance in the implementation of learning strategies could be due to the participants' university levels. The findings are of significance because they can help language teachers tailor effective strategic-based language-teaching programs to the academic needs of the students at different stages of learning. The findings can assist language teachers in identifying problematic areas at different stages of learning enabling them to do remedial work with unsuccessful learners.
Proficiency as a Factor in English-Medium Instruction Online Tutoring
Author: Chen, Wen-Chun
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Tutoring,Language Proficiency,Foreign Countries,Online Courses,Preservice Teachers,Peer Teaching,International Programs,Educational Technology,Technology Uses in Education,Interaction,Computer Mediated Communication,Telecommunications,Undergraduate Students,Pretests Posttests,Coding,Regression (Statistics)

The current study explored the effects of English as a foreign language (EFL) learners' proficiency level on English-medium instruction (EMI) in an online tutoring project. Sixteen Taiwanese college students (tutees) collaborated with preservice teachers (tutors) in the United States in an EMI online tutorial project. The online tutor-tutee interactions were examined to determine if the two tutee groups of two respective proficiency levels were equally receptive to EMI online tutoring based on nine indicators. The results show that learners of both levels could generate approximately equal amounts of language-related discussions and utterances. Overall, proficiency level did not impede tutees' ability to notice their linguistic gaps in interlanguage. Moreover, tutees of both proficiency levels benefited from the textual display of online interactions with their tutors during a task-based learning scheme. Among the nine indicators, successful uptake and feedback type were two strong predictors of tutees' subsequent target language (L2) learning in both groups. The findings offer pedagogical values to promotion of EMI policy in globalized higher education.
The Evaluation of &quot;English Textbook 2&quot; Taught in Iranian High Schools from Teachers' Perspectives
Author: Ahour, Touran
Date: 2014-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Course Descriptions,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,High School Students,Student Attitudes,Teacher Attitudes,Curriculum Design,Check Lists,Likert Scales,Statistical Analysis,Content Analysis,Secondary School Teachers

The purpose of this study was to investigate the appropriateness of &quot;English Textbook 2&quot; for Iranian EFL second grade high school students from the teachers' perspectives. The participants of the study consisted of 25 English teachers (8 females and 17 males) randomly selected from different high schools in Boukan, Iran. The evaluation of the textbook was conducted quantitatively through an adapted checklist developed by Litz (2005). The checklist was a 5-point Likert scale and three criteria including subject and content, activities, and skills out of seven criteria in Litz's checklist were selected for this study. The results of the study revealed that teachers' perceptions about these criteria were not favorable in general. The results of this study can be helpful for teachers to use appropriate teaching techniques to compensate for the deficiencies of the textbook and the materials developers and syllabus and curriculum designers in Ministry of Education and other pedagogical experts to revise the current textbook or adopt a new textbook instead.
The Effect of EFL Teachers' Attitude toward English Language and English Language Proficiency on Their Sense of Efficacy
Author: Sabokrouh, Farzaneh
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Institutes (Training Programs),Language Teachers,Second Language Instruction,Predictor Variables,Self Efficacy,Teacher Effectiveness,Statistical Analysis,Foreign Countries,Teacher Attitudes,Surveys,Oral Language,Language Usage,Correlation,Regression (Statistics)

Researchers in education have documented that teachers' sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of TESOL, inquiry into teachers' sense of efficacy is extremely scarce. The present study, by adopting the notion of teachers' sense of efficacy as the theoretical framework, has explored Iranian English Institute teachers' confidence in teaching English. The study has also examined teachers' attitudes toward the English language and teachers' English language proficiency, respectively. An exploratory survey methods design was employed in the present study and data were collected in the quantitative format, by which 68 English institute teachers working in Mazandaran responded to the survey. The results indicated that teachers' current level of English proficiency and EIL (English as an International Language) attitude toward the English language were the significant predictors for teachers' English teaching-specific efficacy beliefs or confidence. Also, efficacy for oral English language use was found as an additional dimension of teacher efficacy in teaching English, indicating that in a foreign language context, oral target language use would be a significant dimension to be considered in examining teachers' self-efficacy in teaching the target language.
Postmethod Pedagogy and Its Influence on EFL Teaching Strategies
Author: Chen, Mingyao
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),English Instruction,Second Language Instruction,Educational Strategies,Middle School Students,Grade 8,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Foreign Countries,Observation

Postmethod pedagogy is first put forward by Kumaravadivelu in 1994. It emerged to respond the demand for a most optimal way of teaching English free from the method-based restrictions. Kumaravadivelu views postmethod pedagogy as a three dimensional system with three pedagogic parameters: particularity, practicality, and possibility; and he proposes micro-strategies in EFL classrooms. To better illustrate his theory and its influence on EFL teachers' teaching strategies, it is necessary to conduct case studies in schools to investigate both teachers' and students' beliefs about methods and postmethods, and to find out whether the current teaching activities are in accordance with the micro-strategies of postmethod pedagogy in terms of teaching interaction, teaching technique, teaching object and teaching content. Then this paper goes on to summarize the implications of this study for teaching and teacher education.
Strategies Used by Saudi EFL Students to Determine the Meaning of English Words
Author: Baniabdelrahman, Abdallah Ahmad
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,English (Second Language),Comprehension,Vocabulary,Tests,Statistical Analysis,Guessing (Tests),Learning Strategies,Second Language Learning,Surveys,Pretests Posttests,Gender Differences,Scores,Interaction,Language Proficiency,Comparative Analysis

This study investigated the strategies which first-year Saudi university EFL students used to derive the meaning of unfamiliar words while reading English texts. Using cluster sampling method, participants chosen to be included in the study consisted of six male and six female classes (120 male and 120 female students) of the preparatory year deanship students at King Saud University, 2009-2010. Following the administration of a vocabulary test as the instrument, descriptive statistics and ANOVA tests were used to analyze the collected data. Results revealed that the students were weak in using the right strategies in guessing the meaning of unknown vocabulary. The use of a combination of two or more strategies was found to result in a better correct guessing rate, but few students tended to use this technique. The results support the importance of practical training in when and how to use various strategies: students need to be given regular practice in order to learn how to use them most effectively. Highlighting the main strategies which students use to correctly derive the meaning of words, the findings indicate EFL teachers should train their students in the use of a variety of strategies for guessing the meaning of unfamiliar words.
Creativity, Culture and Translation
Author: Babaee, Siamak
Date: 2014-00-00
Type: Journal Articles
Subjects: Translation,Second Languages,Creativity,Cultural Awareness,Correlation,Cultural Influences,Cultural Differences,Intercultural Communication

Some scholars (Bassnett-McGuire, Catford, Brislin) suggest that a good piece of translation should be a strict reflection of the style of the original text while some others (Gui, Newmark, Wilss) consider the original text untranslatable unless it is reproduced. Opposing views by different critics suggest that translation is still a challenging issue. The present study examines the relationship between translation and culture. The purpose of this study is to consider translation as a creative act based on cultural differences in both source language (SL) and target language (TL). We suggest that culture is a factor that can bestow creativity to translation. Thus, a great deal of cultural communication between two languages should be considered for translating any text.